Henley High School 2011 Newsletter No. 4

Henley High School - Issue 4 - July 2011 1

Contact Us:

Cudmore Terrace, Henley Beach 5022 Ph: (08) 8355 7000 Fax: (08) 8355 7070

Email: [email protected] Website: www.henleyhs.sa.edu.au

Issue 4 - July 2011

Important Dates:

2011 Term Dates Term 1: 31 Jan - 15 Apr Term 2: 2 May - 8 Jul

Term 3: 25 Jul - 30 Sep Term 4: 17 Oct - 16 Dec

Our Philosophy: The Henley High School Community values a diverse learning environment supporting all

students to achieve their best as future global citizens.

Our Values: Respect, Responsibility, Equity and

Achievement.

Contact Us:

Cudmore Terrace, Henley Beach 5022 Ph: (08) 8355 7000 Fax: (08) 8355 7070

Email: [email protected] Website: www.henleyhs.sa.edu.au

Important Dates:

2011 Term Dates Term 1: 31 Jan - 15 Apr Term 2: 2 May - 8 Jul

Term 3: 25 Jul - 30 Sep Term 4: 17 Oct - 16 Dec

Our Philosophy: The Henley High School Community values a diverse learning environment supporting all

students to achieve their best as future global citizens.

Our Values: Respect, Responsibility, Equity and

Achievement.

Dear Parents, Caregivers and Members of Henley High School Community. Second term has been very exciting and successful one with many activities filling our weekly calendar. For the last 4 weeks of term Liz has taken some well deserved leave to travel and brush up on her golf handicap. It is with great pleasure that I announce her reappointment as Principal of our school which will assure continuity of success and stability in our future development. In the past few weeks we have celebrated the successes of our students in a multitude of ways, illustrating the diverse learning environment that we have to support all learners. Our Middle School and Senior School teams held celebrations of academic performance for term 1 results. The Middle School morning tea was held in the hall with many parents and grandparents joining us and helping us in judging the teacher bakeoff, won by Ms Alicia Wright with an honourable mention for second place winner and organiser of the event, Ms Shelly Hamilton.

In week 4 our Year 10 students took part in Work Experience coordinated by Mr Graham Brookes (Year 10 Manager). The feedback from the week was very positive with many telling stories of their enjoyment of the experiences in the community. This program is invaluable in preparing our students for a life beyond school. The breadth of experiences ranged from Medical and Aviation to Hairdressing and School Assistants and spanned the state. Some of our students took on two placements to broaden their horizons. We would like to formally thank businesses and members of our community for providing support to foster this important program.

As part of National Reconciliation in week 5 we held our whole school assembly. Our guest speaker, Nancy Bates, spoke to us about the stolen generation. Her points were about our collective grief of this action and how we all

shared a responsibility to make Australia united in the cause for equity. She then sang a very moving song that she had written in response to Veronica Brodie’s Death, a member of the stolen generation. This was an emotional and thought provoking event in our week. The Aboriginal Education team is presently collecting data from our students and staff on the issues to do with reconciliation.

Throughout this term we have been focussing on Pathways and student choices for the future. Curriculum areas have been providing valuable information via e-Presentations about subject pathways in PLP and class time. This information is valuable for students in the lead up to their 2012 Course selections. Students will have the Online Course information available in the next few weeks before they make final choices in the first four weeks of next term. Teachers will also be making their 2012 recommendations online to give guidance to choices made by students and parents.

The “Yes I Can” program continued throughout the term concluding in week 8. This was a highly successful program allowing our Year 12 Specialist Sports students to mentor students who are a part of our Supported Learning Centre to effectively work together in recreational and social activities of their choice. The aim of the “Yes I Can Program” are to empower students with and without disabilities to establish friendship, and in turn create a climate of acceptance within the school. The model of mentoring from this program will now be used in many of our other school programs. Thanks must go to Ms Kerrie Dianos, Mr Tim Kloeden and Ms Sammy Nutt for their support in running and evaluating the daily events. I would especially like to thank Ms Janet Alarcon, a parent who helped in the development of this program.

The Specialist Sports Program has concluded its trials and selections for next year’s intake of Year 8’s. 70 positions were offered in 11 sports

From the

Principal

Council of International Schools An Internationally Accredited School

Council of International Schools An Internationally Accredited School

Cudmore Terrace, Henley Beach 5022 l Ph: (08) 8355 7000 l Fax: (08) 8355 7070 l Email: [email protected] l Website: www.henleyhs.sa.edu.au 2

Henley High School

News International

REPORTING ABSENCES

To report any absences please contact the school

through Students Services on

8355 7014 or

8355 7015

In term 3 we are welcoming 11 new international students from countries including Germany, Brazil, Japan and Hong Kong.

The Henley High School International Program is made up of 3 different groups of students. Study Abroad Program; Students are usually here for a period of 1 term to 1 year. This is an experiential program where students aim to improve their English and immerse themselves in a new cultural experience. Graduate program; students are here to gain their SACE certificate. Many students continue their studies in Adelaide or interstate at university or TAFE. We currently have 38 students in the Graduate Program. Study Tours; where we host students from overseas for a period of one to five weeks. Monday 8th August – 19th August, 20 students from Koishikawa High School in Japan will visit our school for 2 weeks. 19 students from Seosan City Schools will be arriving on day one of term 3 for a 5 week study Tour. In November we are expecting up to 20 students from Ritsumeikan High School for a period of 2 weeks. The aim of the study tours is to help students to become more independent, to learn about Australian culture and way of life and to improve their English. These study tours offer a great opportunity for staff and students to learn more about Japan and Korea, form links and in many cases long-lasting friendships. It helps greatly in broadening knowledge and understandings of the world around us.

