Indooroopilly State High School’s first live virtual school assembly was broadcast from our Film, Television and New Media Production Studio last Tuesday. The COVID-19 global pandemic has prevented schools from holding gatherings for much of 2020, so staff and students collaborated to take our assembly online via a school-wide Microsoft Teams meeting to celebrate this week’s return of all year levels. Students and teachers joined the meeting from their classrooms in Period 1 to watch brief speeches from Executive Principal Lois O’Reilly and school leaders Eddy Curwen, Eunki Jung, Maia Weatherstone and Josie Russell.

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Edition 81 June 2020

INDRONEWS

Studentabsences

Our first live virtual assembly

S TO R Y/ P H OTO S/ V I D E O S

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The Department of Education trading as Education Queensland International CRICOS Registration Number 00608A

Information Booklet

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Monday 25 May was a very special day for our school community, signalling the return of all year levels to at-school learning. Attendance levels across the school last week exceeded 90%, which is pleasing as we know that a number of our students are continuing to work from home because of personal or family health concerns. We will continue to support these students until they are able to physically return. Throughout last week and the previous two when Years 11 and 12 students were able to resume school attendance, we have experienced a period of adjustment; this is true not just for students but also for teachers and support staff, some of whom were also having their first day back at school for several weeks. Whilst we are mindful of individual student concerns, different home schooling experiences and the transition back from varying degrees of isolation, students have overwhelmingly expressed their happiness at being back with friends and teachers. Whilst there may also be happiness and/or relief for parents in being able to cease their teaching activities, many have also communicated that they have enjoyed the opportunity to spend more time with their children and appreciate them in different ways. Deirdre Hall, Deputy Principal – Junior Secondary, and I have celebrated also being back at school last week by catching up with students and sharing stories

about how life was different when we were working and learning from home.

Whole school assemblyThe installation of very sophisticated equipment to support Film, Television and New Media studies at our school was put to very good use on Tuesday last week when we were able to conduct a virtual whole school assembly. This was particularly special because, as well as bringing the whole school “virtually” together, it enabled our Senior FTVNM students and their teachers, supported by many other staff, to experience the scope and opportunities that the new facilities can provide. All

student leaders were represented, with presentations being made by Eddy Curwen, Eunki Jung, Maia Weatherstone and Josie Russell, as well as me. Our Night at the PDT cast brought to life true Indro assemblies with a deeply moving performance of There Will Be Sun from the musical Groundhog Day. In coming weeks we will look to having virtual Year Level, Junior and Senior, and whole school assemblies to assist in rebuilding connections across our student and staff body. You will be able to read a more detailed article about the making and presenting of this assembly in our next newsletter and I thank everyone who was involved.

Lois O’ReillyExecutive Principal

Executive Principal Lois O’Reilly and Deputy Principal – Junior Secondary, Deirdre Hall, with Year 7s Rhianna, Oliver and Ben, in the Student Centre on Monday, Years 7-10 students' first day back at school in Term 2.

Waiting for the show to start at our virtual whole school assembly.

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Indooroopilly SHS P&C Association has endorsed the purchase of outdoor learning furniture to support collaborative learning between students to complement our new Innovation and Design Centre. These Twigs are suitable for outdoor learning and provide additional seating for students during lunch breaks. Teachers can utilise the space on the Learning Bridges of V Block to encourage collaboration between students when working through creative projects or tasks that require group interaction and learning. As well as the Twigs, the P&C has also supported additional tables for the courtyard of V Block to allow for further breakout spaces for students at lunch time and another outdoor learning opportunity for our students and staff. Thank you to our P&C Association for these great new additions to support student learning.Timothy Barraud Associate Principal Junior Secondary

Outdoor learning furniture

Drawings and a model of the Twigs that will go on the Learning Bridges of V Block.

Plans for the courtyard of V Block and an outdoor area in a Level 1 corridor.

The Department of Education trading as Education Queensland International CRICOS Registration Number 00608A

Programs of Excellence• Mathematics & Engineering Acceleration• Music Acceleration • Chinese Acceleration• Spanish Immersion

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Applications openYear 7 2022

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Junior Secondary Student Online Learning Survey

In week four this term our Junior Secondary Team was eager to obtain feedback from students in Years 7-9 about their progress navigating online learning through the various platforms including the use of Microsoft Teams.

