Issue 6

From the Deputy Principal

19 March 2020 E d u c a t i o n Q u e e n s l a n d

Inside the Gate

Important Dates to

Remember

6 - 17 April

Easter Vacation

20 April

Term 2

commences

Welcome to this week’s newsletter. As I write this week’s Deputy Principal Report, I can say in my thirty years of working for Education Queensland the situation currently facing the country and the world is certainly new territory. Please be reassured that as a school we are working on many plans to ensure the health and safety of staff, students and the community. I have today included a number of factual statements taken from a range of sources to try to clarify the current situation.

Roll Marking and Attendance (source: Education Queensland) In relation to marking the class roll, state schools are advised that: students who meet Queensland Health's requirements for

self-quarantine should be marked absent with the reason – Attendance not required'. This absence is considered a reasonable excuse and will not count as an absence on the student's report card nor impact the school's attendance data

students who do not meet Queensland Health's requirements for self-quarantine but who are being kept at home on the advice of a medical practitioner, should be marked absent with the reason – Attendance not required'. This absence is considered a reasonable excuse and will not count as an absence on the student's report card nor impact the school's attendance data. Schools should request documentary evidence of the medical practitioner's advice

students who do not meet Queensland Health's requirements for self-quarantine but who are being kept at home as a precaution should be marked using the absence reason – Unauthorised'. These absences are not considered a reasonable excuse based on current health advice

students who are unwell and unable to attend school due to a medical diagnosis of COVID-19 should be marked with the absence reason – Illness and medical appointments'. Before students can return to school, the school must receive a medical clearance certificate that the signs and symptoms of COVID-19 are no longer present in the student.

Students who are unwell for any reason are not expected to attend school and should stay at home. These students will be marked with the absence reason - Illness and medical appointments'.

P A G E 2 I N S I D E T H E G A T E

School closures (source: Statement by Education Queensland Director General, 18 March 2020)

As indicated earlier in the week, we continue to take advice from health authorities on the status of our school operations. As announced by the Prime Minister this morning, the most recent health advice is that schools remain open.

At this time, the only exceptions to this is where a school may be asked to close when a confirmed COVID-19 case is identified that closely and directly impacts school students or staff and where contact tracing may be required.

School sport As advised yesterday, a decision has been made to cancel the representative school sport program including district, regional, state, national, interstate and international competitions. This includes Queensland School Sport team participation in any national, interstate or international event organised across Australia or internationally. This decision to cancel has been taken in line with the Australian Government directive to minimise non-essential gatherings in order to reduce exposure risks associated with COVID-19.

BSC Actions to date: Badge Ceremony from Tuesday 17 March 2020 = postponed National Day Against Bullying from this Friday 20 March 2020 = postponed as per National advice. BSC Cross Country from Friday 3 April 2020 = postponed SMS messaging = we have updated details in our SMS messaging software program and will be using

this platform to inform families of any sudden or unexpected changes.

In other news: Year 12 students in General subjects have now completed Internal Assessment 1, staff have marked

these and results are in the process of being uploaded to the QCAA for confirmation. Year 7 and 10 students this morning took part in the Queensland Health Immunisation Program.

Students who had returned forms received their injections from Qld Health staff. Angela Slack at Community Health is the contact person for questions regarding this program.

Our TARS (Teacher Acknowledgment Reward Sheets) as part of our Positive Behaviour for Learning has been a great success. I have the pleasure of seeing students with a completed card (25 signatures) collect their prize (either ice block or stationery). In the first three weeks we collected 1775 signatures.

Regards Russell Kemp Deputy Principal

P A G E 3 I N S I D E T H E G A T E

Above Left by Fletcher Worland Year 7A

Above right by Georgia Chambers Year 7A

Left by Indianna Hitchcock, 7A

News from the Art Department

P A G E 4 I N S I D E T H E G A T E

Subject: 7A Visual Art

Teacher: Miss Morgan

Unit this Term: Beyond Observation

In this unit, students have been developing their understanding of observational drawings including still life, figurative and landscapes. Students have been exploring a range of materials, techniques processes to develop their knowledge of visual art elements focusing on complementary or monochromatic schemes. In the last two weeks students experimented with Fauvism artworks focusing on complementary colour schemes, landscapes and one and two point perspectives, this activity has deepened their understanding of perspectives in art whilst exploring colour.

