The Gazette Gazette 2019.pdf · student Ms Amani Haydar as the special guest speaker at the event. Thank you to all of the staff, parents and special guests for attending the ceremony

HHSSCC EExxcceelllleennccee AAsssseemmbbllyy Thursday 21 February

School Hall 10:55am

PPaarreennttss && CCiittiizzeennss’’ AAssssoocciiaattiioonn MMeeeettiinngg Thursday 28 February Staff Common Room

7pm

MMootthheerrss’’ CCoommmmiitttteeee MMeeeettiinngg Wednesday 6 March

Library 10am

SStt GGeeoorrggee GGiirrllss HHiigghh SScchhooool Telephone: 9587 5902 Facsimile: 9553 8043

Email: [email protected] Website: www.sgghs.com.au

The Gazette

Monthly Bulletin February 2019 Vol. 24 No. 1

PPrriinncciippaall’’ss MMeessssaaggee Dear Parents and Students, Welcome to the start of another exciting school year. I hope all members of the school community had a wonderful summer break and have returned re-energised and ready to commence the 2019 academic year. 2018 concluded beautifully with the Presentation Day ceremony held at the Sydney Town Hall. It was such a joy to celebrate the achievements of the

students and it was also great to have former student Ms Amani Haydar as the special guest speaker at the event. Thank you to all of the staff, parents and special guests for attending the ceremony and I must say how proud I felt of all that we collectively achieve each year. It was a real joy to have all members of our school and broader community in attendance, to share in this very special celebration, not only to formally conclude and reflect upon the academic school year, but most importantly to celebrate the achievements of the students.

The ceremony is so skilfully organised by Ms Mileski, Ms Di Leo, Mrs Louskos and Miss Dwyer and I thank them for the energy and commitment they demonstrated to ensure that the ceremony was so successful and special for our school.

2

I am pleased to report that the school has settled into its usual routine quite seamlessly and I am grateful to the staff, in particular to our Deputy Principals Ms Abson and Mr Treacy, Year Advisers, timetable team members Ms Mileski and Mr Cowper and the wonderful Administration staff for their work in supporting the students into their new classes and routines.

I would like to also offer a very warm welcome to our new parents and students who have joined the St George community for the first time in 2019, particularly our new Year 7 and 11 students. We have also welcomed a number of new students into Years 8, 9 and 10 and I am confident that all of our new students and their families will settle in and become part of our community in no time at all. Thank you to all our new families and students for choosing St George to be your school, I look forward to getting to know you and working together over the coming years

Welcome to New Staff I would like to extend a very warm welcome to Mrs Angeline Staudinger who has been appointed to our school as a Mathematics teacher. She will join our talented Mathematics faculty and I know she is looking forward to working with our gifted learners at St George Girls High School. I would also like to officially welcome Miss Lilian Thai who has been appointed as a Languages (Latin) teacher following a highly competitive merit selection processes. Miss Thai is a very talented and engaging teacher and she brings with her a passion for teaching Latin. We are very fortunate to have secured a full-time trained Latin teacher to support the teaching and learning of Languages in our school.

I would like to welcome Ms Judi May to the School Counsellor team for 2019. Ms Judi May will be onsite every Monday throughout the year and we look forward to having her join our Wellbeing Team. Mrs Michelle Batten will continue to provide School Counsellor service on Tuesday, Wednesday and Even Fridays throughout 2019. I know that Mrs Batten and Ms May will make a fabulous team and undertake some valuable work together to support our students and their families.

We continue to have a number of temporary teacher appointments for 2019. Welcome back to Mr John Morris (TAS), Mrs Catherine Miranda (CAPA), Miss Thuy Nguyen (Mathematics), Ms Vicki Alexiadis (Maths), Miss Dwyer (Science), Ms Danielle Galea (Languages), Ms Gardner (PDHPE), Mrs Salisbury (PDHPE), Mrs Denise Smith (Social Science), Mrs Beth Hinton (English), Miss Tess Wetmore (English) and welcome to Ms Yvette Tour (PDHPE), Miss Alexandra Neave (History), Mr Jon Suffolk (CAPA - Drama) and Ms Carolyn Wang (Library). I welcome all of our returning and new members of staff to the St George community and I look forward to working together over the year. Mrs Forster returns in a part-time capacity to her substantive position of Head Teacher TAS on Wednesday-Friday and Miss Kristi Stiskala will continue relieve as Head Teacher TAS on Monday and Tuesday each week. Mrs Williamson will work part-time in 2019 on Monday-Thursday each week and Ms Jospe will relieve as Head Teacher Wellbeing every Friday.

