1WEEK 9TERM 4

2020TERM DATESTERM ONE28th January - 9th April

TERM TWO27th April - 3rd July

TERM THREE20th July - 25th September

TERM FOUR12th October - 11th December

NEWSLETTERTERM 4 | WEEK 9

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

henleyhs@henleyhs.sa.edu.auwww.henleyhs.sa.edu.au

UPCOMINGEVENTSWEDNESDAY 29TH JANUARYWelcome to all Staff and Students

WEDNESDAY 29TH JANUARYYear 8 Laptop Collection

WEEK 2 Year 8 Camp

CRICOS Provider number: 00018A

REMINDEREARLY DISMISSALLast day of term, Friday 13thDecember at 1.00pm

TUESDAY 28TH JANUARYStudent Free Day for Staff Professional Learning

STUDENTABSENCESTo report a student absence please report online via our website or phone Student Services on 8355 7014 or 8355 7015

ASSESSMENT & REPORTING TERM 4Student Reports will be available to all parents/caregivers and students by Friday 13 December after 2.30 pm. All Year 8 to 11 classes are being assessed using A+ to E- grades. This allows teachers to provide finer grain detail in their marking and provides students with clear feedback about their achievements in each of their assessment tasks. Reports can be accessed by logging onto Scholaris. At this point in time we have been unable to link the Explanatory Notes to accompany the Reports. Explanatory Notes for Reports. Please refer to these Explanatory Notes when reading your child’s report.

Henley High School will be changing Learning Management Systems from Scholaris to Compass in 2020. Therefore

students/parents/caregivers are asked to save/print all school reports as they will become unavailable in 2020 as we move to

a new system.

Below is the path to access your child/s report.

1. www.henleyhs.sa.edu.au 2. Scholaris Portal Login3. Login using Username and Password previously provided. 4. Click on My Child 5. Click Progress Tab 6. Select ‘Student Report Term 4 2019’Please email studentservices@henleyhs.sa.edu.au if you have any issues at all with this process or if you require your passwords.Please note passwords will not be distributed over the phone, only via email due to the sensitive nature of the information. Please be aware that it is school holidays and most staff will not be available immediately. Your queries/concerns will be attended to as soon as possible.

If your child is a Year 12 student they will not get a report for Term 4 as this is posted out to them directly from the SACE board along with their Certificate of Graduation, please remember to keep this as this isn’t a record that is kept by the school.

Toni Carellas | Deputy Principal

Students will be dismissed at 1.00 pm on Friday 13th December. Buses have been rescheduled to allow for the early dismissal. Our canteen will not be operating on Friday. Students will need to bring their own food

and drink for recess time.

SCHOOL RESUMES WEDNESDAY 29TH JANUARY 2020

2TERM 4 WEEK 9

EXPLANATORY NOTESFOR END OF SEMESTER 2 - 2019

This is a Semester Report, that means that all student learning and assessment in Terms 3 and 4 has been included in student grades.

Explanation of Grades for Years 8, 9 and 10 - these grades are all based on how well the student has met the Achievement Standards for each subject based on the Australian Curriculum. Grades this period are based on the learning that has been assessed in Term 3 and Term 4, except for Year 8 Arts where a Term Grade is used based on the subject that students are currently undertaking. Year 9 Life Skills program is a non-assessed subject and is graded against criteria.

A+ to E- Grades used for all subjects in Years 8, 9 and 10A Band Demonstrating excellent achievement of what is expected at this levelB Band Demonstrating good achievement of what is expected at this levelC Band Demonstrating satisfactory achievement of what is expected at this levelD Band Demonstrating partial achievement of what is expected at this levelE Band Demonstrating minimal achievement of what is expected at this levelUG (Ungraded) No grade has been able to be assigned due to exceptional circumstancesExam Grade: A+ to E- For Year 10 subjects only. Not all Year 10 subjects have an exam. This will be indicated as NA

Explanation of Grades for Year 11 – For each Stage 1 subject the quality of work is assessed using the SACE Performance Standards for that subject. Grades this period are based on the learning that has been assessed in Term 2 and 3.

A+ to E- Grades used for all subjects in Year 11UG (Ungraded) No grade has been able to be assigned due to exceptional circumstancesExam Grade A+ to E- Some Year 11 subjects will have an exam result. If there is no exam, this will be indicated by NAResearch Project The Research Project Grade is a school grade and is subject to final SACE Moderation

SUBJECT CRITERIAEach subject report in Years 8-11 will have nine criteria. Each criteria will have allocated the following levels: Excellent, Good, Satisfactory, Partial, Minimal, Not Applicable NA.Some criteria may have either Yes or No assigned, for example: Meets Deadlines and Work Completed.

If there is a NA in for any of these criteria, that means that there have been exceptional circumstances and it was unable for the teacher to allocate a level.