Assessment due date: 27-03-2020 (Beyond Observation booklet, artist statement and three drawings)

Subject: 8A Visual Art

Teacher: Miss Morgan

Unit this term: Story Telling

Throughout this term Year 8 have been exploring acrylic paint and landscapes through an analysis of Elisa Jane Carmichael’s artwork Adder Rocks, under the paperbark, pandanus and banksia (2017). Based on observations from the artists’ work students have created their own landscape. Through an exploration of acrylic paint techniques and formal elements to tell a story through landscape students have built on Carmichael’s use of rich colour to tell a story through environmental factors. In the last two weeks students have been working with Mrs. Ratcliff to gain knowledge of Aboriginal symbolism, Dreamtime Stories and their importance to Indigenous artists. Students have used sticks and found objects to add symbolism to their own artworks including kangaroo footprints and rain.

Assessment due date: 26-03-2020 (Task sheet accompanied by questions, artist statement and painting)

P A G E 5 I N S I D E T H E G A T E

Subject: 9/10 Visual Art

Teacher: Miss Morgan

Unit this Term: Self

This term Year 9/10 Visual Art have been learning about the concept “Self” focusing on exhibition catalogues and the elements and principals of Art. Students have been developing knowledge on time, place, politics, purpose, ethnicity, gender and spirituality through experimental and resolved artworks. They have been using alternate materials, techniques and processes to art including painting with coffee, ink and watercolour to create sepia artworks on watercolour paper as well as cardboard artworks using recycled paper and drawings.

Assessment due date: 31-03-2020 (Artist statement, experimental artworks and resolved artwork)

Luke Hill, 10B

Subject: 11 Visual Art in Practice

Teacher: Miss Morgan

Unit this term: Module 1: Popular Culture

Miss Morgan is excited to be teaching Visual Art in Practice at Burnett State College for the first time this year. Students have been working on their first of eight modules which will be completed over the course of two years. Their first module provides students with development and understanding of colour and stylisation through the concept of Popular Culture and design techniques. Students have utilised stylisation practices borrowed from mass production to create printmaking works to market the North Burnett region including water, rural farmland, forests, geographical landscapes and national parklands. Students work includes bookmarks, ink dyed bags with dairy cows printed on them, celebratory cards, maps and monoprinted calendars.

Assessment due date: 30-03-2020 (3-6 mass

produced printmaking works)

Jessica Sargent, 11A

P A G E 6 I N S I D E T H E G A T E

Tayleigh Fry, 11A

Channah Lederhose, 12A

Subject: 11/12 General Visual Art

Teacher: Miss Morgan

Unit this Term: IA1

Throughout Unit 3 Year 11/12 General Visual Art have been exploring the concept “Art as Knowledge” to generate a personal focus for their body of work. Through new knowledge of personal interests, beliefs and observations of the world students have developed contemporary, personal, cultural and/or formal contexts. Students developed an open-ended inquiry question in response to City vs. Country, through this inquiry we went on an excursion to Brisbane in Week 3. Unfortunately it poured down rain during the trip, this meant some activities including a City Cat ride and general observations of South Bank could not be conducted. The students have begun exploring the next piece of assessment (IA2) which will allow them to evolve their body of work from IA1 with additional inspiration gained from new knowledge, key artists, art practices, history, influences, personal interests and observations of the world.

Monet Freeman, 12A

P A G E 7 I N S I D E T H E G A T E

Teacher: Ms Conroy

Year 7

What a great time the Year 7Bs are having in Drama this term. They’ve learned about the Elements of Drama (ask your person to tell you about them) and several basic theatre techniques e.g. creating a character via facial expression and body language, placement within a scenario and use of prop or costume. All of these will be combined to present the narrative. Students are in the process of applying these skills to their assessment. They are required to work as a group, but will be assessed individually.

This assessment is to choose one of five pieces of stimulus then plan, storyboard, workshop and present a narrative via three “postcards”. These are basically frozen moments that tell the beginning, middle and end of their story. The groups have been working well and are on track to present some impressive work!