We provided students with a series of survey statements to help teachers prepare for their return in week six of this term. With over 600 respondents to the survey, we were very thankful for this immediate feedback and have since reviewed the feedback during curriculum meetings.

It was clear from the student feedback, including over 500 individual student comments, that most students were very excited about returning to school, connecting with friends and engaging in structured face to face lessons with teachers.

It was also apparent that our students felt more resilient as learners, capable of adapting to an online learning environment.

The majority of students stated that they missed the opportunity to ask clarifying questions of their teachers immediately while working at home.

The survey identified two student groupings: those students learning online from home and those students of essential workers learning online while attending school.

The feedback was clear from both groups: most of the respondents missed the opportunity to ask questions and learn from the responses of other students and they are looking forward to more immediate feedback from teachers when they return to school.

All students in Junior Secondary confirmed that they knew whom to contact on staff if they needed additional support. Most students confirmed that they had been in regular contact with their teachers.

In response to the question, what are

you looking forward to most about returning to school, one student summed up the overall view of students, saying that they were excited "to see my teachers and friends and being able to do learning not on a screen and with other people”.

Further discussions occurred last week between our Heads of Department and teachers to ensure that we support our students as they transition back to learning on site.

The overall highlights of the Junior Secondary Online Learning Survey have been included in the hyperlink below. All staff have been excited about the return of our Junior Secondary students to school last week and will continue to support students who are required to learn at home due to their individual circumstances.

Timothy Barraud Associate Principal Junior Secondary

Student comments on the positives of returning to school-based learning

"I want to go back to a controlled environment where I know exactly what to do and when to do it. I also want to make it easier to ask teachers questions instead of emailing."

"Being able to listen to the teacher explain the content instead of sitting behind a screen all day and read off the screen. Being able to get out of the house and not sit inside all day."

Regular contact with teachers At Home

At School

Adapting to Online Learning

Adapting to Online Learning

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COVID Cave Quick Write

“You are the only constant in your life. You might as well learn to love yourself so that you can live with yourself.”

“The 6-7 weeks in isolation with mostly myself made me realise there was no need to be cruel, angry, and just generally unpleasant.”

“Of course, normality makes us assume that we are untouchable, that sickness and disease does not happen in the modern world … I realised, in a way, that my assumed detachment from tragedies like this was not an outlook to maintain. I don’t think I we should dwell too much on it now, however. Part of old age is reminiscing on things such as this.”

“I rather enjoyed it. I also found

that I was able to do school and be productive at home. But I think the most interesting thing was my whole family was very self-sufficient.”

“Staying at home, day in, day out has taught me relationships take work.”

“I became more intrigued by the idea of family and who is actually family…I learnt that I can stay strong if I draw on the strength and compassion of the relationships I hold with people who care for me.”

“When you go through something like this suddenly everything that used to matter doesn’t seem so important any more. It’s hard to worry about your grades when you are separated from your family –not only by distance, but

by laws as well.”

“Living through a pandemic opens your eyes to the harsh realities of this world while simultaneously making you more aware of and grateful for the little things in this world. We will never again take for granted the kindness of a stranger, or the hug of a friend.”

“I feel like I’ve come out of COVID more mature – and not confident, but more comfortable and understanding of myself and how I react to things or how I need to work on myself. One of the main things I realised was how I was always so afraid to be myself or speak up for myself simply because I was concerned with how others would receive that and, in turn, perceive me. It made me realise how silly that is.”

Senior students were invited to engage in a reflective Quick Write wherein they shared their reflections on growth and change during COVID-19. The Quick Write was so successful that it became an optional activity in the Connect program. Below are some of their thoughts.

HPE Four-Week Physical Activity ChallengeWe have had the draw of the BINGO challenge as part of our four-week physical activity challenge. To be eligible, students needed to complete 16 exercises to fill in their Bingo card and submit this to the HPE department. Exercises were then drawn and the first student to have four exercises in a row was the winner. Congratulations to all students who participated in last week’s challenge and a special cheer for the following ‘winners’.