Where there is a criteria in a subject, such as Science that reads NO EVIDENCE, this indicates that that topic has not been assessed in this assessment period.

ATTENDANCEThe attendance period for this report is from 14 October to 6 December 2019 (inclusive). The subject attendance reported is the percentage of the total number of lessons that were scheduled for the reporting period.Attendance in classes will be affected if students undertake extra curricula activities that coincide with classes or excursions that are linked to a curriculum area.

ASSESSMENT MODIFICATIONA student may have their assessment modified if they have a Negotiated or Individual Education Plan or when a student is receiving additional support. This may include: Alternate level of Standards Assessed, Tailored Learning Program, Direct/Individual Instruction Required, Alternate Assessment Types, Assistive Technology Support, Addi-tional Personnel: SSO or Tutor, Adaptations for Physical Barriers.

VOCATIONAL EDUCATIONAL LEARNING PROGRAMSSelected VET programs will provide a written separate report. If a student is studying a VET course outside of school they will also receive a separate report. This will be forwarded on when they become available.

The report has been issued without change or amendment.

3TERM 4 WEEK 9

ARRANGEMENTS FOR DAY 1, 2020There are a number of things that will be a bit different for the first day back at school next year.The first day back in 2020 for all students will be Wednesday 29 January 2020. Monday is a public holiday, and Tuesday 28 January is a Student Free Day.

On Wednesday 29 January students will need to report to the School Hall by 8.45 am. There they will be addressed by Mr Fabijan, our Principal and he will welcome all students back, and provide his vision for our school. At this assembly we will also introduce our new staff and welcome all new students.All students who will be in Year 9 – 12 next year, have already been allocated their locker. We ask that all students place their bag in their locker as soon as they arrive at school and then make their way to the School Hall by 8.45 am.

It is important for students to do this as there will be minimal amount of space in the Hall for students to bring their bags.

We wish all students a fabulous holiday and may you come back refreshed and ready to begin a new year of learning.

Toni Carellas | Deputy Principal

BELL TIMES 2020 - EXTENDED CARE GROUP

TIMES MONDAY TIMES TUESDAY TIMES WEDNESDAY THURSDAY FRIDAY

8.45 - 10.25 Lesson 1 8.45 - 10.25 Lesson 1 8.45 - 10.25 Lesson 1 Lesson 1 Lesson 1

10.25 - 10.45 Recess 10.25 - 10.45 Recess 10.25 - 10.45 Recess Recess Recess

10.45 - 11.00 Care Group 10.45 - 11.25 Care Group 10.45 - 11.00 Care Group Care Group Care Group

11.00 - 12.40 Lesson 2 11.25 - 1.05 Lesson 2 11.00 - 12.40 Lesson 2 Lesson 2 Lesson 2

12.40 - 1.20 Lunch 1.05 - 1.45 Lunch 12.40 - 1.20 Lunch Lunch Lunch

1.20-3.00 Lesson 3 1.45 - 3.25 Lesson 3 1.20-3.00 Lesson 3 Lesson 3 Lesson 3

Please note the change in times for Tuesday’s - extended care group from 10.45-11.25 which ex-tends the day to 3.25

FINANCEPoll Results - Governing Council signed off on the successful poll results to charge Materials & Services for 2020 as legally recoverable. Thank you to all the parents who returned their voting slips.

Year 8 Laptop - Please be reminded that the first instalment of $625 must be paid before your child will be given their laptop to take home.

Qkr - If you are registered for Qkr, you will receive a notification asking you to reset your child’s details. As they are going into a new year level, pelase update them once you get this notification and then you can commence paying for 2020 school invoices. Please refer to the “how to guide”.

Fees - All fees will be invoiced from 5th January and we will open up Qkr for payments from the 6th January. Fees are due by 3rd July (except VET, Yr 8 laptop).We encourage all families who are school card eligible to apply as early on in the year as possible. Applying online through www.sa.gov.au will save you time as this will send your application to all schools you have children attending.

4TERM 4 WEEK 9

HSS 29th November 2019 Chairperson Henley High School/Governing Council Dear Peter Evans Henley High School performed a polling process as per DfE Administrative Instructions & Guidelines. The result of the polling process was the following: * 85 YES votes * 11 NO votes Henley High School requests to legally recover an amount greater than the ‘standard sum’, this being the ‘prescribed sum’ for the 2020 Materials and Services Charges, which is $780.00 plus any applicable subject charges. Based on the information provided, pursuant to Section 106A of the Education Act, I am authorised to give approval on behalf of the Chief Executive for the ‘prescribed sum’ of $780.00 plus any applicable subject charges for a specific student to be the legally recoverable amount for 2020. Yours sincerely Eddie Fabijan Principal