One of the most enjoyable aspects of our two lessons/week together happens during our warm up/down activities. Please ask your student to tell you about Rock to Tree. Last week saw the class go from rocks to trees, suffer through a flood and then reverse the process back to rocks and finally to sand. This showed both their willingness to be involved in the class, buy also take a risk. It was wonderful to see.

Assessment due date: 27-03-2020 (Response to stimulus - Postcards x 3)

Year 8:

As a way of building on the skills students developed in Drama last year, students have undergone a series of refresher activities regarding the Elements of Drama and Stagecraft. These skills are currently being applied to the group performance of a particular script. This is their assessment for the term. We also go through a period of warm-ups each lesson. This is generally great fun with both physical warm-up e.g. Rock, Paper, Scissors, Lizard, Spock and vocal warm-up. During the vocal warm-ups, a passer-by would hear many a strange noise emanating from the Drama room!

The two scripts being performed by the Year 8s are “The Caveman Comedian” (1 group) and “That’s the Spirit” (2 groups). This came about as students were given the opportunity to choose (out of a possible four) which play they would like to be in. There was a large number of students who nominated for “That’s the Spirit”, hence two groups.

Students have been asked to gather basic costuming and props. They do not require a background. Instead I have asked them to concentrate on learning their lines and developing appropriate and creative interactions between cast members. While they are required to work as a group, they will be assessed individually.

Also completed individually, is a journal entry – one for each lesson the student is present in. Students have been given a journaling book with instructions on how to reflect on the activities. These will be collected throughout the term and returned to students with feedback. This is a very personal and individual connection between staff and student and is a valuable process and learning tool in the Creative Arts.

Assessment due date: 26-03-2020 (Performance of script)

Year 9-10:

It is a genuine pleasure to be working with this group of young folk! Their enthusiasm, maturity and creative instincts mean we have interesting, insightful and sometimes downright hilarious classes. We are building on skills developed in previous Drama classes as well as exploring students’ world view. Their focus for this term has been on Performance Poetry.

Students are busy working either individually or in a group on the assessment, but every lesson also sees us come together for group warm-up activities like Zap, Zoom, Boing or Aussie Ani’s. Please ask your students about them. They are not only great fun and also build up aspects such as team work and self confidence. Special Place is a visualisation technique that is completed individually, but leads to some very interesting group discussions.

What are the Drama Students up to?

P A G E 8 I N S I D E T H E G A T E

Also completed individually, is a journal entry – one for each lesson the student is present in. Students have been given a journaling book with instructions on how to reflect on the activities. This is a very personal and individual connection between staff and student and is a valuable process and learning tool in the Creative Arts. These will be collected throughout the term and returned to students with feedback. This journal also forms part of their assessment as a tool to assist staff in making decisions on the final, semester result.

Assessment due date: 26-03-2020 (Performance Poetry)

Some exciting news from the music room! Rural Aid Gift of Music has gifted us some instruments! We are just waiting for confirmation as to what we have been success-ful in being gifted to our school. If you’d like some more infor-mation on the work Rural Aid is doing in regards to the Gift of Music have a look at this site https://www.giftofmusic.org.au/about-us/ The site also has links explaining the benefits of learning music and why it is so important. However, this means we need students to play these new instruments! If your child would like to be part of the Instrumental Music Program, please encourage them to see Miss Morgan or Mrs Jen Bryant, who is at BSC each Tuesday. Alternatively you could ask the lovely ladies at the office for a form to join the program. We would love to grow our program and see many more students join and hopefully start a concert band. There is much research on the benefits of learning an instrument, academically, mentally, emotionally and the list goes on. Each week students come out of class, before school or morning tea, for 30-40 minutes and then for some students we have “band” at lunch times. Lesson times are different each week to ensure students are not missing the same subject. My only request is to practise and that you encourage your child to practise every day. It can be as little as 15 minutes to go over what we are learning in class. We are all very busy and have so much school work and life in general to deal with that hours of practise a night is just not practical. As I tell my students, what you put in, is what you’ll get out of your learning. In conjunction with Rural Aid an Army Band was coming out to perform for us and run some workshops, unfortunately due to the government regulations the Army Band visit has had to be postponed but we hope to see them in the future. The start of a new year has brought some new faces to the program and we of course welcome our returning students.