We would like to farewell the following students from our International Program:

Lennart Hanniwald from Germany, has been in our Study Abroad Program for 12 months. He has been a part of the Special Sport

Soccer Program and successfully completed one year of studies in Yr 10 and Yr 11. Vitor Albuquerque Costa from Brazil came to Henley High School from Victor Harbor during term 1. During his time here he participated in the soccer program and enjoyed creating a table in Woodwork, which he’ll proudly take back to Brazil.

INTERNATIONAL STUDENT PROGRAM

Lennart Hanniwald

Vitor Albuquerque Costa

with over 150 applicants. This program continues to be highly popular and the qual-ity of applicants was extremely high.

Our Arts faculty have had a number of highly successful evenings in Music and Drama over the past few weeks. These evenings provide a perfect opportunity for our students and staff to practice and polish their team skills in live performances. It was very pleasing to see the large audi-ences of family friends and guests.

The term finishes as busy as it had started with our Year 9 students travelling to Victo-ria on the annual Ballarat Camp. Our sen-iors take part in Mid Year Examinations in many subjects during week 10 and our teaching staff are finalising term 2 reports.

It has been a pleasure to try and fill Liz’s shoes as Principal of Henley High School over the past 5 weeks. It has made me reflect and reaffirm that we have a diverse learning culture in our school and I have marvelled at the incredible team work and support between students, staff and par-ents in achieving success.

Rob McLaren Acting Principal

From the Principal Cont’d


Henley High School

News International

Thananat Settheethavorn from Thailand has been a part of the Graduate program since the start of term 1. Thananat will be joining his sister at Marryatville High School in term 2. It is with great regret that we say farewell to Thananat as he has made many friends during his time here and is highly regarded within our school community.

We wish all of the students leaving the very best and hope that they have valued and enjoyed their experiences while at Henley High School.

Ms Naomi Bond ISP Manager/ LOTE Corrdinator

INTERNATIONAL STUDENT PROGRAM CONT’D

Manuella Santini Maranhao

Thananat Settheethavorn

Manuella Santini Maranhao from Brazil ar-rived at the start of term 1 this year. Manuella readily embraced the Study Abroad Program. She will take back many memories of her time in Australia.

HELP!!

Homestays Wanted

8th - 19th August 2011

We need to find Homestay families for 9 visiting students

from Japan. If you would like to host

please phone

Naomi Bond Mandy Matz

School: 8355 7007

Mobile: 0411 449 173


Henley High School

Middle School News

On Wednesday the 8th of June, a group of nominated female Mathematics and Science students and I attended the ‘Young Women in Technology Challenge’ at the University of Adelaide. The event was targeted at year 9 and 10 female students and aimed to introduce them to careers related to technology. Students Georgia Evangelistis, Ashleigh Mitchell, Shanna McGrath, Joey Teh, Victoria Langton, Jade Robertson, Erica Ghezzi, Caitlin Carroll, Imogen Carruthers, Ebony Philcox, Jessica Johns, Laura McInerney and Tia Barker were able to participate in intriguing programs and meet with female university academics as well as other like-minded individuals.

It was an interesting and enlightening event which provided a lot of information about the diverse range of career paths associated with the study of technology-related disciplines.

Saha Bajraktarevic , Maths/Science Teacher

Women in Engineering & Technology

On the 8th of June, several other female year 9s and 10s got the opportunity to travel to the University of Adelaide for the Women in Engineering and Technology day. We were accompanied by Maths and Science teacher, Ms Bajraktarevic. When we first arrived, we met some female Engineering students who study at the University. They talked about what they do, what inspired them to study engineering and what a degree in engineering has to offer. We learnt a lot about what engineering and technology are and what different subfields of engineering and technology you can go into. After the guest speakers had finished, we split into a few different groups and I was in the pink group. The first activity that we went to was Robogals. We were given half an hour to dress up our LEGO robot and programme a dance for it. After we were done we watched all the dances. It was good fun, and also quite funny to see the robots dancing in their clothes.

After Robogals, we had a break for morning tea. Then we went off to our next activity, Earthquake. In Earthquake, we had to work in a pair to create a structure out of wooden skewers, blue tack, string and straws that could hold a marble and withstand the force

YOUNG WOMEN IN TECHNOLOGY CHALLENGE 2011

of an earthquake, whilst holding the marble. We had half an hour to make our structure. My partner, Joey, and I immediately thought to make it out of triangles, seeing as they are the strongest shape. Unfortunately for us, we had the right idea but the structure didn’t work out very well. Ours looked ridiculous, but it still managed to hold the marble through the force of the earthquake. Even so, I’m not sure that I would live in there!

After we were done there, we went to a computer room where we got to play around on the program ‘Scratch’. ‘Scratch’ is a program that lets you edit and control cartoon characters. It was really funny, and we all had a great time. Following that we broke for lunch and then learned about electromagnetics by making a spinning wheel. After we were done there, we moved onto our final activity where we learned about fluidisation. We learnt that by blowing air into a solid, such as tiny grains of sand, it will accumulate the properties of a liquid. It was really cool and a great way to end the day. Overall, I think that going to the day was a great experience and I learned a lot.

By Erica Ghezzi, Year 9 Student


Henley High School

Middle School News

On Wednesday the 8th of June ten Year 9 students and five Year 10 students participated in a seminar run by Adelaide University to encourage female high school students to consider a career in engineering and technology. It was a really fun day and opened our eyes to some of the possible degrees and jobs that they could lead to. There were many informative talks by university students who told us about their experiences and how they became interested in their chosen field. I particularly liked the mechatronics field and looking into bionic prosthesis. Another interesting part of the day was learning that there were many roles and areas of a particular job; you do not just have to be an engineer doing a lot of technical work, as you could be part of the corporate management team.

