Term 4 Week 2

PRINCIPAL'S REPORT

BEST WISHES TO THE YEAR 12 CLASS OF 2021

Today was the last 'official' day for our Year 12 students.  However, there are still final assignments to be completed, assessments to be sent for moderation, preparation for exams and of course the exams themselves.

Over 90 students have taken on the challenge of a complete Year 12 programme this year.  Due to COVID-19 restrictions over the past two years, it has been a little different but we’re pleased that there haven’t been too many interruptions and special events like the Formal and Graduation are set to go ahead after exams.

Some students have been very focussed throughout, using their class and homework time effectively, seeking regular feedback from their teachers, attending holiday sessions here at school and the Adelaide Tuition Centre as they have continually strived to achieve their best.  Others have warmed to the task, becoming increasingly focussed as they have matured across the year.  For others, a sense of urgency is just ‘kicking in’.

Within the class of 2021 there are a range of abilities, passions and aspirations. Some students have skills in areas demanding advanced literacy and analytical skills, a number demonstrate high-level ability in practical subjects while others display a strong aptitude in mathematics/science.  Some students have enjoyed the intellectual rigour of an intense academic programme while others have pursued learning that has been self-directed and geared more towards personal development – either in mainstream classes or through our Salisbury East Alternative Learning (SEAL) sub-school.

With such diversity, students have taken the opportunity to pursue a variety of pathways during their final years at school.

Some have opted for a vocationally oriented course of study combining general education with a focus on workplace learning – undertaking VET courses or a school-based apprenticeship.

Others have opted for subjects that will make them eligible for an Australian Tertiary Admissions Rank (ATAR) and the possibility of acceptance into university.

This final assessment period can be very stressful for students and their families.  For those looking to gain entry to a specific course, there are high stakes attached to everything they do.  It’s a very competitive environment and unfortunately, not everyone can get ‘A’ grades, ATARs in the 90s or get into the course of their choice.

Unfortunately, it is not a level playing field. The results that appear on SACE certificates do not get there by accident.  They are the culmination of thirteen years of education and reflect a myriad of factors including life and family experiences, and, of course, the individual student’s attendance at school, work ethic and application.

All students will have different measures of success.  When results are released on December, the spotlight is generally on the handful of students across South Australia who gain ‘perfect’ marks.   While students who achieve these outstanding results deserve the accolades that come their way, it can sometimes lead many students who have worked very hard but not achieved such outstanding results to feel disappointed.  

The fact is that all students who achieve their SACE are worthy of our congratulations and support.

On behalf of the whole school community I wish our Year 12 students the very best as they approach the forthcoming examinations and final assessment period. 

To the families who end their association with our school, I also thank you for your support and contribution over the years.  It has been greatly appreciated.

WORLD TEACHERS’ DAY – OCTOBER 29

I grew up in Port Augusta and attended Willsden Primary School and Augusta Park High School and while the latter doesn’t exist anymore, I still remember the teachers who made a big impact on me and ultimately inspired me to become a teacher.

Standouts for me in primary school were Miss Lynn in Year 2, Miss Russell in Year 3 and Mrs Corbett in Year 7.  In high school, I especially remember Mr Toy (Maths), Mr Novak (Economics) and Mrs Thompson (English).

When I reflect back on why I rate them so highly, it comes down to a few elements: the positive relationships they developed with me; the way they engaged me and made me feel that what I was learning was important and the fact that they encouraged me to achieve my personal best.

While the expectations and demands of being a teacher have increased significantly during my career, I think that those elements are still the foundations for success.

We are fortunate at Salisbury East High School to have a team of teachers who overwhelmingly care passionately about their students and work hard to establish strong relationships. I see them working in teams to develop engaging and meaningful learning activities and to challenge all students with high expectations.

BUDGET 2022

At this time of the year we review our financial position and make decisions about how we spend our available income to best support our students as learners. 

At Salisbury East High School, our major source of funding is from the State Government. This came to over $11 million in 2021. However, this is largely tied to staff salaries, utilities (cleaning, telephone, waste removal) and building maintenance.

Beyond that, the next largest source of income is through Materials and Services charges.  It is through the contributions of our families that we can update the equipment and textbooks that students use for their learning, provide consumables to support student learning – whether it be foodstuffs in Home Economics, paints in Art, chemicals in Science, materials in Design and Technology, etc.  It also means that we can fund programs such as the recently introduced Youth Opportunities, support Year 12 students to attend holiday tuition sessions, organise for a range of guest speakers into the school and continue to subsidise a range of excursions and sporting activities.