P A G E 9 I N S I D E T H E G A T E

In the Social Sciences:

Much is happening in the Social Science faculty this year across several different subjects. This has expanded the number of subjects in our area somewhat from previous years. Please read below the many interesting and informative units and tasks students are up to in both the Junior and Senior cohorts.

JUNIOR:

Year: 7 History

Unit: Investigating the Ancient Past

Teachers: Miss Chapman and Miss Rohayem

Currently students are completing an introductory unit on Ancient civilisations. They have learned about the different periods of Ancient History, how to analyse sources, and interpreting artefacts. Students have also learned about dating techniques such as carbon dating and stratigraphy in order to determine the age of ancient artefacts.

Additionally, students have been working vigorously to prepare for their multimodal presentations, which will be presented in Weeks 9 and 10. They are presenting information on an ancient artefact from their choice of the following civilisations: Indigenous Australia, Ancient Greece or Ancient Egypt. Through research, students have discovered the purpose of their chosen ancient artefact within early civilisations and cultures and how it is relevant to contemporary society.

Next piece of assessment due is the multimodal mentioned above – 26-03-2020

P A G E 1 0 I N S I D E T H E G A T E

Year: 8 History

Unit: Medieval Europe

Teachers: Mr Bahnisch and Mr Adams

This Term, students are completing a study of Feudal Society in Western Europe. They have learned about the historic consequences of different events from the ‘fall’ of Rome through to the Christian Crusades in the Near East.

Students have shown a great deal of interest in the unfamiliar social structures of Feudal Europe, and are showing a pleasing insight into the way that these social structures have influenced our society today.

Students overall appear to be enjoying the unit and have demonstrated positive attitudes to their peers and staff.

This unit culminates in an exam on Monday, March 30th.

Year: 9 History

Unit: The Industrial Revolution

Teachers: Mr Bahnisch and Mr Adams

This Term, students have been studying the first Industrial Revolution in Great Britain. They have been developing an understanding of different inventions and innovations, as well as the significant societal changes that came about during this time.

In particular, students have been demonstrating significant insight while analysing the way manufacturing has changed over time to meet human needs, and the impact these inventions have had on society both immediately and over a long period of time.

The assessment for this term will be a multi-modal response informed by a formal historical inquiry. Students will be developing and testing their own inquiry questions to answer an overall question about the short and long-term impacts of their chosen invention or innovation. By the end of the unit, each student will be an expert in their field!

Multi-modal presentations will begin for both classes on Friday, March 27th.

Year: 10 History

Unit: Australians in World War 2

Teachers: Mr Bahnisch and Mr Adams

This term, students have been studying the complex causes of World War 2, including the Treaty of Versailles and the rise of the Nazi Party in Germany. This leads through the experiences of Australian combatants and civilians in both Australia and overseas, and ends with a study of the Australian involvement on the Kokoda Track in Papua New Guinea.

Students have shown a great engagement with the subject matter and a willingness to study historical beliefs and attitudes without judgement. In particular, they have demonstrated great maturity when discussing contentious and, at times, confronting events from our relatively near past. They should be congratulated for this.

P A G E 1 1 I N S I D E T H E G A T E

Year: 7 Civics and Citizenship

Unit: Democracy in Action

Teacher: Miss Chapman

This Term in Civics and Citizenship, students have been learning about the factors that inform Australian society; such as multi-faith, multicultural and democracy. In class, students have explored how the Australian constitution protects these ideals and how Australia’s system of Government ensures the constitution is upheld.

Students have identified civic issues that affect Australians at a local, state and national level. Soon students will evaluate hypothetical solutions to these civic issues to determine the best outcome for all affected parties. Students will revise these concepts ahead of their exam in Week 9.

Next piece of assessment due is the exam mentioned above – 26-03-2020

Note: Year 8 Civics will be run later in the year.

Year: 9/10 Civics and Citizenship

Unit: Human Rights

Teacher: Mrs Leaf

This year, for the first time at BSC, Years 9 and 10 students have the opportunity to study Civics as an elective.

The course work is all new, and divided into four semesters that will travel over Years 9 and 10. Students will have the opportunity to embrace all four of the semesters or to pick them up at will. It has been very encouraging to see such a large, mixed class of students from both years.