We participated in many hands-on activities such as tower building, making a DC motor and completing Maths challenges. We also got to use a

Female Students in Engineering and Mathematical Sciences Excursion

range of different machinery such as the fluidisation machine which gives solids the properties of liquids. My favourite activity was building the tower, which had to hold a marble off the ground during an earthquake. The materials we were allowed to use were wooden skewers, four straws, one rubber band and a small piece of Bluetack. Our design was a triangular based pyramid using the skewers and the marble was at-tached with the rubber band down the middle, creating a pendulum action which absorbed the earthquake’s movement. When our design was tested on the Earthquake Table, it did not fall over and the marble did not fall off!

In conclusion, I believe all students enjoyed the day and were encouraged to consider a career in engineering or mathematical sciences. It really opened our eyes to the possibilities engineers have in changing the world to make it a better place.

By Victoria Langton, Year 10 Student


Henley High School

Middle School News

YEAR 9 ART

This term the Year 9 Visual Arts class have been exploring relief printmaking through linocuts. Students have designed their own linocut based on the theme of ‘Animals’. They have learnt and applied safe printmaking procedures and techniques to create an interesting edition of prints using black ink, gauche paints and collage.

Jay Bennett and Louise Tunney

“I learnt many things like how to cut the lino safely and which tools to use at different stages. I also learnt how to use the ink and

how to get the right consistency.” Isabella Whittaker

“I think my hand coloured print worked the best because it allowed the fish to stand out more against the colourful background.”

Shanna McGrath

‘Puffer Fish’ by Kane Bennett ‘Art’ by Justin Noble


Henley High School

Middle School News

YEAR 9 ART - PRINTMAKING CONT’D

‘Art’ by Jakeb Noble

‘Peacock’ by Josephine Bulmer

‘What lurks beneath’ by Jody Robertson


Henley High School

Senior School News

of senior school students based on their Term 2 results. As a school we commend their diligent work ethic and commitment to learning and their individual goals. Several of the Yr 10 students are studying Yr 11 subjects and Yr 11 students are completing 1 or 2 Yr 12 subjects with great success.

Felicity O’Brien Assistant Principal ( Senior School

Listed below are the Academic and Outstanding Achievers for Term 2 2011.

Year 10 Students

During the school holidays Year 12 students still need to complete lots of work as there are research tasks and study that will need to be continued. Parents are asked to support students in their time management during the 2 weeks. Reports for Year 10, 11 and 12 students will be sent home at the end of Week 1, Term 3.

All Yr 10 & 11 students will need to complete their online subject selections for 2012 by 17th August and Yr 12 students will need to complete their SATAC applications by the end of Term 3. These dates are in the Tr 3 calendar which will be distributed with all Tr 2 reports. Parents and students will be provided with more details of the course selection process early in Term 3 and Yr 10 students have had information sessions in their PLP time. Yr 11 students will also have an information session in week 2. LOST PROPERTY

If students lose an item at Henley High School they need to check that it has not been handed into Student Services. At the end of term there are many unclaimed items. So please encourage students to mark all items of clothing so they can be returned if mislaid and if they have lost a top please check at Student Services. LOCKERS

All students h a v e b e e n allocated a locker to store all their personal items each day. This is to ensure they do not have to

carry around heavy bags. Consequently all students need to have a strong lock to secure their property. Most students have been responsible and are using their lockers effectively. However there are still a few students who have not purchased a lock and there is a concern for the safety of personal items. We appreciate parental support for this school routine and can you please ensure that your son/ daughter has a lock with them each day. SCHOOL UNIFORM

All students are expected to wear the school uniform as detailed in the student diary EACH day. School shoes are a significant concern as some students are wearing what are best described as black “slippers”. These are not acceptable school shoes and s tudents need to purchase appropriate shoes in preparation for Term 3. Shoes need to provide support and protection in a school environment and light “ballet” type shoes and slippers are not suitable.

With the cooler weather students are reminded that the only acceptable school top is the HHS green windcheater or jumper or yr 12 windcheater. For extra warmth some students wear the jumper under the windcheater. Any other tops are not permitted to be worn on site. We appreciate parental support in the provision of appropriate uniform items.

Recently Mr McLaren and the Year Level Managers: Graham Brook (YR10), Jason Keep (Yr11) and Nick McNamara (Yr12) celebrated the outstanding academic achievements.