3

HSC Results The Class of 2018 performed exceptionally well and the students certainly deserve congratulations for the quality results they have achieved. All of the students worked so diligently and they were so well-supported by the school, their teachers and families. We should all feel very proud of the following achievements that I would like to celebrate;

Students of Ancient History achieved an average exam mark of 87.87, 15 marks greater than thestate mean with 50% (improving from 48% in 2017) of students receiving band 6 (over 90 marks)compared to 9.51% state-wide.

With an average mark of 83.97, 9.88 marks greater than the state mean, 70% of Biology studentsachieved a band 5 or 6 compared to 37% state-wide.

With an average exam mark of 85.53, 12 marks greater than the state mean, 86% of students whostudied Business Studies were placed in the top 2 bands compared to 37% state-wide.

53.56% of Chemistry students achieved a band 5 or 6 compared to 42.08% state-wide. With an average exam mark of 84.73, 7 marks above the state mean, 22.22% of Drama students

achieved marks over 90 compared to 13.79% state-wide. 88.88% of students who studied Dramawere placed in the top two bands compared to 42.37% state-wide.

In Economics, 20% of students achieved a band 6 compared to 13.13% state-wide. 62.5% ofcandidates were placed in the top 2 bands compared to 46.39% state-wide.

With an average exam mark of 85.84, 31.44% of English Advanced students received marks over90 compared to 13.75% state-wide. 89.3% of English Advanced students were awarded a band 5 or6, compared to 62.61% state-wide.

With an average exam mark of 44.24/50, 58.97% (up from 39% in 2017) of English Extension 1students were placed in the top band (E4) compared to 37.83% state-wide.

84.61% of English Extension 2 students were placed in the top 2 bands (E4 and E3) compared to71.52% state-wide.

Geography students achieved an average exam mark of 88.43, 14 marks above the state mean, with100% (up from 80% in 2017) of students awarded a band 5 or 6, compared to 43.18% state-wide.

With an average exam mark of 85.85, 12.57 marks above the state mean, 38.46% of students who studiedInformation Processes and Technology were awarded a band 6, compared to 6.83% state-wide.

With an average mark of 87.56, 12.5 marks above the state, 57.89% of Legal Studies studentsachieved a band 6 compared to 12.17% state-wide.

With an average exam mark of 87.52, 17.6 marks above the state, 33.33% of Mathematics General2 students achieved a band 6 compared to 6.54% state-wide.

With an average exam mark of 85.88, 51.45% (up from 38.37% in 2017) of Mathematics studentswere awarded a band 6, compared to 22.46% state-wide.

37.34% of Mathematics Extension 1 students received a mark in the top band (E4), compared to32.84% state-wide.

44.82% of students in Mathematics Extension 2 achieved in the top band (E4), compared to 33.19%state-wide.

With an average exam mark of 86.84, 12.96 marks above the state, 36.84% (up from 21.95% in2017) of Modern History students received a band 6 compared to 10.44% state-wide.

69.23% of History Extension students were placed in the top band (E4) compared to 23.64% state-wide. Music 2 students received an average mark of 90.12, 70% of students were awarded a band 6,

compared to 41.63% state-wide. 100% of students were placed in the top two bands. 75% (up from 71.42% in 2017) of Music Extension students were placed in the top band (E4)

compared to 66.96% state-wide. 37.5% of students studying Personal Development, Health and Physical Education were awarded

a band 6, compared to 6.71% state-wide. 91.66% (up from 88.88% in 2017) of students were placedin the top 2 bands compared to 33.11% state-wide.

41.93% of students in Physics were awarded marks in the top 2 bands, compared to 33.79% state-wide. With an average exam mark of 84.25, 7.19 marks above the state mean, 37.5% of Textiles and

Design students achieved a band 6 compared to 14.34% state-wide. With an average exam mark of 80.76, 17.64% of Visual Arts students were awarded a band 6,

compared to 12.34% state-wide. 88.22% of students were placed in the top 2 bands compared to53.26% state-wide.

4

60% of French Continuers students were awarded a band 6, compared to 28.93% state-wide. 50% of Japanese Continuers students achieved a band 6, compared to 28.67% state-wide. 100% of

students were awarded a band 5 or 6. 100% of Japanese Extension students were placed in the top band (E4) compared to 41.55% state-

wide. 100% (up from 88.88% in 2017) of Latin Continuers students achieved marks in the top two bands,

compared to 86.53% state-wide. 100% of Latin Extension students were placed in the top 2 bands (E4 and E3).