Mischa Sarac Nada Ramesa-Zerella Year 9 Year 10

Grace Petrus Abbey Paton Year 9 Year 10

Kanav Kanav Enock Ipassou Year 9 Year 10

Lara Erlangga Vencel Milassin Year 11 Year 11

McKenzie Allen Lan Wang Year 11 Year 11

5WEEK 9TERM 4

STUDENT EXECUTIVE2019 was an exciting, busy and adventure filled year for all of us at the student executive. Before I share with you the brilliant accomplishments of the team, I would like to thank each of the members who put in the effort and attended our weekly meetings, unafraid to put their ideas out there, demonstrating what it truly means to be a leader. Whilst we did achieve our goals and we accomplished what we thought we couldn’t, it was not all a smooth ride, pushing us to learn and develop, not only individually, but as a team, allowing us to work together even better. Moreover, I would also like to acknowledge and thank all staff, especially Ms Koba, Mr Leech and Ms Bos, whom allowed us to grow and develop leadership skills. They allowed us to evolve a new partnership between students and staff, empowering student voice and agency to flourish at Henley High School in way that it hasn’t in the past.

STUDENT EXECUTIVE ACHIEVEMENTS 2019:

• Supporting uniform modifications and surveying the cohort about winter uniform.

• Participating in the 2019 WASP Student Commission events, with several team members facilitating and actively contributing to the planning group.

• Assisting with open day tours, the year 9 STEM expo, as well as representing students at the opening of the new STEM buildings of the school.

• Participating in UN Youth and other leadership seminars, as well as facilitating the YACSA attendance workshop/seminar.

• Contributing to and raising issues at the monthly HHS gov-erning council meetings, allowing the team to represent and support student voice.

• Organising and running the end of year fundraising and celebratory event with the aim of raising money to save the planet and reduce the effects of climate change by plant-ing trees in 2020.

• Residing student leadership and involvement at Henley High School. As a team, we explored what being a leader truly meant to us, and how we could weave compassion, gratitude, respect and responsibility into a new model, which would allow for inclusivity and excellence.

Amy Bigiolli Carmen Leong Tahlia WaltonYear 11 Year 11 Year 11

6WEEK 9TERM 4

2019 YEAR 9 STEM CHALLENGE: ‘The Orion Project’The annual Year 9 STEM Challenge is now in its fifth year at Henley High, and has become an integral fixture on our school calendar. This year’s challenge, ‘The Orion Project’ was the brainchild and vision of Physics Teacher, Mr Ross Riach, who conceived of a project that truly brought together all facets of STEM.

Teams of students were challenged to research, design, test and produce a heat shield to protect astronauts in the Orion Spacecraft for re-entry into Earth’s atmosphere. In addition, teams were required to design and create an aerodynamic nose cone to minimise wind resistance for easier escape from Earth’s atmosphere.

The Orion Program is an actual real-life NASA mission slated to launch in the next few years to take humans beyond the moon to Mars, which is undoubtedly the next great challenge in science and engineering; the new frontier as John F Kennedy once described the mission to the moon. How fitting is it that such a project be undertaken by our students in 2019, 50 years since that momentous achievement for mankind of landing humans on the moon in 1969.

With the newly formed Australian Space Agency based right here in Adelaide on North Terrace, it is not inconceivable that our current students will play a role in that next great challenge of sending humans to Mars. What an inspiring time for this group of young people to embrace STEM and tackle that exciting challenge.

The Orion STEM Project culminated with the STEM Expo, held in the Hall on Friday, 15th November. Teams displayed their projects, which were then judged by a panel to determine a winner from each House, and an Overall STEM Challenge Winner.

Congratulations to Team ‘SPACE’ from Florey, who was judged to have the most outstanding project. Below are the winners from each House.

Florey Team ‘Space’: Asha, Chloe, Maguire, Scarlett

Lowitja Team ‘Take Off’: Max, Lewis, Breanah, Panagiotis

Mawson Team ‘Titania’: Camila, Amber, Erin, Jett, Romeo

Mitchell Team ‘SEA’: Brooke, Lillie, Tyson, Tom

Oliphant Team ‘Space Shield’: Amelia, Serafino, Lucy, Leon

We congratulate the 2019 Year 9 cohort on their participation and achievements in the Orion STEM Project. Through their involvement in the project, they have developed their problem-solving skills, creativity, adaptability, resourcefulness, communication and the ability to collaborate in teams; capabilities that will make them infinitely better prepared for life beyond school.

A big thank you to Mr Riach, the chief architect of the Orion Project, the Year 9 Maths and Science teachers for their hard work in delivering the project and many individuals involved in the set up of the STEM Expo itself.