Given Name Family Name Academic Achievers

Fatima Arevalo AA

Jordan Bishop AA

Meg Bourne AA

Dylan Butler AA

Jordan Capel AA

Caitlin Carroll AA

Hoi Yung Chan AA

Jollys Chin AA

Rose Crocker AA

Sara Crockford AA

Sean Davidson AA

Staci Digance AA

Amy Do AA

Amy Donohue AA

Jayden Ellis AA

Hannah Evangelistis AA

Angela Fletcher AA

Megan Ford AA

Brandyn Galletti AA

Emma Green AA

Mark Kernick AA

Roman Kirichenko AA


Henley High School

Senior School News

Academic and Outstanding Achievers Cont’d

Given Name Family Name Academic Achievers

Aimee Lewis AA

Olivia May AA

Ali Mohammad Amin AA

Alexander Noles AA

Meredith Player AA

Renee Pope AA

Paige Purdie AA

Christie Rawlins AA

Courtney Rawlins AA

Kristen Salvaterra AA

Coral Shanley AA

Lachlan Sheffield AA

Angelo Spartalis AA

Tahlia Treagus AA

Dominic Ventra AA

Victoria Williams AA

Cam Wilson AA

Adrienne Worrell AA

Victoria Langton OAA

Alinta Moat OAA

Megan Saffell OAA

Michael Reschke OAA

Ellen Swan OAA

Year 10 Students Continued

Year 11 Students Given Name Family Name Academic

Achievers Anna Arthur-Worsop AA

Maddy Baker AA

Kimberley Chuong AA

Matthew Cripps AA

Year 11 Students Continued Given Name Family Name Academic

Achievers Storm Drabsch AA

Wenxin Hu AA

Hui Lu AA

Scott McKenna AA

Erik Praekelt AA

Ben Snell AA

Chelsea Wood AA

Matthew McGregor OAA

Given Name

Family Name Academic Achievers

Hafiz Abdul Nasir AA

Shaun Dowling AA

Peter Elfenbein AA

Cameron Henry AA

Yichen Li AA

Lila Loielo AA

Epril Nossent AA

Brigette Rivers AA

Samuel Ryan AA

Penny Vithoulkas AA

Dylan White AA

Mahala Fishburn-Bungey OAA

Dian McMurtrie OAA

Megan Soulsby OAA

Quan Sun OAA

Bryce Williams OAA

Year 12 Students

AA = Academic Achievement OAA = Outstanding Academic Achievement


Henley High School

Senior School News

What are Apprenticeship Brokers? Apprenticeship Brokers are employed by the Department of Education and Children's Services (DECS) as part of the Trade Schools for the Future strategy. They provide a service within a cluster of public secondary schools. Their role is to facilitate School-Based Apprenticeships / Traineeships between students, parents/caregivers, employers, schools and Registered Training Organizations. This involves negotiation of work day(s) or hours and a review of students' school timetables, subject selection and SACE requirements. HHS Apprenticeship Broker is Chris Houltby.

How can I meet with an Apprenticeship Broker? Year 10, 11 or 12 students from schools in the Western Adelaide Trade Schools for the Future cluster (and their parents/caregivers) can arrange a meeting with Chris Houltby, our Apprenticeship Broker. Students can contact their school's VET Coordinator to arrange a meeting. Meeting times are booked through student services. Chris Houltby is at HHS every Thursday morning; however an alternative meeting time can be arranged if required.

How can I contact an Apprenticeship Broker?

Chris Houltby Mobile: 0488 584 029

Email: [email protected]

What is VET? VET (Vocational Education and Training) refers to national vocational qualifications that are endorsed by industry. Vocational education and training (VET) provides skills and knowledge for work, enhances employability and assists learning throughout life.

What VET do we offer @ HHS? Certificate I in General Construction

(Doorways 2 Construction) (Stage 1 SACE) Cert i f i ca te I I in In format ion

Communication Technologies (ICT) (Stage 1 SACE)

Certificate II in Sport and Recreation (Stage 1 SACE)

Certificate II in Creative Industries(Stage 1 SACE)

Certificate I in Furnishing (Stage 1 SACE) Certificate II in Hospitality (Food &

Beverage Service) (Stage 1 SACE) Certificate II Community Services

(Childcare focus) (Stage 1 SACE) Certificate I Introduction to Vocational

Education Certificate (IVEC) (Stage 1 SACE) Certificate II Foundation Skills &

Development (Stage 1 SACE) Electronics and Computer Systems

Engineering – Certificate I in Electro Comms Skills(Stage 1 SACE)

Certificate II Metal Engineering (Partial Certificate) (Stage 1 SACE)

Electronics and Computer Systems Engineering – Certificate II in Electronics(Stage 2 SACE)

Certificate III Fitness (Stage 2 SACE and ATAR)

What are Regional VET Programs? The aim of Regional VET programs is to provide students in western Adelaide

schools with increased pathway options through the provision of a wide range of VET choices. Regional VET programs are hosted by schools in the western Adelaide suburbs and are available for students from other western Adelaide schools to enrol in. Students stay enrolled at their Home School, and attend the Host School for their VET program. For more information see the following web site http://www.wats.sa.edu.au/vet_programs.htm

What are the benefits of choosing VET? Some of the benefits are: gaining a nationally recognised

qualification while completing your SACE getting a 'head start' in your chosen

career making your senior school studies more

relevant and interesting providing opportunities to learn 'on-the-

job' while undertaking structured workplace learning

gaining SACE credits gaining a school Based Apprenticeship /

Traineeship

How can I contact the VET Coordinator? For advice on VET, SACE, Career pathway options and School-Based Apprenticeships / Traineeships contact:

Tania Duff-Tytler Phone: 8355 7000

E: [email protected]


Henley High School

Senior School News

Our Apprenticeship Broker, Chris Houltby, has successfully negotiated many ASBA’s.In total there have been approximately 29 ASBA commencements since 2008, 10 of which have converted to full time apprenticeships.

School Based Trainees and Apprentices commencements 2010 Qualification Employer

Stephanie Wilson 10 Certificate II Hospitality Zootz Kitchen Bar

Danielle Wilson 12 Certificate II Hospitality Zootz Kitchen Bar

Tiarne Easley 12 Certificate II Hospitality Zootz Kitchen Bar

Taylor Fry 11 Certificate II Sports & Recreation AFL Sports Ready

Ryan Halls 10 Certificate III Electrotechnology Ardill Electrical

Tjimarri Sanderson-

Milera 12 Certificate III Business Maxima Group Training Matthew Gordon Rankine 12 Certificate III Business Maxima Group Training

Madison Hunt 10 Certificate II Retail Gloria Jeans

Kane Pedler 11 Certificate III Horticulture (Turf) Riverside Golf Club

Jake Russell-Cooke 12 Certificate III Engineering (Mechanical) Australian Industry Group

Lenae Cracknell 11 Certificate II Hospitality The Grange Hotel

Matthew Hand 11 Certificate III Plumbing Goodman Plumbing

Brandon Natar 11 Certificate III Carpentry Natar Building Services

CURRENT ASBA COMPLETED ASBA

Kayly Karutz 11 Certificate III Children Services ABC Learning Centres Kyle Adcock 12 Certificate III Carpentry Goode Quality Constructions Joseph Sinor 12 Certificate III Electrotechnology TWE Controls Adrian Fratamico 12 Certificate III Electrotechnology Electric City Joshua McHughes 12 Certificate III Business Maxima Group Training Taylah Bradshaw 10 Certificate III Commercial Cookery Café Indulge on Semaphore Samuel Ryan 12 Certificate III Engineering