1. Elizabeth Yong - 8P

2. Benjamin Locke – 7N

3. Alannah Factor – 7D and Daria Prikaznova – 8P (tied)

Jeremy Anderson Head of Department Physical Education and Sport

Elizabeth's winning bingo card.

Calling all Indro alumniThe Indooroopilly State High Alumni Network connects Indro’s past students to one another and to our current learning community. As a member of our Alumni Network, you can start to receive updates, news and invitations for school community involvement. Your support of Indooroopilly State High’s present and future secures collaborative avenues of engagement for our community of forward thinkers. Sign up here on our website. If you know an Indro alumnus, please share our Facebook post with them.

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Indooroopilly Writers' Society

While in isolation, the Indooroopilly Writers’ Society has been hard at work reflecting on the various influences on our love of writing. To help with this, Mr Macpherson has been providing us with a series of different prompts to focus us on how we engage with the media that inspires our creativity and acts as an example of how we are able to work with literary techniques of mood and tone, character, language and rhythm ( just to name a few).

Our first month-long challenge, 'The 30-Day Music Challenge I Stole from Facebook', has wrapped up with an array of interesting answers prompting fierce discussion between members. If you’re a writer looking for some creative ammunition to blow away the writer’s block, or are just after some new additions to your Spotify playlist, I give you the most memorable picks from the Indooroopilly Writers’ Society’s 30 Day Music Challenge.

Indooroopilly Writers' Society has its first Term 2 meeting back at school on Monday last week.

For a full list of reflection prompts or to join the discussion, definitely talk with Mr Macpherson or come along to our weekly meetings every Monday at first break in V309. Submissions are already under way for our next backstory reflection, 'The 7 Day Book Challenge I Stole From a Guy Named Jeremy', and I can only imagine the list of required reading that will spring up for that. In the meantime, I hope that you’ve found something inspirational to listen to while you plan your next epic novel.

Audrey

Day 5 A song that needs to be played loud

Amy: You Give Love a Bad Name, Bon Jovi Artie: What You Own, Rent Audrey: Time and Confusion, Anberlin Mr Macpherson: Bohemian Rhapsody, Queen

Day 10 A song that makes you sad

Amy: Married Life, Michael Giacchino [from Up] Artie: I'll Cover You [Reprise], Rent Roxy: Golden, Fall Out Boy Mr Macpherson: Last Kiss, Pearl Jam

Day 17 A song that you’d sing as a duet at karaoke night

Amy: We Will Rock You, Queen Artie: Take Me or Leave Me, Rent Roxy: I Want It All, High School Musical 3 cast Mr Macpherson: Magic, B.o.B.

Day 28 A song by an artist whose voice you love

Artie: You'll be Back, Hamilton Audrey: Monkey Song [Cover], Fall Out Boy Roxy: The Bad List, Ryan Ross and Z Berg Mr Macpherson: Arabella, Arctic Monkeys

“Jonathan Groff, you are

too good for this world.” Artie

“I know all the lyrics to both parts of this song and it's

absolute ART.” Roxy

“Beautiful and fantastic use of

imagery, but tragic.” Mr Macpherson

“This one was an

easy choice. I’ve got to admit, I’ve one hundred

percent blasted this through my speaker, either in the car or in my house,

quite a few times.” Amy

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National Reconciliation Week

Sorry Day May Commemoration National Sorry Day is an Australia-wide observance held on May 26 each year. This day gives people the chance to come together and share the steps towards healing for the Stolen Generations, their families and communities. Stolen Generations refer to Indigenous Australians who were forcibly removed from their families and communities.

The day commenced with staff and students being part of an online ceremony organised by Benarrawa Community Development Association. Later in the day, Indooroopilly State High commemorated Sorry Day in the newly refurbished Student Centre in front of staff and students. Ms Emma Siepen, Indigenous Liaison Officer, coordinated a display and spoke of the importance of the speech given by past Prime Minister Kevin Rudd in 2008. Students and staff contributed to the display with their on messages and drawings about this important past of our history.

As part of National Reconciliation Week (27 May to 3 June), our friends at the Indigenous Literacy Foundation (ILF) invited our school community to join them in

commemorating Mabo Day and to consider supporting the Indigenous Film Festival. "By acknowledging these significant days within our shared history, and engaging with events celebrating Aboriginal and Torres Strait Islander knowledge and culture, we are actively continuing on our path towards Reconciliation," says ILF Executive Director Karen Williams.