Our initial work this semester is a focus on the hugely important issue of Human Rights. Students have embraced the topic vocally and passionately. They appear to be loving the work as we study the articles of the United Nations Declaration of Human Rights and how this impacts the world in which they live.

Their assessment task this term will be a focus study on a particular right and this will be handed out in Week 6, ready for submission in Week 10.

SENIOR:

Class: 12 Geography

Unit: Responding to land cover transformation

Teacher: Miss Hall

This week the Year 12 Geography students sat their first major piece of assessment for Geography 2020. This assessment will contribute to their ATAR. Students sat a 2hr combination response exam that focused on the geographical processes that have resulted in change to Earth’s land cover and climate change and the resulting impacts and challenges posed at global levels.

P A G E 1 2 I N S I D E T H E G A T E

They start their new topic on local land cover in week 8. Fieldwork plays a central role in Topic 2 of this unit. The students will apply a range of geographic skills to collect, manipulate and explain the meaning of data. Through this field study, students will understand that managing land cover change at the local level is required for resilient and sustainable futures.

Next piece of assessment due: 21st May (Term 2, Week 5).

Year: 11 Tourism

Unit: Introduction to Tourism

Teacher: Mrs Skinner

Currently students are completing their introductory unit on Tourism. Students have been learning about the

fundamentals of the tourism industry with a focus on national tourism. We have been framing our inquiries

around current issues and opportunities that exist in the tourism sector. They will sit an exam as their first

piece of assessment to demonstrate their knowledge and understanding of tourism concepts, analysing

tourism issues and opportunities and evaluating tourism practices.

Next Term the class will be investigating the career paths in a variety of tourism sectors. Following this,

students will begin an investigation into a career path of their choosing.

As I am new to teaching this course, it has been an interesting learning curve for both the students and

myself. I personally am enjoying the challenge!

Next piece of assessment due is the exam mentioned above on Tuesday 24 March.

Class: 12 Tourism

Teachers: Miss Chapman and Ms Conroy.

This year the classes will be covering three modules:

procedures and protocols

attractions

world tourism

This Term we are working on procedures and protocols to do with customer service within the industry. In

particular, students are examining ways to improve service to clientele. They have been examining both the

legal requirements regarding service to specific groups e.g. people with disabilities; as well as the impact on

business of social expectations e.g. the need to conduct business in a more sustainable manner.

Students have now commenced working on their assessment. This was distributed and unpacked for stu-

dents on 17-02-2020. The task is a project to discover ways in which a fictitious (and pretty poorly run!) café

could improve its service to targeted demographics such as visually impaired or non-English speaking tour-

ists.

The assessment is in two parts:

Written report – Part A (was due 13-03-2020)

Live multi-modal presentation – Part B

P A G E 1 3 I N S I D E T H E G A T E

Miss Chapman and I are looking forward to reading and viewing the students’ output.

Part B is due:

24-03-2020 - 12 A (Ms Conroy)

25-03-2020 - 12 B (Miss Chapman)

Term 2 Excursion:

Please note: The planned Year 12 Tourism excursion to Sea Life (previously Under Water World) at

Mooloolaba has been postponed. More information to follow.

*************************

As can be seen from all of the above, the whole school is well and truly involved with, and benefitting from,

their various activities in the Social Sciences. In line with this desire for all students to find success, we are

committed to continue setting high expectations, whilst understanding that not everyone gets it right the

first time. Also understood is that success may mean achieving alternative milestones to different students.

All staff in the faculty join with me in encouraging students to help themselves learn by attending school as

often as possible, completing all set activities, both in class and homework / assignments. If, however,

students have done all they can do and still are experiencing difficulties, they must seek help (in or out of

class time) immediately they need it.

If parents / guardians have a concern regarding their child’s progress in this faculty, as always, I would urge

you to contact their classroom teacher at school (by phone or by appointment) as soon as possible.

Ms Fran Conroy

(SAC of Social Science)

From the Ag Science Department

FOR SALE

4 x 4 Polaris Quad Bike 2013 Model - 400cc

Great condition - very low kilometres

For further information phone

Lee Farrell

0428 360 582

P A G E 1 4 I N S I D E T H E G A T E

From the Physical Education Department

Please refer to the reports below prepared by your child’s teachers to give more specific information on their cur-

rent activities and their assessment.