The summary of the 2018 HSC results certainly highlight that our students have again achieved quality HSC results. We as a school community should all feel very proud of the energy and time that has been invested to ensure that our academic performance continues to place our school as one of NSW High Performing schools. In 2018 our school ranking climbed back into the top 20 schools in NSW, ranking 19th (an improvement from 24th in 2017). The students performed exceptionally well and have made their school, teachers and parents/carers very proud. This is further evidenced by the following successes:

Annie Lin was the Dux of the year, each attaining the very impressive ATAR of 99.6. Six students were named as HSC Top Achievers as they gained some of the highest places in a

number of HSC courses. These students for 2018 included Sasha Patterson Rajek who ranked 1st inthe State in Japanese Extension and 3rd in the State in Japanese Continuers, Emily Kasovskaranked 1st in the state in Macedonian Continuers, that she studied through the Saturday School ofCommunity Languages, Janet Cao ranked 2nd in the State in Japanese Extension, JacquelynHarrington ranked 8th in the state in Information Processes and Technology, Beatrix Ye ranked10th in the state in Latin Extension and Hae Jung Park who placed 15th in the state in PersonalDevelopment, Health and Physical Education.

Thirteen students (up from ten in 2017) were named in the HSC All-Round Achievers List forachieving a result in the highest band possible (Band 6 or Band E4) in 10 or more units of courses intheir pattern of study. They were; Aleksandra Akulova, Janet Cao, Jenny He, Emily Kasovska, JacintaLiew, Annie Lin, Vanessa Luong, Samraggi Pant, Minoli Samarappulige, Erica Soenarjo, Brenda Tan,Jennifer Tan and Beatrix Ye.

In the Creative and Performing Arts we had a number of students whose work was acknowledged as exemplars. Each year exceptional major works and performances are nominated for inclusion in exhibitions which showcase the very best in NSW schools.

Michelle Gan had her Body of Work titled “Les Fleurs du Mal” nominated for consideration forinclusion in ARTEXPRESS.

Two Music 2 students, Eloise Cooper and Rebecca Sun were nominated for possible inclusion inENCORE, a selection of performances and compositions from the Higher School Certificate Musicstudents.

One of the Year 12 Drama students’ Group Performances “Don’t Mention the Children” wasnominated for possible inclusion in OnSTAGE, a selection of performances and individual projectsfrom Higher School Certificate Drama students. Congratulations to the following students; Wendy Hu,Tasnim Kabir, Isabelle Laxamana, Davina Oh and Jennifer Tan.

We are understandably very proud of all the Class of 2018. I would also like to thank the dedicated group of teachers and supportive parents who lived the HSC journey with the students. The students are the ones who have worked tirelessly to achieve their results, however each year there is always a group of core individuals who work alongside the students, helping steer them to such exceptional outcomes. I am now excited to work alongside the Class of 2019 as they navigate their HSC year. I am confident that the next group of students will collaborate together towards impressive outcomes and I wish them all the very best for what will be both a challenging and highly rewarding year ahead.

5

Multicultural Food Festival and Summer Music Festival At the end of last year on Friday 7 December the Multicultural Food Festival and the Summer Festival of Music was held. One of the many strengths of the school community is its rich cultural diversity. This was represented and celebrated so beautifully at the conclusion of 2018 and I am very grateful to our supportive P&C and parents who prepared a great variety of wonderful cultural dishes for our school community to sample and enjoy. We were also so fortunate to have a large number of raffles to sell on the afternoon due to the generosity of donations made from our school community.

I know we all appreciate how lucky our school is to have such a supportive and committed P&C and I thank the executive team and all parents for the time and huge amount of energy they invested to ensure that our Multicultural Food Festival was again a successful event for our school community to enjoy.

6

Another defining characteristic of our school is certainly the quality Music, Ensemble and Tutorial programs provided for the students. The program items were all beautifully and professionally performed, with each item showcasing the products of a true collaboration between our talented students and their equally talented and committed teachers, conductors and tutors. Thank you to our outstanding CAPA faculty for working tirelessly to ensure that our extra-curricular music program continues to provide such a rich and varied range of opportunities to showcase the creative talents and excellence of our students.

Georges River Council White Ribbon Walk On Friday 23 November all Year 9 students participated in the 2018 Georges River Council White Ribbon Day Walk, joining a number of local schools including the Kogarah Cluster (Sydney Technical High School, James Cook Boys High School, Moorefield Girls High School, Blakehurst High School and Kogarah High School) and a range of local community businesses and organisations to stand up and speak out against domestic violence in society. I would like to thank Ms Tina Whitehead and Mrs Chris Williams for their assistance in making all of the necessary arrangements for the students to participate in this important local community activity. Thank you also to the team of teachers who also participated in the walk with the students (Ms Abson, Ms Zoupantis and Mr Menon). This was a great show of community solidarity and I felt very proud to march alongside the staff, students and local community members to advocate for such an important issue that affects women.