Mabo Day Mabo Day is on Wednesday 3 June and commemorates the courageous efforts of Eddie Koiki Mabo to win acknowledgment of native title rights for Indigenous Australians, leading to the Australian Parliament passing the Native Title Act 1993.

Indigenous Film Festival As part of National Reconciliation Week, Fanforce TV is presenting a Virtual Indigenous Film Festival. Six powerful Indigenous Australian films being screened until 6 June.

Troy Gorman Head of Department Student Services

EATSIPs Committee members Troy Gorman, John Bevis, Rebecca Gordon, Indigenous Liaison Officer Emma Siepen, Michelle Terret and Melinda Wallace with the display in the Student Centre on National Sorry Day last week.

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Film, Television and New Media

It was exciting to welcome our Years 11 and 12 students back in Week 4. While students were learning at home, they designed film productions for their Internal Assessment.

The Year 11 Film, Television and New Media classes have finished their designs and have begun their production phase in earnest. Students have been given the task of producing a short film sequence for their own Genre Narrative Short Film.

The Year 12 FTV & NM students have been designing a multi-platform story concept and have moved from the design phase into production. Their conceptual ideas have started to become a reality with the students moving into the studio to begin filming their productions.

The ongoing training in the new equipment and discovering the

capabilities of the studio has been daunting at times for both students and teachers alike. However, the students have grasped the opportunity with both hands and have been having loads of fun taking on the different roles that the studio requires to have it operational.

The studio requires that students come together as a team to run the lighting, camera control and vision switching in the control suite, as well as communicating to the camera operators and floor management team in the studio.

Add to that the actors and the film director whose creative vision drives the production; it requires a genuine team mindset that provides challenges to be met, problems to overcome and the creative thinking to succeed.

It has been a real pleasure to see

the absolute joy that the students experience in stepping up to the challenges of operating and bringing their ideas to life in a functioning film studio. Productions will be in and out of the studio for the remainder of the term. I would like to take this opportunity on behalf of the Film teachers here to thank the parents who provide so much support for our students when it comes to the filmmaking process.

We and the students greatly appreciate the time their fellow students take to act in, crew and support the filmmaking process. We look forward to being able to share our students' work in the future. Stay safe.

Trevor Norman Senior Film, Television and New Media Teacher

Mr Norman, Keegan, Yuki, Mia, Jamieson and Cordell.

Yuki directs a scene from his short film. Jamieson at the controls.

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The Importance of Sleep

This is Marie, your School Based Youth Health Nurse here to share some information about the importance of sleep (sleep hygiene), which is essential to our health, wellbeing and lives.

Anyone can experience problems sleeping at some time in their life, sleep disruption is common, especially during times when you may feel overwhelmed with daily routines.

Stress, anxiety and heightened emotions may significantly interfere with your sleep. Some examples include: exams, work stress, change, travel, poor nutrition, relationships, conflicts and digital overload, to name a few.

Do √ Keep a regular sleep routine – wake up at the same time each day, weekends included.

√ Get regular exercise each day, preferably in the morning (there is good evidence regular exercise improves restful sleep).

√ Get regular exposure to outdoor light & fresh air.

√ Keep the temperature in your

bedroom comfortable.

√ Keep the bedroom dark enough to facilitate sleep.

√ Keep the bedroom quiet – try thicker curtains, sleeping at the back of your house or even earplugs to avoid being woken by noise.

√ Only use your bedroom for sleep & relaxing.

Give yourself 1-1.5 hours to wind down before going to sleep. Use this time to process the day’s events, write a to-do list for the next day or do something relaxing.

Don’tX Exercise just before going to bed.

X Engage in stimulating activity just before bed, such as playing computer games, social media, watching an exciting movie or program on television, or having an important discussion with a loved one.

X Have caffeine in the evening (coffee, tea, chocolate, etc).

X Try not to take daytime naps or doze off in front of the TV in the evening – keep yourself awake with something stimulating or you risk resetting your

body clock.

Sleep deprivation can make it hard to concentrate and remember things – the last thing you need when you are in an exam situation!

You are more likely to feel down when you are tired.