(Fabrication) Agars Industrial

Nathan Day (Ocean view College HHS VET Student)

11 Certificate III Engineering (Fabrication)

Mac Weld Industries

School Based Trainees and Apprentices commencements 2011 Qualification Employer


Henley High School

Senior School News

Jordan Bendall Certificate III Bread Baking Bakers Delight Brock McIntosh Certificate III Horticulture (Landscape) Down to Earth Landscapes Curtis Cox Certificate III Carpentry Pryde Constructions Jade Gulyas Certificate III Cabinet Making Adelaide Reproductions and Cabinets Brad Trebilcock Certificate III Carpentry Light House Environmental Services Robert Brown Certificate III Engineering Fabrication Mac Weld Industries Rhys Williams Certificate III Engineering Fabrication Tali Engineering Jade Guylas Certificate III Cabinet Making Adelaide Reproductions & Cabinets

Students converted from School Based to Full Time Apprenticeships since 2008-2009

systems, greeting, seating and farewelling guests, describing menu items and taking orders, food service skills, clearing, resetting tables, preparing and serving non-alcoholic beverages including coffee.

Successful completion of the certificate can gain recognition of studies towards a Certificate III in Hospitality (Operations). Occupational career options may include: waiter, retail liquor attendant, bar attendant, café attendant, restaurant attendant, bar operator, barista/coffee machine operator, waiter, catering assistant, kitchen attendant, food and beverage supervisor. Full completion of the Certificate II will serve as a prerequisite entry status for TAFESA.

CERTIFICATE II COMMUNITY SERVICES

(Childcare focus) COURSE OVERVIEW TAFESA Certificate II Community services qualification is delivered at Henley High as well as 1 full week of Structured Workplace Learning at a childcare centre, followed by 12 consecutive weeks during lesson time. This contributes to the vocational skill and knowledge inherent in the course. The course provides students with an orientation to the childcare industry and the theoretical and practical knowledge to work with colleagues, clientele and children. Students are provided with an opportunity to explore the community services industry (specifically childcare), concentrating on the emotional, cognitive and physical developmental stages of children, including nutrition.

CERTIFICATE II COMMUNITY SERVICES PATHWAYS

Childcare workers are employed in private, government and community-based child care centres, kindergartens and crèches. They may also work in hospitals, women's shelters and neighbourhood houses. Rapid growth in the number of childcare and family care centres in recent years has increased the demand for fully qualified child care workers.

Successful completion can gain recognition of studies towards a Certificate III in Community Servi ces (Chi ldcare) . Occupational career options may include:

Child Care Assistant, Family Day Carer, Nanny, Out of School Hours Care Assistant, Recreation Assistant, non qualified Child Care Worker. Self-employment prospects exist by becoming a registered family day care provider in your own home. Full completion of the Certificate II will serve as a prerequisite entry status for TAFESA.

TAFESA CERTIFICATE II HOSPITALITY qualification is delivered by a qualified Chef & teacher at Henley’s state of the art commercial kitchen. It is a prevocational program, covering the skills and knowledge to work within the hospitality industry. The program covers a range of food and beverage functions and client service activities. Students will acquire skills and knowledge in communication and customer service skills, cultural awareness required for serving customers and working with colleagues from diverse backgrounds, including communicating efficiently on the telephone. Practical skills and knowledge focus on preparing table settings and service areas, using table reservation


Henley High School

Senior School News

industry, they will need to identify and operate the equipment whilst following its correct Safety Operation Procedure. Students will identify a range of welders; this will include Oxyacetylene, Manual Metal Arc and Gas Metal Arc and demonstrate various welding techniques.

Two weeks of structured workplace learning within the associated field. Career pathways include Welder, Toolmaker, Sheet Metal Worker, Machinist, Refrigeration Mechanic, and Metal Fabricator.

Students will be supplied with required tools, Safety Boots and Hi Vis top.

VET FURNISHING Students undertake a program related to the Furniture production industry. This is the same Certificate 1 course that is taught at TAFE. Skills developed include timber construction techniques calculations. Wood Machinists and other wood trade workers set up and operate woodworking machines to cut, shape, and machine timber, assemble furniture and cabinets, finish and polish furniture, and make frames. Students must conform to OH&S requirements and industry safety standards. High visibility (fluoro) tops, safety boots (lace up or pull on) and safety glasses must be worn. One week of structured workplace learning is required which is like Work Experience but with more responsibility. Potential career pathways include furniture making, cabinet making, office fitting and construction, furniture finishing, picture framer, soft furnishing worker, floor preparation worker, floor covering and finishing worker. Students who wish to do this course will be interviewed to gain entry into the course.

METAL AND ENGINEERING – CERTIFICATE II IN METAL ENGINEERING (PARTIAL

CERTIFICATE) (MEM20105)

Students will be learning about the many metal trades available and their associated equipment and tools. Skills developed will include using sheet metal, lathe work, and various types of welding, resulting in the students producing a tool box and a G Clamp. Students will be involved in Occupational Health and Safety and Senior First Aid certificate. An emphasis will be placed on the area of drawing ‘interpretation’, ‘Planning’ to make these projects and the ‘Production’ of these projects. Students will be exposed to equipment that they would encounter out in


Henley High School

Senior School News

topics. It is mostly hands on practical activities. The minimum requirement is two semesters of teaching and learning to complete all of the competencies to gain the full TAFE Certificate II Information Technology.

This course is highly recommended to students who wish to study IT at TAFE and other tertiary pathways.