7

Important Information for Students and Parents in Years 11 and 12 All Year 11 students have been issued with a letter that outlines the key expectations the school has of its senior students. This letter requires the signature of parents and students and must be returned to Deputy Principal Mr Treacy. I strongly encourage all parents to read through the letter carefully to ensure that there is clarity around the school’s expectations of the Year 11 students. Senior students in Years 11 and 12 are not permitted to leave school grounds at any time throughout the day, this includes recess, lunch and study periods. The students have been informed that if they leave school grounds without permission, it will be regarded as a partial truancy and this will be dealt with as a disciplinary matter. Year 11 students are expected to be at school on time each day and are not permitted to leave before the official end of the school day. The school takes its duty of care over the students very seriously and as such the students are expected to remain on school grounds to ensure their safety.

Year 12 students are permitted to arrive to school late on days when they do not have a timetabled period 1. Year 12 students must arrive by the end of Period 1 and ensure that they sign in at the computer kiosk outside Mr Treacy’s office to ensure that they are recorded as present for the day. Year 12 students are able to leave school at the beginning of lunch on days when they do not have a timetabled period 7 or 8. Year 12 students are expected to officially sign out at the computer kiosk outside Mr Treacy’s officeprior to their departure on these days. It is now of vital importance that our senior students ensure thatthey sign in and out appropriately, particularly if they are late or have a permitted late start. It is thestudent’s responsibility to do this now in the absence of a separate roll call period. SMS messages willcontinue to be sent home to parents once all official rolls have been submitted for processing.

Year 7 Welcome BBQ On Friday 2 February the Year 7 Transition program concluded with a welcome BBQ hosted by the P&C for the new Year 7 students and their parents. This was a wonderful afternoon and it was great to see the students happy and settled into their new school environment and the parents talking with other parents and the teachers. I would like to thank Usha Marrett, Cathy Anderson, Sarah Widjaja and Sharon Khan for their efforts to plan and prepare the BBQ for the students and their parents. I would also like to thank Year 7 Year Adviser Ms Laura Templeton and Assistant Adviser Mrs Debra Conroy for all their work to prepare for the Year 7 Transition Program. Thank you also to our Head Teacher

Wellbeing, Mrs Kaye Williamson and the Year 10 Peer Support leaders for their efforts in running the various Peer Support sessions over the week. It was a great success and I know this has certainly supported the students transition into their new school.

8

Welcome to SGGHS New Students in Years 8-11 On Thursday 7 February we hosted a special welcome morning tea for the new students in Years 8-11 who have joined the St George Girls High School community in 2019. It was great to meet with the students and check in with them to ensure that they are settling into their new school. I know they will feel connected in no time at all and I am so pleased to have these wonderful students choose us as their school for the remaining part of their High School life.

Student Behaviour Management Policy The school has a very clear policy and set of procedures to managing student behaviour. All DoE schools require clear school structures and procedures to manage student behaviour and it is always important to inform students and parents/carers about these expectations at the start of each school year. Ms Abson went through the key features of the policy at the first whole school assembly and this document can also be accessed via the school website under the Teaching and Learning tab and via the student intranet.

The Behaviour Management policy outlines the core expectations that every student is expected to demonstrate in their actions;

Respect for self Respect for others Respect for property Respect for the school and broader community

It also describes in detail the school’s procedures to respond to and manage the following;

Inappropriate Behaviour Lateness to Class and Lateness to School Partial Truancy Uniform Breaches

I now would like to encourage all members of the school to read through this document and to become familiar with how the school will manage and respond to these situations should they arise throughout the year.

9

Swimming Carnival The annual Swimming Carnival will be held on Wednesday 13 February at Bexley Pool. This is always a highly enjoyable day for the school community and I am looking forward to attending the event to witness the students embracing their events and participating on the day to support their houses. I would like to thank the PD/H/PE staff and Ms Papas (carnival organiser) in particular for making all the necessary arrangements to ensure that our carnival was again be a successful whole school event. I would also like to congratulate our elected House Captains and Vice-Captains for 2019. They will certainly do a fabulous job on the day organising the students and representing their House with flair and fun. Congratulations to the following students:

Allunga Captain: Vanessa Fong Vice–Captain: Naomi Ascui

Larool Captain: Amelia Mackadam Vice-Captain: Christine Karabalis

Mirabooka Captain: Aya Mizukami Vice-Captains: Neha Sobin and Muhsana Sattar

Mitamit Captain: Judy Yu Vice-Captains: Yuan Tran and Jacqueline Xu

I am also pleased to announce that the 2019 Sport Captain for St George Girls High School is Angelina Gong. Angelina successfully worked through a rigorous selection process which included a written application and an interview for this role and I know that she will work collaboratively with the carnival organiser, sport organiser, House Captains and Vice-Captains to support the smooth running of all of our sporting carnivals and events, as well as develop some exciting new sporting opportunities and activities for our students to enjoy and participate in over the year.