Year: 7 HPE

Unit: Generations and Volleyball

Teachers: Miss Hall and Mr Henderson

To introduce the students to the theory aspect of HPE, students have been looking at family generations. The

students have identified what defines a family and the different ways that families can be structured. They have

examined how different generations vary in their social and cultural values and experiences and have then ex-

plored how to build and promote respectful relationships within family. Their assessment looks at a case study

of a grandfather, a father and a son and looks at what they do for physical activity through the week. Students

have to then choose a physical activity that all three generations can play together.

During their practical lessons, students have been learning the skills of volleyball, beginning with the main three

skills of a dig, set and serve. To help develop their skills, students have participated in drills and modified games.

Assessment due dates: 7A: 24.03.20 7B: 24.03.20

Year: 8 HPE

Unit: Food and Culture and Introduction to Lifesaving

Teachers: Miss Hall and Mr Henderson

This Term the Year 8 students start theory Unit 1 of 4 with ‘Food and Culture’. Both classes have been

looking at the Australian Guidelines to Healthy Eating and have looked at what Australians need to eat daily to

have a balanced diet. Students then began exploring countries around the world and learning about what they

eat daily and how it differs to ours based on their location and their culture. Did you know that in the Netherlands

it is recommended that they drink 3 cups of tea a day? Or that in Turkey you should avoid skipping meals and

should avoid being hungry for too long?

Students will use this to assist in their assignment. They have to compare the Australian guidelines with another

country’s guidelines and find similarities and differences. Students then need to put their creative hats on and

design their own food guidelines that they would follow if they were a country. So far, I have seen some creative

ideas from food guidelines shaped like a variety of sporting equipment, different foods or animals.

During practical lessons, students are down at the pool working on their strokes of freestyle, breaststroke and

sidestroke. As well as being introduced to the world of lifesaving and looking at how to rescue someone in sim-

ple environments. So far the students have looked at reach, throwing out an aide, wade, non-contact tows and

underwater search patterns.

Assessment due dates: 8A: 27.03.20 8B: 24.03.20

P A G E 1 5 I N S I D E T H E G A T E

Year: 9 HPE

Unit: Respectful Relationships and Netball

Teachers: Mr Henderson and Miss Hall

The start of the school year has seen Year 9 studying ‘Respectful Relationships’ for the theoretical component and Netball for the practical component. In theory lessons, students have studied risky behaviours, responding to conflict and how to make decisions through analysing every part of a scenario. The unit is designed to prepare students for potential scenarios in their lives where they need to weigh up their op-

tions to make the best decision for their wellbeing.

In the practical element, students have learned a variety of skills and techniques within the sport of Netball, alongside playing across all positions. The practical assessment has been on going throughout the term. Stu-

dents will sit their theory exam in Week 9 where they will implement what they have learnt throughout the term.

.

Assessment due dates: 9A: 25.03.20 9B: 26.03.20

Year: 10 HPE

Unit: Looking After Myself and Others and Waterpolo

Teachers: Miss Hall and Mrs Coulson

Students have been working their way through the Term 1 content. Theory wise students have been looking at health issues relating to teenagers and how they get affected by them. Students have surveyed students aged 15-18 years of age around the school to identify the biggest issue here at Burnett State College. From there students select the biggest issue and compile a report to address the issue. Students will also design a cam-

paign to deliver to the wider school population.

Practical wise students have been learning the skills required to compete in Water Polo. Students have been

throwing, catching and shooting goals all whilst enjoying the wonderful conditions in the pool. Students have

been progressively marked throughout their practical lessons.

Assessment due dates: 10A: 1.04.19 10B: 2.04.19

Year: 11 Sport and Recreation

Unit: Sports nutrition and Netball

Teachers: Miss Hall

Sport and Recreation has been a popular subject among the Year 11 students, currently we have 26 students enrolled in the subject. During Module 1 students have been learning about sports nutrition – specifically looking at a variety of dietary guidelines that are used to try and improve sporting performance e.g. Carbohydrate loading and hydration levels. The students have also been playing netball as a way to contextualize the food and energy requirements that players may require. In order to complete their assessment task, students have to develop a 10-day eating plan for a 16 year old female preparing for a 3 day representative netball carnival. The students must justify their food choices in terms of how they may benefit the performance of the player during her carnival.