Our Governing Council has recently reviewed our anticipated revenue and expenditure and has set the Materials and Services Charge for 2022 at $470.  That works out to be $2.35 per school day.  They have also decided to once again poll parents to gain approval to make the fee legally enforceable. You will receive more information about this in the coming weeks.

Kristen Masters, Principal

YEAR 7 AND 8 TRANSITION TO HIGH SCHOOL

Towards the end of last term, Aboriginal learners from our feeder primary schools came to Salisbury East High School for an afternoon tea to meet each other, and familiarise themselves with our school. Students were enthusiastic about the transition, and left feeling more confident about starting high school. Thank you to Olivia Rungkat and the year 11/12 students for their help cooking and setting up a very tasty afternoon tea.

This term is very important for students transitioning to high school. We are in the process of collecting a large amount of information from primary schools about students, and are creating plans for individual students who need support with transition.

Additionally, we are visiting all of our feeder schools to talk to students about starting high school and what to expect. This has been a great opportunity for students already at SEHS to go back to their primary schools and answer students’ questions.

Over the next week or so, parents of next year’s students can expect an email to book an interview for their student. These interviews will be held on the following dates:

• Week 6 - Wednesday the 17th of November.
• Week 7 - Tuesday the 23rd of November.

At the interview parents and students will have a chance to ask questions about class placements for 2022 and also complete any outstanding forms which have yet to be completed.

This information will be used to make class placements ready for transition days at the end of the year.

• Week 8 – 2nd of December. Year 6 into year 7 transition day at SEHS. (Thursday bell times. 8.35am until 2.15pm)
• Week 8 – 3rd of December. Year 7 into year 8 transition day at SEHS. (Normal Bell times. 8.35am until 3.05pm)

A busy but productive term is ahead for sure! Please contact me if you have any questions or concerns about transition.

Kate Mckinna, Learning & Transition Coordinator

Email: Kate.Mckinna122@schools.sa.edu.au

Phone: 8258 2070

PERSONAL LEARNING AND COMMUNITY ENGAGEMENT (PLACE)

Students in the supported learning senior class have started a volunteer program at The Ferns Lifestyle Village. Our volunteering this term includes using their industrial kitchen to bake biscuits for residents on a weekly basis. On our first visit we delivered surveys to residents about the type of volunteer work they would like us to do in 2022. The results will be analysed later this term to determine how our volunteering program will evolve. We would like to thank Alison, Coordinator at The Ferns, for providing this opportunity to build students’ employability skills and sense of community.

Michelle Sboro, SLC Teacher

ONLINE SAFETY – GROUP CHATS

In recent times, a number of our students have reported issues with Group Chats.  The following information is provided by ‘Safe on Social Media’ – a company specialising in online safety education for students, staff and parents.

Group chats can be an excellent way to participate in an online conversation. They can also be a place where drama, nasty behaviours, exclusion, and bullying can thrive. The most commonly used group chat apps are WhatsApp, Snap Chat, Instagram, Discord, Messenger, and Facebook Messenger. They can be both helpful and harmful.

There are real concerns about the number of young people that sleep with devices in their room and under their pillow. They are responding to messages at 11, 12 even 1am.

Please make sure you put a healthy boundary in place and keep phones and devices out of the bedroom from an early age. Remember, you are the parent, and you need to guide your children on how to be safe, and managing their mental health is a massive part of that. They need a break. They are connected 24/7, and some of those communications can get toxic in Group Chats. They need sleep. Good uninterrupted sleep. Rolling over in the middle of the night and checking messages is a significant health issue.

There have also been many times when young people have engaged in nasty behaviour about another person in a group chat, then deliberately invited that person into the chat to see those comments. The deliberate nature of this abuse makes it cyberbullying. Re-adding someone once they have left a chat can also be bullying or harassment in some cases. 

When they are tired, they are more emotional and less resilient. Things can and may be taken out of context. No one has the right to choose what other people find offensive. There have been countless times when this has resulted in schools being contacted because of the nasty, bullying or inappropriate things happening in the chat. If this is happening in the home after hours between students, please think about how, as a parent, you can do more to support the school by setting healthier boundaries for device use in your home. 