2019 School Contributions, Subject Fees and Building Fund All students have been issued with the 2019 school contributions and subject fee sheets. The date for final payment is Friday 1 March 2019. Copies of the School Contributions and fee sheets can be obtained from the Finance office and I thank the families that have already finalised their payments so promptly. As a public school, we are fortunate to have the support from our families and community to ensure that the provision of quality educational resources and opportunities continue to be made available for our students. If any family is experiencing financial difficulties, please contact me directly at school to discuss this and to make the appropriate arrangements.

Parents may notice that the 2019 Sport Fees have increased from last year. At the conclusion of 2018, the school was advised from their external Sport providers that their fees for 2019 were to increase. The school employs trained and skilled external providers to deliver a high quality and varied weekly Sport program for the students. The students at St George Girls High School value Sport and enjoy the opportunity to have the Sport program delivered by trained professionals to support them to improve their skills and confidence across a range of different sports. The increase in fees this year is to cover the increase in the cost for the weekly sport providers/coaches.

Can I also encourage all families to consider contributing to the Building Fund. Last year the funds raised will contribute to the A Block Air-conditioning project and I am pleased to confirm that this project was completed in 2018 and additional air-conditioning for B Block will be installed this term. This year we are asking for tax-deductible donations to go towards the painting of all learning spaces and corridors across the school, with the vision to transform these spaces into more engaging and vibrant learning spaces for the students. The school has recently installed new blinds and purchased new classroom chairs across the school and the painting of all learning spaces will complete the classroom refurbishment process. The school is very grateful for any donations into this fund and each year the projects have certainly been delivered and I am committed to seeing each of the projects come to fruition as the result of the generous contributions from our families into the Building Fund.

10

Mothers’ Committee and P&C We are very fortunate to have two parent bodies that work together to support our school community. I wanted to begin the year by informing all parents, particularly our new parents to the school, that the P&C and Mothers Committee are wonderful forums that provide you with a strong link to the school. The Mothers’ Committee meets on the first Wednesday of each month in the School Library at 10:00am. I attended the first meeting for the year and was delighted to see so many mothers, particularly new mothers to the school in attendance.

The P&C meets on the fourth Thursday of the month and the first P&C meeting for the year will be on Thursday 28 February at 7:00pm in the staff common room. I strongly encourage all parents to attend Mothers’ Committee and P&C meetings as it a wonderful conduit for information provision as well as a positive way to participate and support the school Community. We are very lucky to have such active and vibrant parent bodies. I know that each year these bodies look forward to welcoming new parents as new cohorts of students begin. I look forward to connecting with all parents, including our new parents at these meetings throughout the year.

P&C Welcome Family Luncheon I have attached to the Gazette a flyer with information about the soon approaching P&C Welcome Family Luncheon that is taking place on Sunday 24 February at 1:00pm at the Red Rose Function Centre, Rockdale. This is a wonderful opportunity for the school community to meet and a perfect way to commence the 2019 school year. All families are welcome and I would certainly like to encourage our Year 7 students and any new students in Years 8-11 and their families to attend as this will be a highly enjoyable afternoon. The P&C will also be selling raffles at the Luncheon and any donations are appreciated for raffle hampers which can be left at the school office. Please RSVP via the link provided in the flyer by Tuesday 19 February.

Student Achievements In each Gazette I like to share any specific individual or group achievements experienced by our students. I am always proud to share our student successes with the community and I know that our students are represented in such a wide variety of areas. I don’t always hear about these achievements and therefore welcome updates from students, parents and the community to ensure that I am made aware of any special activities or achievements. I look forward to reporting on and showcasing the achievements of the students in the monthly Gazette correspondence.

Congratulations I would like to congratulate the following students for receiving Principal Certificates:

Tiffany Ali, Lucy Anderson (2), Chaturmi Atapattu, Katherine Elliott, Jessica Lau (2), Geoni Le (2), Zoe Lee, Eleni Markantonakis, Mashka Putilin, Jashan Singh, Natalie Tang, Loshantti Thirukumar (2) and Jessica Ye (2) of Year 9.

Cindy Fu, Geena Han, Clare Jenkins, Abby Ke, Noor Kyatt, Tammy Lee, Vanessa Ngo, Katherine Pham, Tazmin Sultana (4), Phoebe Tandjiria (3), Amy Vu, Michelle Vuu (2), Angelina Xie (2), Many Yang and Vanessa Zhu (3) of Year 10.

Nahian Ahmed (2), Jade He, Adrien Lee (2), Jessica Xiong and Ishrat Zaman (2) of Year 11.