Assessment due is the investigation report – 24-03-20

P A G E 1 6 I N S I D E T H E G A T E

Year: 11/12 Physical Education

Teacher: Mrs Coulson

This year for the first time the Senior PE class is being run as a composite class. While this has created a new environment for both myself and the students, it is giving us sufficient numbers to be able to run the practical activities required in the subject. The Year 11 students have started work on the Alternative Sequence for this subject, which allows me to teach the same course content to all of the students within the class regardless of their year level. During this Term the students have been developing personal tactical strategies that can be implemented into their tennis game to try and help them to win a point in the game. As part of their assessment they have been required to evaluate the effectiveness of their strategy and their performance of tennis.

Year: 12 Sport and Recreation

Teacher: Mrs Coulson

To make the most of the warmer weather at the start of the year, the Sport and Recreation study plan requires that the students participate in Lifesaving and Water Safety. During this unit the students have developed the skills required to assist people in difficulty in a water environment. The skills that the students have learnt are lifelong skills, and while I sincerely hope that the students never have to use the skills, I believe that they are prepared with the knowledge and skills to act in a rescue situation if they are ever required to. While all of the practical components were completed in the Gayndah Pool, during discussions with students we have talked about how those skills could be transferred to other aquatic environments such as rivers or beaches.

On a final note please make sure that if for any reason your child is unable to participate in a practical lesson

that they bring a note explaining why they cannot join in for the lesson.

Tuckshop Volunteers for 2020 are desperately needed!

If you can assist 1 day per week, 1 day per month or even 1 day per Term

please contact the school office. Your assistance will certainly be appreciated.

If we do not get more volunteers for 2020 our Tuckshop opening hours will be

forced to reduce further.

P A G E 1 7 I N S I D E T H E G A T E

What’s Cooking@BSC Wow! It’s nearly the end of Term 1. Time certainly does fly when you are having fun.

I would like to introduce myself. My name is

Ms Carol Fenton and I am the new

Hospitality/Home Ec Teacher at BSC. I have

gained extensive experience in teaching

Hospitality and Home Economics subjects

over my career and look forward to bringing

my passion for cooking and my love of life-

long learning to BSC.

I have sent home a letter with

the Year 7A Students and the

9/10 elective class outlining the

recipes that we will make this

term and the necessary

ingredients that they will need to

supply. I will do this each term for

the new classes as students rotate

through the various electives each

semester.

So far, Year 7A have produced

excellent results in the kitchen and

have enjoyed French Omelettes, Tacos

and this week we will be cooking

a Stir Fry.

Year 9/10 Home Ec have made damper with some

traditional ingredients including lemon myrtle and roasted

wattle seeds. We are looking at the various cultures that

have influenced our eating habits and have also made

San Choy Bow, ANZAC

biscuits and Fettucine

Boscaiola. This week we

are cooking Bread and

Butter Puddings.

P A G E 1 8 I N S I D E T H E G A T E

Year 11 Hospitality Practices are currently becoming

familiar with the coffee machine and enjoying the

benefits of being able to make their own industry

standard hot and cold beverages.

Year 12 Hospitality Practices have spent the best part

of this term planning and preparing to cater the Star-

ry Night Short Film Festival that was held at the

Gayndah Art Gallery last Saturday evening. The stu-

dents assisting on the evening demonstrated an ex-

cellent work ethic, highly developed food handling

skills and an extremely professional manner.

The students have named their Café Four6Two5 and

provided a limited menu of food items and hot and

cold beverages including Nachos, Popcorn, Brownies,

Iced Coffee, Cappuccino’s, Hot Chocolates and

Milkshakes. They will be repeating a limited menu at

school in B6 for all staff and students on Tuesday

24th March at Lunchtime. This will be a cash only café

and prices are as follows:

Nachos $6.00

Milkshakes $4.00

Iced Coffee $4.00

Soft Drink $2.50

P A G E 1 9 I N S I D E T H E G A T E

P A G E 2 0 I N S I D E T H E G A T E

P A G E 2 1 I N S I D E T H E G A T E

QKR App - What an Easy Way to Pay and Purchase

Put money onto your Tuckshop account or order the food specifically, purchase and order uniforms, pay your school fees, pay for excursions, pay for your Year 12 Graduation ticket and much more! Tuckshop transactions are to be completed by 8.00 am if they are to be available to your students on that day.