Schools have a duty of care to minimise the risk of bullying and other dangers to a child, but it is challenging for them to police when the device is at home, under your roof, in your child’s bedroom. 

Help kids develop the skills to know how to leave a group chat that is not helpful or is harmful in any way, including the actual words they may use should they need to leave. With younger kids, teach them how to come up with statements that may help like “sorry guys, this is getting pretty nasty, I’m outta here” as a way to remove themselves, also point out to the other people in the chat that the behaviours may be getting out of hand. Being in charge of their online interactions and knowing how to leave a conversation that makes them uncomfortable online or off is a vital life skill. 

Kids need to realise that they may be “guilty by association”, even if they aren’t saying the nasty stuff; they may be considered a bystander if they do not report it and speak up about what is happening in a group chat. 

Please help them to develop the skills to put boundaries around their friendships. We don’t have to be accessible all the time just because technology allows that. They need to know that they won’t lose friends if they are not available in the group to chat for 30 minutes while they have dinner. Young people need to be in charge and confident in their relationships. They need to know that their friends will understand that their refusal to engage at every moment of the day and night has nothing to do with the state of their relationship, but rather the management of their time, their devices and their life priorities. 

If your child is getting constantly re-added to a group chat that they have left, that can be considered harassment. If your child is re-adding people that have left the group chat remind them that they need consent. They need to ask the permission of the person first “do you want to be re-added to the group chat” for example. 

Parenting in this space is very difficult at times, we totally understand that. But please set boundaries and rules. These are required from a very early age. The earlier the better. A school should not be blamed every time something happens online as it is often something that they can’t 100% control if you have given your child a device and have different rules at home to what is at school. Schools educate students on cyber safety. Most schools offer parent education, in all aspects of online safety, and often only a few parents turn up to parent-focused talks. Please attend, I guarantee you will learn something new every time! 

YEAR 9 FASHION & DESIGN

Last term, Miss Rungkat's year 9 Fashion & Design class were required to make aprons to practice basic garment construction techniques. The aprons had to have a functional pocket and students had to include their own decorative features which they had to design and create. The students demonstrated skills such as problem solving, creativity and persistence to successfully complete the project. Great work!

Olivia Rungkat, Fashion & Design Teacher

SEHS COLUMNIST GROUP

Amphibian Play Review
On the 22nd of September 2021, a play titled “Amphibian” came to the Adelaide Space Theatre. This play was produced by a company called Windmill Theatre Company and they have produced other plays such as “Beep”, “Sun Runners” and “Bluey’s Big Play”. The Adelaide based company also has a reputation of 5 stars and is globally known as the prime theatre company for fabricating delightful plays for children, teenagers and families.

This play was heartwarming, moving and even had comedic scenes. It showed an unlikely duo, Chloe and Hassan. It begins with the two being kicked out of the classroom by their teacher as one the two had stolen their teacher’s wallet whilst feeding the class axolotl. The two teenagers have both found themselves in unwanted predicaments where they both have had a tough situation forced upon them. Chloe is a teenage girl who is struggling in a new school in a new state where she has no friends and Hassan is a teenage Afghan boy who has overcome every obstacle to live safely in Adelaide.

At the beginning we witness the two attempt to get to the bottom of this newfound mystery. Hassan is a very friendly boy who is appreciative of all the luxuries that Chloe despises such as hotels but when they begin to grow closer Chloe hears all about the boy’s traumatic experiences that he faced when forced to travel across vast seas and new countries that he’d never seen. Furthermore, Hassan is reminded of the endless interviews and new places that no 12 year old child should ever have to go through.

This production gave the students some much needed insight as to what many refugees must experience in order to seek safety from war torn countries. Personally, this production was heartwarming, saddening and a bit lighthearted as well, meaning it is a great way to expose yourself and others on substantial real world issues that not enough people are aware of as they are prominent matters and involve real human beings.

Ashley Bain & Amelie Mcardle, Year 9 Students

ACADEMIC ACHIEVEMENT ASSEMBLIES

Over Week 1, we held a number of year level assemblies to celebrate the Term 3 academic achievements of our students. We acknowledge students with high GPAs, students who are striving to achieve their personal best as demonstrated by excellent attitude to learning and those who have shown great improvement from Term 2. It was great to see so many students recognised for their efforts. Well done!