Samirah Ali, Miranda Feletar (2), Kiera Hinton, Fabiha Hossain, Sandra Kallarakkal (2), Varisara Laosuksri, Clarissa Lau, Jacky Liu, Josephine Ng, Jaclyn Nguyen (3), Christina Nguyen, Shantelle Nguyen (2), Aboli Pawar (2), Sutapa Saha, Jodie Sia, Aimee Soenarjo, Aalya Sukkarieh (2), Lauren Taylor (2), Namira Uddin (2), Maja Vasic, Alyanna Verdeflor, Alice Wang, Sze Kay Wong, Rachelle Wu, Sherina Xie (3) and Catherine Zhao of Year 12.

I look forward to seeing many members of our school community over the coming months at the various planned school events. I must say that I was so excited to return back to school for another wonderful year. Welcome back again to what will be another quality year of engaging opportunities at St George Girls High School.

Ms Betty Romeo Principal

11

DDeeppuuttyy PPrriinncciippaall’’ss RReeppoorrtt –– TTeeaacchhiinngg aanndd LLeeaarrnniinngg

elcome back to the start of the 2019 school year. I would like to extend a very warm welcome to all new students and families into our school community. It has been great to see our new students, in Year 7 and in Years 8-11 settling well into school life and their studies. We are thrilled to have you

with us, and we hope that you find your time at St George richly rewarding both in and outside the classroom.

This year I will be the Deputy Principal working with Years 8, 10 and 12. Part of my role is to support the wellbeing and progress of all students and liaise with parents. To assist parents I have attached in this month’s Gazette a copy of our parent referral tree. It clearly outlines whom you should contact about your daughter’s needs and any concerns including serious issues, wellbeing concerns, learning concerns or classroom and work ethic concerns.

Essential Skills Program – Years 7-9 It is very exciting to launch our Essential Skills Program for students in Years 7-9 this year. This program has been developed to support Strategic Direction 1 – Mindsets and Skills for Growth. The program aims to equip students with a range of key skills and mindsets that are needed in order to meet their full potential, engage and contribute successfully as global citizens, and thrive in a world of accelerating change. While the digital world is growing, soft skills like communication, problem-solving, collaboration and empathy are becoming more valued.

Throughout the Essential Skills Program, students will develop their capacity to demonstrate and use the targeted skills, engage in discussions, collaborate with peers, participate in activities and engage with resources and strategies that can be used beyond the program.

Students will rotate through a number of lessons each term focussing on each of the following areas:

Enhancing Literacy Growth Mindset Embracing the 4 C’s Rethinking Challenges Learning to Learn

The program runs every Thursday morning, Period 1. SRE takes place in Weeks 2,4,5 and 7.

Wellbeing Programs at SGGHS The Year 7 Transition Program supports a smooth transition into high school for all of our new Year 7 girls. The program ran over 3 days and students rotated through a range of activities including peer support, study skills, positive friendships, cyber safety and healthy self, one of the many wellbeing sessions offered. It was also a great opportunity to meet with parents at the end of the first week at the P&C BBQ and a big thank you to all parents who were able to join us for the afternoon and meet some of the staff.

The Year 11 Wellbeing Program runs every Monday afternoon in periods 7 and 8. This program supports the implementation of the Department’s ‘Wellbeing Framework for Schools’ document in conjunction with feedback from the girls about how we could best support their learning and engagement, as well as their physical and mental wellbeing as they enter into the senior years. The program covers a range of activities that support the key elements of the wellbeing framework, which outline the importance of schools to create quality learning opportunities while strengthening a student’s physical, social and emotional development. The program includes a range of guest speakers, sport sessions, wellbeing initiatives, skills development to enhance learning and how to adopt a growth mindset. At the first session in Week 2, I went through the assessment procedures with the Year 11 and outlined key NESA requirements around assessment and successful completion of the Preliminary courses.

A special thanks to the wellbeing team – Mrs Kaye Williamson (Head Teacher Wellbeing) Mrs Jodie Jospe, Ms Laura Templeton (Yr 7 Year Advisor), Mrs Debra Conroy (Yr 7 Assistant), Mrs Shirley Moncrieff (Yr 11 Year Advisor) and Ms Felicity Dwyer (Yr 11 Assistant) for the planning and implementation of these quality programs to support the girls.

WW

12

School Strategic Teams – 2019As we move into the second year of our three year School Plan, our strategic teams will continue to support the identified school projects and developed milestones. Teams meet three times a term to discuss and evaluate current programs, outline new initiatives and research, and plan and monitor identified milestones. The teams are a great opportunity for the staff to collaborate in cross-faculty groups on key projects that will further enhance teaching and learning practice, wellbeing and everyday organisation and communication within the school community. The teams continuing on from last year are:

Technology for Innovative Practice and Evaluation Engagement Through Classroom Practice Literacy Growth Mindset Cross-Curricular Enrichment School Events and Promotion

We have two new teams for 2019 they have been established to specifically focus on targeted areas in Strategic Direction 3 – Promoting School and Community Connections. The two new strategic teams are:

School-Based Communication School and Community Links

We look forward to sharing the progress of our teams with our school community throughout the year.