ELECTRONICS AND COMPUTER SYSTEMS ENGINEERING –

CERTIFICATE I IN ELECTROCOMMS SKILLS

(UEE10107)

Students will perform basic work activities, including identifying and using a range of electronic components, accessories, materials, tools, equipment, technologies, and techniques for working in the Electro technology field. Practical experiences include: Soldering Practice; Component Recognition; Wiring; Circuit; Analysis and Fault finding; LED torch Assembly and Design; Electric Vehicle; LED SLED. Students will be supplied with required tools, toolbox and breadboard.

One week of structured workplace learning within the associated field. Career pathways include Electricians, Electronics Trades Workers, Air-conditioning and Refrigeration, Mechanics, Electrical Engineers, Electrical Distribution Trades Workers.

Students who wish to do this course will be interviewed to gain entry into the course.

Students interpreting technical drawing and using fabricating skills to produce an electric car and an aluminium breadboard base.

VET CERTIFICATE II

INFORMATION TECHNOLOGY(ICA20105)

At Henley High School students are able to study VET Certificate II Information Technology. This course consists of units of competencies from the Information and Communications Training Package(ICA20105).

Students can gain nationally accredited competencies over 1, 2 or more semesters. The course is run as self-paced, online


Henley High School

Senior School News

Assessments mapped against National Competency standards (AQTF)

CERTIFICATE II IN SPORT AND RECREATION

This program is for students who : enjoy working with others like organising things want experience working within a

specialist area of - coaching - officiating - event management

In the Sport and Recreation industry

PATHWAYS

Completion of this qualification provides a pathway to: • Entry level employment • Bonus points for entry into TAFE courses Articulation with other VET qualifications in areas such as Sport Coaching, Sport Officiating and Administration Sport and recreation traineeships

Related areas of further education and training are: • Bachelor of Applied Science (Recreation Planning and • Management) Bachelor of Business (Recreation

Management)

50 SACE Credits at Stage 1

Every 70 nominal hours = 10 Credits 80 hours structured Workplace Learning Application by Resume and Interview

CERTIFICATE III IN FITNESS This course is designed specifically for

students enrolled in the Certificate III in Fitness Course (Fitness Leaders) at Sport SA.

Students will complete Stream, Specialisation and Elective units of competencies.

Students will complete a structured Work Placement as part of this course and this must be completed in Term 1.

For every 70 nominal hours as outlined in the National Training package, if all competencies are completed successfully it will equate to 10 SACE credits.

TOPICS FOR STUDY Topic 1: What is work Topic 2: Finding employment Topic 3: Issues in the Fitness Industry Plus VET accreditation from Fitness Leaders course.

PATHWAYS Employment as a fitness instructor or

personal trainer Can lead to further study at TAFE ASSESSMENT COMPONENTS Workplace performance Workplace reflections Course work Student record of vocational attainment Investigative project Evidence Folio Structured Work Placement Oral Presentations

METAL AND ENGINEERING – Certificate II in Metal Engineering (Partial Certificate) (MEM20105)

Students will be learning about the many metal trades available and its associated equipment and tools. Skills developed will include using sheet metal, lathe work, and various types of welding, resulting in the students producing a tool box and a G Clamp. Students will be involved in Occupa-tional Health and Safety and Senior First Aid certificate. An emphasis will be placed on the area of drawing ‘interpretation’, ‘Planning’ to make these projects and the ‘Production’ of these projects. Students will be exposed to equipment that they would encounter out in industry, they will need to identify and operate the equipment whilst following its correct Safety Operation Proce-dure. Students will identify a range of weld-ers; this will include Oxyacetylene, Manual Metal Arc and Gas Metal Arc and demon-strate various welding techniques.

Two weeks of structured workplace learning within the associated field. Career pathways include Welder, Toolmaker, Sheet Metal Worker, Machinist, Refrigeration Mechanic, and Metal Fabricator.

Students will be supplied with required tools, Safety Boots and Hi Vis top.


Henley High School

Senior School News

CREATING EMPLOYMENT AND SKILLS TRAINING

FOR SECONDARY STUDENTS IN OUR LOCAL COMMUNITY

Do Employers Benefit? The State Government initiative Trade Schools for the Future has employed Apprenticeship Brokers to assist in the transition of young people from school to the work force. ‘School to Work’ Apprenticeship Brokers based at local State Government (DECS) schools help connect students with local industries and busi-nesses. They work to increase the numbers of apprenticeships and skilled job opportunities for students from Year 10 onwards. It’s all about School-based Apprenticeships. Although these arrangements have been around for ten years or so, the word has been spread-ing of its advantages more widely since the Apprenticeship Brokers began working in the Trade Schools for the Future program. There are many benefits for employers to take on a school-based apprentice including additional attractive Government incentives and flexi-ble working hours. The students can benefit by using their part time school based apprenticeship as an integral part of their school curricu-lum and therefore, an increased incentive to achieve their South Australian Certificate of Education (SACE). How does it work? The Apprenticeship Broker facilitates these apprenticeships by connecting the employer to the student and arranging a learning and work plan with a minimum of eight hours employment per week. These hours can be increased with additional days or in blocks, in a pre-determined program and, include weekends and school holidays. The school supports the student by arranging an individual timetable and by helping the student manage the combination of employment, vocational training and school subjects. This arrangement creates a win-win for all parties involved. The employers have introduced a part-time school based apprentice to their workforce, and the students have a head start by gaining employment in their career which will continue when they are ready to leave school. The Apprenticeship Brokers have already had great response from both employers and students and expect the numbers to double in the next two years alone. With over 130 State Secondary Schools participating in this program School based Apprenticeships are gaining a solid recognition within industries. They have been recognised as a credible means of another option for today’s recruitment in the workforce. Additional Government Incentives and the support of the Apprenticeship Brokers, have made the task of employing school based apprentices much easier and more attractive for employers. If you are an employer or a parent wishing to get in touch with your local Apprenticeship Broker and discuss the option of a School-based Apprenticeship, please contact the school’s VET Coordinator to arrange a meeting. You can also visit the Western Adelaide Trade Schools for the Future website www.wats.sa.edu.au for more information!