Andrew Sayers | Science Coordinator

7WEEK 9TERM 4

ARTSDuring term three, several of Henley High School’s Visual Art and Jewellery students participated in the annual Youth Arts Festival 2019 held by The Port Community Arts Centre at Harts Mill. Some of our students were lucky enough to win prizes for their exceptional work.

Susan Langmead | Arts Teacher

Beth Chalmers Amy Bigiolli Milla Van Zyl

LACROSSEHenley High School was represented at the recent U15 National Lacrosse Tournament held in Adelaide by Sean Feleppa, Chelsea Sinclair, Mia Inge (from Woodville Lacrosse Club) and Alicia Youels (Glenelg Lacrosse Club). South Australia entered 7 teams which competed against teams from Victoria, Western Australia and New Zealand.

FINANCEWe are aware there are many varied family situations in our school community. At Henley High School we do our best to ensure all requests are adhered too, however I just need to bring to everyone’s attention the following when it comes to Materials & Services Charges.

Section 106A of the Education Act states:-

Liability for the charge is determined as follows:• if the student is not an adult, then the student’s parents are jointly and severally liable• if the student is an adult and a dependant of their parents, the student and the parents are jointly and severally liable• if the student is an adult and not a dependant, then the student is liable for the charge.

What does this mean?All parents that sign the enrolment forms are jointly liable for their child’s materials and services fees each year.We issue one M&S fees invoice as required by Department for Education. We therefore request payment in full for this invoice by the due dates advised. If the invoice is not paid, we will pursue both enrolling parents. The school is unable to assist in any arrangements within families for the payment of M&S fees unless a court order has been provided to the school advising of a different situation. Any unpaid fees will be referred to the Attorney Generals Department in accordance with Department for Education policy.

Finance Manager

8WEEK 8TERM 4

CONGRATULATIONS EUNAH JOO AWARD WINNERWe congratulate Eunah Joo, Year 12 international student on being awarded the very prestigious, International High School Student Commendation award by his excellency, Mr Hieu Van Le.

Eunah and her mother, Ms Okim Park, were delighted and full of gratitude to the teachers, staff and students of Henley High School. In true form, on hearing the Post Graduate winners’ inspirational speeches, Eunah commented that she felt privileged at having the opportunity to hear them speak, and now feels even more driven to aspire to make a difference to our world.

Debra Dolman | Assistant Principal: International Education

SLC OPEN CLASSROOMSOn Monday 23rd of September, the Supported Learning Centre held their annual Open Classroom afternoon. This was an opportunity for parents, families and carers to watch student performances and presentations, and to view the classroom work achieved this year. SLC1 presented their Maths - Patterning in the Community projects, Science Habitat Dioramas and Aboriginal Art reflections. SLC2 performed a play titled “Star Maker School”, and showed their prize winning rockets made during Science Week. SLC3 presented their “Success for All” inclusive sport program, with Christine Newberry from Special Olympics SA awarding certificates for student participation. SLC3 also presented photographs of their time at Minda Seaton Park Packaging work experience. Students also cooked and prepared afternoon tea using ingredients from the SLC garden.

Natalie Reppenhagen | SLC Coordinator

9WEEK 9TERM 4

HIGH ACHIEVERS DAYSAt the beginning of this year, four Henley high students were invited to part take in stem related activities in the university of South australia. Throughout the year, four different ‘High Achievers’ days took place at different Uni SA areas. These activities provided us with the opportunities to learn about what unisa had to offer as well as provide an insight into career related studies we may be interested in. Day one involved bridge building, structure and 3D printing. The group split into pairs and designed their own miniature bridge that was 3D printed and tested for it’s strength. The second day was the electronic day in which we were tasked in soldering lead onto a circuit board in order to make games and a musical keyboard. On the third day we visited the Samsung SMARTSchool at the unisa Magill campus, we were taught about the ways technology can help third world countries. Throughout the day we completed three activities. The first involving GPS tracking, the second was to do with 3D object creation and printing and the third involved making water filters in these third world countries. For the most recent and final STEM Trip we went to the Lyell McEwin Hospital training centers for students. We took part in measuring oxygenated blood in our bodies and exploring the biological aspects of unisa. We learnt about blood types, blood donations, measuring heartbeat and hygiene in a medicinal course. We also had the privilege of seeing Manny, a medical maniquin uses for training medicine students in real life scenarios. All of these STEM days helped us develop our knowledge and were also very interesting and fun, we all feel very lucky we had this opportunity.