Online Study Skills Our school subscribes to the ELES Study Skills Handbook. This is a great online resource for parents and students to address all their study skills issues and concerns as well as learn new ways to improve students’ results at school. The handbook has a huge amount of information for both students and parents as well as lots of interactive activities, multimedia experiences and useful resources.

Every month we will be posting a study skills tip for parents and students, so keep an eye out in the Gazette for some great advice and strategies to support student learning. This month’s study skills tip focuses on new school year resolutions, setting clear targets, and brainstorming ideas on what you could do this year at school or at home to improve your learning, to make yourself more effective or to improve your results this year.

To access the handbook, go to www.studyskillshandbook.com.au and login as a subscriber with these details:

user name: password:

Please note, the above user name and password is for the use of the parents and students AT OUR SCHOOL ONLY – please do not pass our school’s details onto students or parents from other schools or other individuals or organisations as this is a prosecutable breach of copyright and also will result in frequent password changes for our school. Please also ensure you read through the terms of use the first time you access the handbook. We encourage all parents and students to take advantage of this opportunity to further develop their students’ study skills abilities through this great online resource.

Parenting Ideas – A Resource to Support Parents Through the High School Years Last year we joined Parenting Ideas as a way to support our school community in successfully navigating the many challenges that may present throughout the high school years. The website is a comprehensive online learning centre to support parents and teacher professional learning, and provides a wealth of information, content and practical resources to help us support and develop strong family-school relationships. Available resources include:

a monthly newsletter for parents articles that relate to topics such as parenting girls, resilience, technology and parenting, wellbeing and

mental health. webinars and videos for parents and staff teacher professional learning resources

http://www.studyskillshandbook.com.au/

13

Each month in the Gazette will be a focus article from the resource ‘Insights’ to support parents in a range of key areas that often impact on student wellbeing and learning. Parents will also be informed of any webinars and parent courses as they become available. This month’s article from ‘Insights’ is ‘Developing a Resilience Mindset. As parents are in the best position to influence their child’s resilience, this article focuses on how parents can lead the way in developing a resilience mindset in their children. Upcoming Parent Webinar: Switching on your child’s strengths When: Wednesday 6 March 2019 8.00pm Guest Speaker: Professor Lea Waters (PhD) The webinar voucher code and webinar outline will be sent to parents via email with the link to register by the end of the month. Assessment Booklets Year 10 -12 students have been issued with an Assessment Booklet and Policy which outlines the school’s procedures in regards to assessment tasks. Students have also been issued with a calendar overview of when assessment tasks have been scheduled throughout the year, allowing students to plan their time effectively, organise their study routine and establish quality practices when it comes to completing their school work. Years 7-9 will be issued their booklets by the end of week 4. It is the responsibility of the student to ensure they familiarise themselves with all information outlined in the booklet. Students and parents of Years 7, 9 and 11 are to sign the acknowledgement slip at the back of the booklet and return it to Mr Treacy – Deputy Principal for these year groups.

School Procedures As the year starts we would like to remind parents of a few basic school procedures. We frequently have parents ask for clarification on the following areas. All girls are expected to be at school in full school uniform, including footwear. Appropriate footwear means

covered, lace-up, black polishable leather shoes and socks which cover the ankle. Jewellery is not to be worn except for earrings. Earrings are to be sleepers or studs not dangling earrings or large hooped earrings. Any student who is not in full school uniform must obtain a uniform pass from the kiosk in the front office.

On mufti days girls are not to wear T-shirts with inappropriate slogans (alcohol, drug references, offensive language), bare midriff tops, thongs or strappy shoes.

Girls are often required to leave their bags outside their classrooms. They should make sure they bring their valuables (e.g. wallets, phones) into class with them. Girls are discouraged from bringing large amounts of money to school. If this is unavoidable, money can be left in the front office for safe keeping and picked up at the end of the day.

Mobile phones are not to be used during class time, unless there is a specific educational purpose (e.g. voice recording) and the class teacher has given permission. Any student who continues to use her phone at these times will be reported to the Deputy Principal.

Parents whose daughters are marked absent from roll call will receive a text message by 10:00am informing them of their daughter’s absence. Replying to this text is sufficient as an explanation of absence – a paper note does not need to be submitted to the school as well. Please note that you can only reply to a specific message for a specific absence and you cannot reply to the same number more than once. If you know your daughter is absent from school and do not receive a text message, please contact the front office to let us know. We may need to update your mobile phone number on our records. Similarly if you receive a text when you think your daughter is at school, please contact the school so that we can clarify the situation and adjust our records.