DECS Trade Schools for the Future Apprenticeship Brokers


Henley High School

Senior School News

Anna Arthur-Worsop 'Central Australia'

Anna Arthur-Worsop 'Close Up'

Belinda Ells 'Close up'

'fall over' Chrissy LU

'Light Photography'

'Winter' Scott McKenna

CREATIVE ARTS - STAGE I


Henley High School

Senior School News

'Light photography' 'Photoshop techniques'

'Photoshop techniques' Mathew Cripps 'Portrait' Belinda Ells

Scott McKenna 'Close Up'

'The Beach' Scott McKenna

CREATIVE ARTS - STAGE I


Henley High School

Whole School News

On Friday 3rd June 2011, the RED CROSS DONORMOBILE visited Henley High School giving staff and students the opportunity to donate blood. 41 staff and students donated on the day with many first time donors and several Year 12 students returning after donating through the program last year. It was a successful and fun day with a total of 111 lives helped from the donations of staff and students at Henley High School.

To make things interesting there was also a little friendly competition to see which female and male student could donate their blood the fastest! There is no real way of speeding up a donation but this was a way to get students to drink lots of water and be hydrated before donating. The winners for 2011 were Maddie Cox and James Salisbury.

The Red Cross would like to thank the following staff and students who donated:

I would also like to personally thank Zach Davies and Tarryn Chambers for their support and help in organising the day. I really enjoy organising the blood donation day at Henley and seeing the students have such pride in themselves after donating is very rewarding. Everyone said it was a great feeling knowing they were helping save lives. I hope that everyone continues to donate regularly and that we can have the RED CROSS visit Henley High School again soon.

The school would like the thank the Red Cross for coming out to the school giving the staff and students the opportunity to be a part of this great program and also a big thank you to ADELAIDE FRESH FRUITERES for donating fruit for the donors. Shelley Hamilton, SSO Student Services

RED CROSS

Blood Donation


Henley High School

Whole School News

We now have over 700 student allocated laptops across 3 year levels and the experience continues to be mostly positive for students and teachers. We also have had a steady stream of school leaders and teachers from other schools (SA and Interstate) seeking our advice and wanting to see our school infrastructure set-up and student use in classrooms to inform their own site decisions. However there are always areas for improvement and I wish to highlight the two areas where families could greatly assist to support student learning. Please feel free when appropriate to discuss the items raised below with your child.

Student management of allocated machine.

Students are using the HELPDESK and Media Services well when required very effectively. The HELPDESK’s weekly reports show that student issues are minimal for the most part and are very cyclic i.e. viruses, screens, batteries etc. For example we expect that after breaks (holidays, long weekends etc.) there will be a particular increase in viruses and a few extra broken screens to replace. It seems inattention when using the machine or inappropriate downloads is causing these issues. In the case of viruses the machine will be cleaned and reimaged (this takes about 2 hours).

For damaged machines: if assessed to be due to inattention or inappropriate use, a replacement fee is charged as our extended warranty does not cover this damage. FYI - While the repairs are being done the student is provided with “a swap” machine for day use.

Laptop Battery losing charge at school in lesson 3

I asked Sam Watt (Tech Officer) to monitor this over the last few weeks and his feedback to me is that in almost all cases it has been self-inflicted by inadvertently downloading viruses, using some shareware such as Skype and Torrent, downloading large volumes of data during the day or adopting poor recharging processes. I wish to remind students and their families that a condition of use and access is that they keep the laptop in good operating order. Students can do this by:-

using the recommended overnight charging process.

avoiding viruses by not installing unauthorised software such as Torrent

monitoring charge levels throughout the day and if there is a problem seek advice of HELPDESK immediately don’t down load large files (music, movies etc.) during the day. This really affects the performance of the battery.

Daily bulletin notices have also been placed to inform students of the issues and how to better manage their resource to enable their laptop to be available at all times during the school day.

The support of the whole school community continues to be impressive and gratifying and this major school priority would not be possible without this support.

Thankyou Brenton Evans

Assistant Principal; Technology

ICT UPDATE

Semester 1 has been a very busy time for students in Dance. Some selected high-lights have included excursions to view live dance theatre during the Come Out Festival, Hip Hop dance workshops, the Year 12 Cho-reographic showing and the Evening of Dance. Year 9 Dance students spent a ‘day at the theatre’ where they saw an exciting circus-inspired production titled Free fall and a new work performed by the 2nd year stu-dents of the AC Arts Dance course. SLC 3 also went to the theatre, viewing Take Me There performed by Restless Dance Theatre, a company which works with people with and without disabilities. As part of their investi-gation of various dance genres, the Year 9 students also enjoyed a high-energy Hip Hop lesson with a guest instructor. In week 10 of last term, the Year 12 Dance students pre-sented their choreographic works- in- pro-gress before an audience of Henley High Students. Following feedback and further development, the final works were included in the end of semester performance on June 10th. Evening of Dance featured choreo-graphic works from every dance class, in-cluding SLC3. The Supported Learning Centre students opened the evening with Magic, a work complete with witches, magicians and even a rabbit! This performance was en-joyed by students from local primary schools at the matinee show whilst a large audience of family and friends enjoyed the evening performance.

DANCE IN SEMESTER 1


Henley High School

Whole School News

performers showed fear. Many props were used in different incredible ways that had the audience worried, yet amazed by the way they used eggs, scissors, juggling clubs and blocks in the performance. The movements they used throughout the whole performance were based around the idea of fear, having multiple lifts and throws. These movements required trust within the whole group of dancers and they performed them exceptionally well.