Growth hormones are released when you are asleep.

Getting a good night’s sleep can help you to cope better with the stress of life such as exams, parents and relationships.

Lack of sleep can cause havoc with your skin and result in spots and pimples.

Learning to drive is great but driving when sleep deprived is seriously dangerous.

Please come and talk if you need support to improve sleep

Take Care

Marie School-Based Youth Health Nurse

Kidshelpline 1800 55 1800 13 HEALTH (13 43 25 84) Parentline 1300 30 1300 Lifeline Australia 13 11 14

Praise and acknowledgement are motivating, and are often needed to help teenagers (and adults) change their behaviour. Psychological research has shown that following up a person’s good behaviour with a positive remark makes it more likely that the behaviour will happen again, but is this enough?

The following suggestions also contribute to a calmer household:

Pick your battles

As children grow and assert their independence they, at times, push the boundaries. Friends and technology become a focus rather than family; safety can be ignored; messiness and

mood changes can create disharmony in the family. Picking and choosing which battle to tackle can be difficult. Here is a tip – focus on the most important issue at any one time rather than a plethora of problems.

Be clear in your expectations

Is what you have asked your child/ adolescent to do clear? Saying ‘I want you to pick up the clothes off the floor in your room’ is more clear than ‘your messy room is annoying me’.

Catch Your Child/ Adolescent Being Good

When you notice your child behaving in a way that aligns with your family

values, share the positive observations with them

Follow through with consequence

Is it fair and related to the misdemeanour? Does your child understand why they were given the consequence?

Hopefully, using these strategies, you will notice some small improvements in your teenager’s behavior over time. If you don’t, remember that you can always reach out to one of Indro’s Guidance Officers for some more strategies specific to your child.

The Guidance Team

Managing Difficult Moments

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Year 7 Music Acceleration

Year 7 Music Acceleration students have been hard at work on their Performance assessments over the past few weeks. Uploading their drafts to OneDrive, students were then given feedback by Ms Hinch on ways to improve before submitting their finals. Their ability to adapt to online learning has been commendable, and we are really looking forward to having them back in the classroom!

Melody Campbell Assistant Head of Department The Arts

Henry - clarinet

Miles - cello

Edward - drum kit Sophie - piano

Irene - guitar and voice

Raeanna - Chinese harp

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Year 8 Theatrical Movement Studies

Year 8 Theatrical Movement Studies students have been working diligently on their Dance assessment at home. Marked on both Making (Choreographing and Performing) and Responding aspects of the program, students have juggled the practical and theoretical elements of the task with fantastic time management and problem solving skills. Thank you for your fabulous work, THM students!

Melody Campbell Assistant Head of Department The Arts

Cathy

Hannah

Mathilda

Katie Eva

Follow IndroTell us your Indro newsWe'd love to hear about your Indro student's achievements for our newsletter and the school's social media accounts. Email CommunicationsManager@indoorooshs.eq.edu.au

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Coaching workshop for Music Extension

Music Extension students had the opportunity for a coaching session with Indro’s HOD for Learning and Teaching on Tuesday 19 May.

Ms Bailey, who assisted the students in good coaching and mentoring practices this course requires. Unit 4 focuses on how musicians can adhere to the best version of their practice, and a critical aspect to this is coaching with your peers to seek guidance and feedback on your work at several different points of this musical process.

This workshop was extremely valuable to us because it directly relates to not only Music Extension or each individual student’s practice regimen and routine; the concept of coaching is one that goes beyond music, the arts, or even academia.

Whether we realise it or not, we have all been coached by someone in order to understand steps that need to be taken in order to reach a goal. I can confidently say that through Ms Bailey’s clear explanations and assistance, we are all far more aware of how we can improve our own musical practices and help others in the process.

Shanu Sobti Year 12 Music Extension

The Year 12 Music Extension class had a coaching workshop with Katie Bailey, Learning and Teaching Head of Department. Music Extension’s focus is on reflective practices and coaching is a very useful skill in this industry. Katie Bailey presented an excellent breakdown of coaching and the process of coaching to the students, before giving them the opportunity to learn these skills with each other.

Irene Papantoniou Music Extension Teacher

Student reflection

Music Extension students use their coaching skills.