Amy Denton | Year 10 Student

FIT FOR LIFE - YEAR 10 YOGA EXCURSIONOn the 25th of October, I attended an hour-long yoga session at Cosmic Yoga Studio with several of my fellow classmates. The session detailed a series of breathing exercises, consecutive poses, and calming moments in order to create serenity and comfortability within the space. This experience was new to many of us as some of my classmates have never participated in a professional exercise and mindfulness class, or have never executed yoga before. Completing the class in a heat-intensified room made the experience even more foreign and new to many of us. The class progressed quickly, and displayed many new poses that could be done at home on an everyday basis to help students deal with stress, anger, and anxiety. Some students felt challenged by some of the poses, but ultimately improved by the end of the session. After the session, many of the students who participated expressed several positive comments. Many expressed how they felt significantly calmer and stress-free after bathing in the environment of the studio, whilst listening to the slow and steady music and voice of the instructor. The session demonstrated how yoga could benefit the human body by creating mental clarity, body awareness, heightened attention, and improvements with concentration. I would like to thank Mrs Spencer and Ms Barnden for organising the class and providing encouragement.

Barbara Solomos | Year 10 Fit for Life (Health) Student

10WEEK 9TERM 4

HASS RELIGION AND SOCIETY EXCURSIONAs a part of our Society and Culture assignment, we investigated the impact of religion on society and the impact on cultural values. Our class went on a full day excursion, in which we visited three religious venues; the Central Adelaide Mosque, Buddha House and St Peter’s Cathedral. Through this excursion, we were able to investigate how these religions have had an impact on society. It enabled us to gain primary information but also critically examine the religions in order to gain needed information for our feature article assignment.

Central Adelaide Mosque – we were introduced to the Imam of the mosque, which is the title for a worship leader, and also a sister of the mosque. Through the Imam and sister, we were able to ask any questions that peaked our interest surrounding the Islamic faith, but also receive, in detail, insight about the religion. I found it was incredibly intriguing to be able to see the Islamic religion in the perspective of the Muslim community, rather than only what we see on the news or internet.

Buddha House – arriving at the Buddha house, we were immediately engulfed by loads of colourful artefacts and designs/patterns. We met a lovely little lady who provided us with numerous pieces of paper with information on the Buddha culture. They were extremely welcome, showing us the incredibly interesting artefacts and statues that they had. I found it quite intriguing how different the Buddha culture is to the other religions we observed.

St Peter’s Cathedral – at St Peter’s cathedral, we had a guide who showed us around the church and explained to us what the colourful glass and images represent, but also the background of the church. Our guide was open to all questions, which made it much easier to ask questions that we otherwise would have felt too intrusive. Due to this, I felt that as a class, we gained intuitive insight into the religion of the church and thoroughly enjoyed doing so.

Whilst the point of the excursion was to gather primary information through our guides for our religious assignment, I felt that by being given the opportunity to go to these religious venues and see these religions through their communities was a rare occasion but eye-opening. Each guide was extremely helpful in providing loads of information on their religion due to their passion, meaning that once we started our assignment, a feature article, there was very little research to do. It was an unbelievably worthwhile excursion that definitely opened up the opportunity for further study of religions. Along with this experience being valuable to our task, it was also a refreshing and interesting way to deliver information and get out of the classroom.

Beth Chalmers | Year 11 Student

11WEEK 9TERM 4

MY EXPERIENCE IN JAPAN MiyajimaMiyajima Island was one of the first places we went to, and was one of my favourite destinations. The views from the room were outstanding and we got to interact with the wild deer on the island. Also, we were able to explore the island and its famous shrines, and we bought nice souvenirs for our families. The island was amazing!

KyotoKyoto was an amazing place to visit, as we went to many places there, such as Kinkakuji (a Golden Pavilion), Arashiyama (a bamboo forest) and the traditional arts district, Gion. At night, we went to karaoke, which was so fun! We also went to Nara during this time and saw many temples, including one that contained a Giant Buddha.

Homestay in Kofu After Kyoto, we went to stay with our homestays in Kofu. This part for me was the moment that I had been worry-ing about the most. Luckily for me, I already knew who my buddy was, as she stayed at my house when her school visited Australia. My host family was lovely and they all made a real effort to make me happy and make food that I liked. All of the host families took us to many amazing places, such as amusement parks, hot springs, and nearby cities. We went to school for some days and it was nice to see the difference in school cultures. I have made many memories for life with these people and will definitely stay in contact with my buddy, Yuzuki. I also have a new understanding, having experienced it myself, of how international students feel when they come and stay with me. I definitely grew in my confidence and had to be very independent and organised.

Tokyo It was so stressful getting on the jam-packed trains with our suitcases, but the city itself was breathtaking, with big buildings and a city which comes alive at night. While we stayed in Tokyo, we went shopping in the city and we went to Disneyland. The iconic castle was so magical, and famous Disney songs blasted from every speaker! As well as all the typical rides, I also saw the night parade, ate many flavours of popcorn, and saw the wonderful fireworks display. Overall, I loved the trip to Japan and would choose to go again any day.