Overall I thought that the performance was amazing to watch, the choreography and the show as a whole obviously had a lot of effort put into it and it is definitely recommended. The performers were successful in presenting the idea of fear, along with entertaining the audience with skilful tricks and humour. All the performers were, without a doubt, talented, fit, strong, athletic and entertaining. This was shown throughout the whole performance and despite a few faults, which were very well hidden, ‘Free Fall’ was a very memorable performance.

Georgia Lornie (Year 9 Dance)

Dance Review-‘Free Fall’

‘Free Fall’ is a must see show for people who enjoy performances that have you wanting more and is a performance that will surely keep you entertained from the beginning till the end. A group of seven dancers perform a dance that involves acrobatics, comedy and numerous involvements with the audience. It is a performance based around the theme ‘Fear’.

On the sound track we heard children stating what they are scared of and during the show the performers talked about themselves and their fears. The performance started with a pile of boxes, which immediately had the audience curious. The music changed throughout the performance, but it always went with the movement that the dancers were doing. To the side of the stage there was a sheet of paper that had all different types of fears written on it, such as the dark and sharks. Before the performance actually started the audience could see this, so they already had an idea that the show was about fear.

The lighting was a big part of the

performance. A follow spot was used several times in the performance and there was a strobe light used once. I found the strobe light was very effective and this was a part that had the audience in excitement. There was a male and female contemporary duo, where the two dancers were dancing with and around a light that was hanging from the ceiling. The dancers made the light part of their dance and it was almost as if it was a trio because the light was following their movements. This dance was not the only one where the dancers used a hanging light. The hanging lights were used creatively and the dancers moved them in unison so that they were enjoyable to watch.

The movement the dancers mainly used was acrobatic movement but it was very well used to communicate the performance name, ‘Free Fall’. They performed dangerous lifts, jumps and flips but they all flowed well, one after another and always had the audience watching in amazement. The tricks they performed were all to do with facing and overcoming fears. Not only was it fearful for the dancers, but it was as if they were creating fear in the audience as well. Tricks were not the only way the

DANCE CONTINUED

Year 9 Dance students at the AC Arts Theatre SLC 3 at the Festival Theatre


Henley High School

Aboriginal Education

NAIDOC WEEK CELEBRATIONS

NAIDOC Week celebrations are held across Australia each July to celebrate the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. NAIDOC is celebrated not only in Indigenous communities, but by Australians from all walks of life. The week is a great op-portunity to participate in a range of activities and to support your local Aboriginal and Torres Strait Islander community. NAIDOC originally stood for ‘National Aborigines and Islanders Day Observance Committee’. This committee was once responsible for organis-ing national activities during NAIDOC Week and its acronym has since become the name of the week itself.

Here are some ideas on how to celebrate NAIDOC

Hold a flag raising cere-mony

Display Indigenous posters around your class room.

Invite local Indigenous eld-ers to speak at your school or workplace.

Listen to Indigenous music. Study a famous Indigenous

Australian. Research the traditional

Indigenous owners of your area.

Study Aboriginal arts and crafts.

Read a Dreamtime story. Start your own Indigenous

hall of fame featuring any local role models and achievers.

Create your own Aboriginal art.

Visit Indigenous websites on the Internet.

Make your own Indigenous trivia quiz.

Visit local Indigenous sites of significance or interest.

Learn the meanings of local or national Aboriginal place names.


Henley High School

News Supported Learning Centre

With the ongoing commitment to further provide our SLC students with more leisure activities in the wider community, I have registered with the “Ladies of Variety”. Variety is an active supporter of special education and disadvantaged schools throughout the state. It also helps hundreds of children each year to gain mobility, freedom, independence and the chance to join in the life of their community. On the 7th June our students attended a Disco at HQ organised by the “Ladies of Variety”. All students had a terrific time listening to their favourite music, dancing with friends and socialising with students from other schools. We now look forward to the up-coming events with “Ladies of Variety”.

Kerrie Dianos Teacher: Supported Learning Centre

“Ladies of Variety”


Henley High School

Sports News

A cold, wet day greeted participants to the Oakbank

Racecourse venue for the state cross championships on Thursday 9th June.

Runners had to deal with a slippery course and cold weather but performed well in their individual events.

Very high praise for Madeleine Anderson with a 3rd in Open Girls, Fraser Huggett, Jayden Ellis, for their 6th positions and Amelia Hutchinson for her 10th place.

Considering the large numbers of contestants these results were pleasing and hopefully can be built on for next year.

Students who competed: Amelia Hutchinson, Megan Jones, Madeleine Anderson, Fraser Huggett, Ryan Russell, Alex Evans, Declan Carruthers, Kane Bennett, Jayden Ellis, Zhenli Sun.

SECONDARY SCHOOL SPORT SA CROSS COUNTRY CHAMPION-SHIPS

Zhenli working hard to finish off a great run.

Amelia striding to the line

A strong finish for Fraser (top) & Jayden

(bottom)

Top run Megan

Megan & Madeleine trying to warm up!


Henley High School

Community News


Henley High School

Community News

Are you 15 years +? Are you tall? (male > 185cm / female > 175 cm) Have you got long levers? Have you got strong arms and legs? Are you a good endurance athlete?

If you have answered YES to 2+ of the above questions, come to West Lakes and see if you have what it takes to be

an OLYMPIC ROWER!

Free Talent Identification Testing and Try Rowing session

Tuesday 12th July 9am-12pm West Lakes

For more information and to register your interest please contact Christine, Mob: 0413 042 176 Email: [email protected]

www.rowingsa.asn.au

NO EXPERIENCE in rowing required!

Documents

Henley High School 2011 Newsletter No. 4