International Arts Education WeekUNESCO's 2020 International Arts Education Week celebrated the power and resilience of human creativity last week.

There are many known positives to an Arts education for students, and like any other subject studied at school, the skills and knowledge gained through a carefully and constructed curriculum and expert teaching are delivered through a harmonious faculty. The ISHS Arts staff strive for creative excellence. They always have. They deliver programs that are rich and varied, fascinating and current, immersive and multifaceted.

Arts teachers are creative problem

solvers who can multitask, work swiftly and efficiently in high stress environments, and have attention to detail in the final product. They not only develop students’ own creativity by teaching them the arts process, they can also inspire them to be better human beings.

Arts education can only be as good

as its teachers, and at ISHS we have many. Many thanks to our Arts teachers for their commitment and continued support to students and The Arts: Matthew Beattie, Ben Belle, Melody Campbell, Alex Chin, Ryanna Clayton, Amanda Cook, Rebecca Gordon, Tim Harris, Eleanor Hatt, Noel Herberg, Kristy Hinch, Katie Joel, Mitchell Johnson, James Kukulies, Oliver Macpherson,

Geoff Marriott, Alyiki Mastrogiannis, Daniella McCrystal, Sam Nicholas, Trevor Norman, Reni Papantoniou, Steve Stiller, Jade Thompson, Shailee Thompson, Chelsea Wilkinson and the support network that surrounds them.

Tammy Gilmore Head of Department - The Arts

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Community Notices

©2019 Aurora Training Institute | P 1300 936 864 | E admin@aurora.edu.au www.aurora.edu.au | RTO Provider 32237 | 230420

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Why Aurora?

What’s next? Contact Justine @ Aurora – Email justine@aurora.edu.au

BSB30115 - Certificate III in Business

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What is the IB Programme?The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, generally aged 16 to 19, for success at university and life beyond. The programme is normally taught over two years and has gained recognition and respect from the world’s leading universities.

Mission StatementThe International Baccalaureate Organisation aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO encourages students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

For further information contact IB Coordinator Peter Day on pday4@eq.edu.au or (07) 3327 8333.

Aviation is a subject for students who are looking forward to either a career in aviation or flying for pleasure.

Students are able to enrol in Aviation in Years 10, 11 and 12. Students go to a flying school at Archerfield Airport each week during the year. Initially students aim to perform their first solo flight, and must be 15 years of age to do so.

Students work towards a Recreational Pilot Licence (RPL) and, after successfully completing navigation flights, gain a Private Pilot Licence. Students will be required to pay their chosen flying school each week for their lesson. This is a pay-as-you-go arrangement with the hire rate of an aircraft and instructor plus landing fees and briefing. It is a significant expense, details of which are available from each flying school.

The theory, comprising Flight Radio Operator’s Licence (FROL), Basis Aeronautical Knowledge (BAK) and Private Pilot Licence Theory (PPL) is

studied during Wednesday briefings and at home.

Topics include aircraft familiarisation, aviation terminology, Communications, aircraft general knowledge and control, rules and procedures of flight, theory of flight, meteorology and navigation. Students also have the ability to practise flights in the school’s flight simulator.

It is preferable for students to complete the aviation medical and apply for an Aviation Security Identification Card (ASIC) and student pilot licence before commencing flight training, as the first solo flight is not permitted until the documentation has been processed by the Civil Aviation Safety Authority (CASA).

For more information contact Matt Reid, Head of Department – Business, Industry & Innovation, mreid44@eq.edu.au

The Networking Academy Program is a two-year course offered by Indooroopilly State High School in conjunction with Cisco Systems, a world leading manufacturer of networking equipment.

What do students learn?Students learn to construct and configure Local and Wide Area Networks (LANs and WANs) using state of the art equipment. LANs and WANs interconnecting our computing equipment and the entire global internet.

A student who has successfully completed the course and attained certification will be able to build, maintain and interconnect computer networks. The student will be able to configure networking equipment such as routers and switches which direct and manage network data.

For further information contact CISCO Coordinator Andrew Waddell on awadd4@eq.edu.au.

CISCO Networking Academy Program

International Baccalaureate Diploma Programme

Aviation at Indro: Sky's the limit

Specialist programs