Sophie Jones | Year 10 Student

HiroshimaHiroshima was full of culture and history. In Hiroshima, we got to see a building that survived the atomic blast that happened during World War 2. We also looked around the Hiroshima Peace Museum, where we were able to see images that were taken after the blast and artefacts that survived it. At some points it was quite confronting, but overall it was a memorable and eye-opening experience.

12WEEK 9TERM 4

AUTHENTIC LEARNING AND CAREER TRANSITIONS 2019 has been an exciting year for students at Henley High, there have been many learning experiences available outside of the normal classroom environment that have enabled them to sample possible career opportunities; with some even starting their new careers whilst completing their formal education.

FLEXIBLE APPRENTICESHIPSWhat is a Flexible Apprenticeship? Flexible Apprenticeships, or SBATs, are an alternative approach that builds on the successful elements of SBATs to provide greater flexibility and benefits for students, employers and schools. Under a Flexible SBAT, a student can continue a pathway to completing their SACE while undertaking a near full time apprenticeship or traineeship during their final year of school. The aim is that the student completes the first year of their apprenticeship as they complete their final year of school so that they are ready to begin their second year in their first year out of the school environment.

Some of the students that have been successful in experiencing this exciting program are:-

Aaron Saltari, Fergus Gillespie and Jacob Murchinson – Outside Ideas – Civil Construction

Noah Hannigan and Mitch Hann – Premier Plasterboards – Plasterboard Apprenticeship

Jacob Couch – PB Building Construction – Carpentry Apprenticeship

Natalie De-Leo and Kira Holden – Precious Cargo – Childcare Traineeship

Brianna Virgara – Hairdressing Apprenticeship

As these students move into their careers, we wish them a happy and exciting future.

There have also been other exciting opportunities for Henley students this year and going forward into 2020.

These have included the Sydney Maritime Engineering Experience, The One and All Experience, Shark Tank Experience and CALHN Work Experience Program.CALHN Work Experience program saw two students, Tahlia Walton and Julia Downie undertaking a successful placement to experience Nursing and Medical Career Pathways at the Queen Elizabeth Hospital and the new RAH with another four students also taking up this program in January 2020.

Sydney Maritime Engineering Experience: Three Henley students, Oscar Forrest, Solan Mahoney and Jake Emmett, who are now considering the expansive and diverse careers that the Australian Navy has to offer, undertook this amazing engineering emersion. The boys were able to spend time exploring war ships, speaking with Naval Defence Force personnel and learning what it is on offer in today’s modern Navy.

Civil Construction Apprentices and families

Students taking the opportunity to experience the Australian Navy first hand.

13WEEK 9TERM 4

AUTHENTIC LEARNING AND CAREER TRANSITIONS Shark Tank Experience Henley High was one of the High Schools selected to participate in the pilot partnering with the University of Adelaide, MIE Lab and Shark Tank.This program has enabled students to learn about; entrepreneurship, identifying the difference between an idea and an opportunity in business, create a business model and plan and how to pitch it to raise capital in order to bring it to fruition. All students completing this program will not only achieve SACE credits but will also receive one course credit worth $2,500 with the University of Adelaide. They will also be competing against other schools across the State for $5000 in prize money to further the winners’ business model.

Shark Tank students who undertook the pilot program attending a Masterclass at Adelaide University

One and All - 5 Day Youth VoyageA generous member of Rotary sponsored Emily Atwell to participate in and gain both personal and professional growth by completing The One and All - 5 Day Youth Voyage. The objectives of this program are to build self-esteem through confidence and healthy self-respect, sensitivity to others and to the physical environment, awareness of the inter-dependent nature of community through team building skills and maturity and a positive attitude through self-discipline, setting and achieving goals.

Emily Atwell embarking on her ‘One and All’ voyage of growth and learning, developing skills, maturity, and a positive attitude through self-discipline, setting

and achieving goals.

A Final WordClose alignment and collaboration between industry and the education sector results in good employment outcomes for students and addresses the skills shortages for employers. Connecting students with industry is vital in preparing young people for work and employers are encouraged to play an integral role. Industry can contribute to the development of the future workforce by providing work experience, learning opportunities and career education for students.

Thank YouAs a busy year draws to a close; we would like to take the opportunity to thank our students, parents, teachers and partner organisations who made these incredible experiences possible. We all look forward to continued and new opportunities for our students in 2020 that will assist them to start the establishment of their careers in a post school world.

Margie Lee | Assistant Principal VET, Careers and Authentic Learning and Transitions

14WEEK 9TERM 4

EDINBURGH AIR SHOWOn a beautiful but windy student free day in Week 4, some eager students were given the opportunity to attend the ASTRO-STEM Day at Edinburgh Air Base. This was the first airshow at Edinburgh in 12 years, and the largest in Australia. Students spent time wandering around exhibits that displayed information about the space, defence and air industries. Among these included helicopter, jet and ship simulators, VR tours of military facilities, hands on rocket and helicopter building activities, and other small engineering challenges. A live demonstration of drone racing was also conducted, with small and large military drones zooming around an obstacle course.