Download the app onto your phone and follow the prompts or alternatively pop into the office for a quick lesson. It really is very easy.

Burnett State College in association with Burnett State College P & C have chosen to adopt the QKR application.

Better for parents

Make faster, more convenient payments from a secure mobile app anywhere and at anytime.

Website payment alternative for parents and carers without a smartphone or tablet.

All purchases including tuckshop , fees, laptops, excursions etc. can be made using the app.

Pay direct from a credit or debit card without pre-loading funds to a third party account.

Track transactions easily with online receipts.

Winter is on the Way!

Get ready for the cool weather

Winter uniform polar fleece jackets are available for purchase from

the school office - $32 each

We currently have a range of second hand jackets of varying sizes

and conditions that we are selling for $15 each. Please come into

the office and ask about these if you are interested.

Students are also permitted to wear a plain bottle green jumper with

No colours, logos or piping .

I S S U E 6 P A G E 2 2

P A G E 2 3 I N S I D E T H E G A T E

P A G E 2 4 I N S I D E T H E G A T E

P A G E 2 5 I N S I D E T H E G A T E

For Your Diary and Assessment Due Dates

Date Year Level

School Event or Assessment Item Details

23 March 11 Maths Methods - assignment due

9 + 10 Ag Science - Portfolio due

7 Chinese - assessment due

24 March 7B HPE - Assignment due

8A HPE - Assignment due

25 March 9A HPE - Exam

9B Maths - Exam

9 + 10 Drama - Performance due

26 March 9B HPE - Respectful Relationships exam

11 Essential English - Persuasive Speech Submission

27 March 7 Under 12 years District Cross Country—period 1 only

9 History - assessment

30 March 10A English - Essay due

8A English - Assessment

31 March 10B English - Assignment due

1 April 12 Mathematical Methods - Exam part 1

2 April 12 Mathematical Methods - Exam part 2

3 April ALL Interhouse Cross Country - POSTPONED!

6 - 17 April ALL Easter Vacation

20 April ALL Term 2 commences

BSC Tuckshop Menu

Wraps

Chicken/Ham $8.00

Chilli Tender $8.00

Toasted Wraps $8.50

Sandwiches

Egg and Lettuce $3.50

Chicken $3.50

Chicken and Cheese $3.50

Ham, Cheese and Tomato $3.50

Corn Meat and Pickles $3.50

Tuna $3.50

Toasted Sandwiches $4.00

Hot Box

Riblets $2.80

Pies $4.00

(Plain, Peas, Bacon + Cheese,

Potato, Curry, Mushroom, Pepper)

Sausage Rolls $2.50

(Beef, Chicken + Cheese)

Chilli Tender $2.00

Kent Tender $2.50

Garlic Bread $3.50

Pizza $2.00

Meals $5.00

Rotating menu advertised weekly

Honey Soy + Rice, Thai Chicken and Rice

Curried Prawns + Rice, Spag Bog,

Sausages + Mash, Beef Casserole,

Wombok + Chicken

Salad Rolls

Chicken, Ham, Corn Meat $5.00

Salad Bowls

Med $4.00 with meat $4.50

Large with egg $4.50

Large with egg & meat $4.75

Hot Rolls (when available)

Chicken or Savoury Mince $5.00

Gluten Free Meals

Sausages $3.00

Nuggets $2.00

Drinks

Water Sml $2.00

Med $3.50

Lrge $4.50

Flavoured Milk Sml $2.00

Lrge $3.20

Juice Sml $2.00

Lrge $3.20

Softdrink (Sports Day only) $2.00

Powerade (Sports Day only) $4.50

Desserts

Ice Creams from $1.00

Cheesecakes (Slice) $3.00

Chips $2.20

Lollies (Sports Day only) $2.50

Chocolates $2.50

Mini Chocolates $ .50