The Premier of South Australia Steven Marshall also interviewed some of our students, which was televised on Channels 9 and 10.

The best part of the day was the fly-overs from the impressive F-35 jets and the Roulettes.

Students should keep an eye out for further science and engineering opportunities that will be available regularly next year.

Jason Sienkiewicz | Physics, Digital Technologies, Impact Coach [Pedagogy]

2019 EXCELLENCE IN STEM AWARDCongratulations to Year 9 student Perry Burns, who has received the 2019 ‘Excellence in STEM Award’. Perry has demonstrated an unmistakable passion for STEM throughout 2019. He has achieved excellence in Science and Mathematics subjects throughout the year, and participated in numerous STEM-related extracurricular activities including; the Science and Engineering Challenge, Ingenuity, Coding Club and the 4 x 4 in Schools Competition, where his team placed an extraordinary 2nd at the National Finals in Sydney. He was also an enthusiastic participant in the Year 9 Orion Heat Shield Project. A worthy recipient of the ‘Excellence in STEM’ Award. Congratulations Perry.

Andrew Sayers| Science Coordinator

15WEEK 9TERM 4

SCIENCE IS FUN

On Thursday morning, all the ISEC students had a big surprise from the Science teacher, Ms Sands. Instead of just sitting and completing our assignments in class, we went outside, got dirty and enjoyed the wind and the sunlight. Initially, we learnt how to create a terrarium.

A terrarium is a little piece of the Earth trapped in a container. It contains its own biotic and abiotic factors such as soil, plants, air, food and water. Amazingly, it can survive for many years without any food, air or water applications. Then, we tried to make our terrarium.

My classmates and I got some soil decorated rocks, bottle waters and old glass pots from my teacher. Ms Sands also provided us with a few cute plants, however, they were not enough for all of us. Therefore, we walked to the school’s garden and found some more together.

After that, I carefully followed the instructions of Ms Sands. Designing and making a terrarium sounded weird and hard for me at first but after all, my small ecosystem is lovely. Although my hands were dirty and I had to clean up after finishing my work, I was overjoyed and satisfied. This was my memorable and interesting Science lesson.

Ngoc Nguyen (Kitty) | ISEC Student

16WEEK 9TERM 4

4X4 IN SCHOOLSThe Henley High School 4x4 In Schools team ‘Fission’ placed 2nd in the national title in Sydney earlier this term. The project challenges students to design and produce a remotely controlled off road vehicle combining electronics, coding and robotics. The project involves developing detailed CAD designs, manufacturing, assembly and testing. At competition stage, using a remote control the vehicle is driven across a challenging 4x4 obstacle course.

The team consists of year 9 students Mischa Sarac, Lewis Miller, Max Ivanovic, Perry Burns and John Evans. The team spent many hours during lunch times and after school in the development of the program under the guidance of Design and Technology Teacher Patrick Lewis.

At the national competition the team took out many categories including awards for Innovation, best team marketing, outstanding industry collaboration and sustainability. Well done to the team.

Patrick Lewis | Design and Technology

CELEBRATING STUDENT ACHIEVEMENTCongratulations to the following students on being recognised this term at the Celebration of Achievement Awards evening at the University of Adelaide:

Ruiqi (Rachel) Chen Stage 2 Korean Beginners Award of MeritNauli Moat Stage 1 Pitjantjatjara The Award of Excellence Dilrajveer Singh Stage 1 Punjabi Continuers Award of Merit

Debra Dolman | Assistant Principal International/Languages

17WEEK 9TERM 4

YEAR 12 ART SHOWI would like to congratulate Ian McGregor-Dey, Ashleigh Noll and Jackie Reichstein for the fabulous Year12 Art Show which opened week 6 term 4 in the Galley and Room 405.The student work is both beautiful, quirky, at times confronting and an outstanding example of student self-expression and creativity. A special thanks to Monique Woolman and Seb Bowden for their help in the curation and organisation of the show and to Gavin Cox for organising all the music performances that complemented the Exhibition opening. Thanks also to the staff that came to view the exhibition and supported our students artistry.

Tania Madigan | Arts Coordinator

18WEEK 9TERM 4

IN-SCHOOL PSYCHOLOGYI am pleased to inform you that we have secured the services of a very skilled psychologist Melissa Clogg through In School Psychology for 2020. In School Psychology is a service that works in collaboration with students families and the Wellbeing Leaders at Henley High School. While Henley has 2 highly skilled Wellbeing Leaders matters which require longer term intervention are referred with family consent to In School Psychology.

To access the services of In School Psychology you may contact either Maria Koba or Chris Leech and we will provide you with the relevant information and requirements for accessing the service based at Henley High School. I have included an introduction to Melissa Clogg. If you wish to discuss further please contact me on 8355 7000.

Melissa Clogg Registered Psychologist Qualifications Bachelor of Science (Honours in Psychology) Master of Psychology (Clinical) Professional Memberships Australian Health Practitioner Regulation Agency (AHPRA)

Experience Melissa is an experienced Psychologist with almost 20 years of experience working with children, adolescents and their families. She has worked in government and non-government settings, in both metropolitan and regional South Australia. Melissa has always been passionate about working with young people and their families and has a flair for connecting with young people. She works collaboratively with young people and their families, in order to ensure the best outcomes are reached. Melissa is passionate about helping young people to build effective psychological tools to manage the large number of emotional issues that can arise throughout development. Melissa aims to support children and young people of all ages and enjoys using humour in her therapy sessions to facilitate children and young peoples’ understanding and engagement in the therapeutic process. She strives to help young people and their families make sense of their emotional struggles, build on existing strengths and strategies to manage the difficulties they are facing and develop new skills to tackle the challenges associated with navigating childhood and adolescence. Melissa’s therapeutic approach is eclectic and adapted to the individual client and their presenting concerns. She works from an evidence-based approach, utilising a range of therapeutic models including: Cognitive Behaviour Therapy (CBT), Interpersonal Psychotherapy, Mindfulness, Attachment Theory, Acceptance and Commitment Therapy (ACT), and Dialectical Behaviour Therapy (DBT).

Melissa has experience and skills working with young people in the areas of:

- Depression - Body image / Self Esteem

- Anxiety, fears, worries and phobias - Stress management

- Panic / panic attacks - Grief and loss

- Obsessive compulsive disorder - Relationships and sexuality

- Separation anxieties - Self-harm and suicidal ideation

- Trauma - Family conflict

- Disordered eating and body image issues - Challenges with disabilities (including

- Frustration and Difficult (defiant) Behaviours Autism Spectrum Disorder, Attention

- Sleeping concerns Deficit Hyperactivity Disorder)

- Oppositional defiance - Psychosis

- Complex presentations involving multiple issues

Maria Koba | Wellbeing Leader

19WEEK 9TERM 4

HENLEY GIRLS EXPLORE AVIATION CAREERS DAYHenley students met with women in aviation careers, including:Qantas Pilots, Aircraft Maintenance Engineers, Air Traffic Controllers, Air Force Pilots, Parafield Airport Flight Instructors and Aviation Rescue Fire Fighters

They explored and climbed into the flight deck of a Qantas B737 aircraft with a type-qualified Qantas Pilot and undertook a B737 Pre-Flight Walk-Around Inspection with both a Qantas Engineer and a Qantas Pilot.

Our students, Amy Bigiolli, Tina Kermatyfar, Asha Erlangga and Rachel Chowindra were very excited to be involved in this Forum. Aviation staff answered all of their questions in relation to pursuing a career in aviation.

Congratulations to Amy Bigiolli who was successful in winning a rare opportunity to spend time in the Adelaide Airport Control Tower.

Margie Lee | Assistant Principal VET, Careers and Authentic Learning and Transitions

20WEEK 9TERM 4

CONGRATULATIONS OSCAR FORESTCongratulations to Oscar Forrest Henley High’s first student to have successfully completed the Defence Industry Pathways Program (DIPP16).

The DIPP program is a partnership between tafeSA, ASC Shipbuilding & the Advanced Technology Program. The program is a semester long commitment with students studying at tafeSA’s Advanced Manufacturing Centre one day a week during semester 2. The DIPP program focuses on the future skills and capabilities required in the highly skilled defence industries where students are exposed to skill sets that can be applied to all engineering and advanced manufacturing career pathways.

The Program has enabled Oscar to successfully complete an accredited SACE Stage 1 Design and Technology 10 point unit at tafeSA’s Advanced Manufacturing Centre, Regency Park.

21WEEK 9TERM 4

CELEBRATING A SPECIAL RITSUMEIKEN TOURThis term we welcomed 15 students and school counsellor, Mayumi Fukumoto, to Henley High school from Ritsumeikan, Japan.This year was a special occasion as we celebrated the 10th anniversary of our friendship exchange. According to the students, highlights were: spending time with buddies, living with wonderful home stay families, sharing lessons in our classes and experiencing the school based program, including a fabulous art lesson with Ms Lara Nowak, a total football experience with Mr Ben Kane and enriching English lessons with Ms Astrid Eacott. The students said they were going home as ‘new people’ having created wonderful memories and dreams for their future. We thank our Henley High community, once again, for opening hearts and homes to our visitors.

Debra Dolman | Assistant Principal International/Languages