Girls who feel sick during the day are to report to the front office so their condition can be assessed. If necessary the office will contact parents to let them know of their daughter’s situation. Students are not to ring home themselves to make their own arrangements for being picked up from school.

At the first whole school assembly I went through a detailed outline of key school procedures with the students. A copy of this presentation will be emailed to all parents. Support in ensuring all students follow the procedures outlined is greatly appreciated.

Ms Pam Abson Deputy Principal Teaching and Learning

14

DDeeppuuttyy PPrriinncciippaall’’ss RReeppoorrtt –– CCuurrrriiccuulluumm

elcome to the start of the 2019 school year. It was fantastic to see and talk to so many of the Year 7 parents and students that came to the welcome BBQ. As I will be responsible for this Year 7 cohort as they progress through their years at St George Girls it was a great opportunity to start making

connections with our parents and getting to know the girls. All the parents were very happy and commented on how well their daughters have settled into high school and enjoyed the start of the school term. The start of the year is a very important time in consolidating the curriculum for all the students. Students from Years 8-11 have the opportunity to apply to change their subjects they selected in 2018 by completing the request forms which are available from Mr Treacy’s office until 15 February, the end of Week 4. Please note that these changes are only possible if there is sufficient room in the classes and once the changes have been made for Years 8-10 the students will remain in their classes for the remainder of the year. Years 11 and 12 will still be able to drop subjects throughout the year but they must maintain the minimum number of units to satisfy NESA requirements. Year 11 must have a minimum of 12 units and Year 12 a minimum of 10 units. Parent Teacher Evenings The dates for the upcoming Parent Teacher interviews are 2 April for Years 7 and 12, 17 June for Years 10 and 11 and 29 July for Years 8 and 9. All bookings are made online via schoolinterviews.com.au. Information regarding the online booking process for these evenings will be circulated to the students and made available on the website at least two weeks prior to each parent teacher night to ensure that parents have enough time to book appointments with their daughter’s class teachers. Mr Mark Treacy Deputy Principal Curriculum SSttuuddeenntt RReepprreesseennttaattiivvee CCoouunncciill ((SSRRCC))

he Student Representative Council (SRC) plays an important role within the school. The members are responsible for representing the students of St George Girls High School. They are the prime organisers for fund-raising, they interact with SRC’s from other local schools to work towards

achieving projects in the community and they also boost the wellbeing of students at school through a wide range of activities. February is a busy month for the SRC as we begin the process of electing the SRC Executive and Year Representatives. SSRRCC EExxeeccuuttiivvee The SRC executive usually consists of five members. They are the President, Vice-President, Secretary, Treasurer and New Student Contact. The process has already begun with interested Year 11 completing a nomination form for the above positions. All students from Years 7 to 12 will vote in Week 3 for their preferred representatives with the person receiving the greatest number of votes given the President position. Vice-President, Secretary and Treasurer roles are given based on the nominees second choice. The New Student Contact position is for a new Year 11 student only, so they can assist other new students settle into St George. SSRRCC YYeeaarr RReepprreesseennttaattiivveess Years 7 to 10 have five Year Representatives, Years 11 and 12 have six. Year Representatives from Years 7 – 10 will be elected in their Science classes in Week 3. Interested students nominate themselves and the rest of the class will vote on who they think will best represent them. The Year 11 Representatives will be chosen from the students who were unsuccessful in attaining a position for the SRC executive. Year 12 Representatives nominate themselves. Once the Executive and Year Representatives are elected, they will be invited to attend a SRC Leadership Day where they will plan for 2019. It is very important that the SRC representatives attend this day.

The SRC Executive and Year Representatives for 2019 will be published in an upcoming Gazette.

WW

TT

15

SSttuuddeenntt WWeellllbbeeiinngg

ince the issue of the last Gazette, the following students have been presented with Dragon Badges: Selsabeel Al Hariri (4), Vibha Balaji, Houda Hamadi (2), Nazihah Ibnat, Tanisha Iqbal, Sreenidhi

Krishnakumar (2), Stephanie Lin (2), Clair Lu, Caitlin Matthews, Haiqa Qazi (2), Adelle Ruys (2), Ananya Sharma and Bonnie Zimmerman (3) of Year 8. Lucy Anderson (2), Chaturmi Atapattu, Hafsah Atif, Vivian Cao (2), Sophie Chronis (2), Niamh Deuis (2), Yanting Huang (3), Carla Kargas, Lily Knowles, Tina Liang (3), Marissa Lin (3), Eleni Markantonakis (2), Mary Murray (6), Kenda Nadir, Mashka Putilin, Jashan Singh, Trilochana Sriganeshwaran, Aria Stopher, Grace Walsh, Jacqueliya Widjaja and Jessica Ye of Year 9. Hannah Fung, Maya Guden (2), Geena Han (3), Jamin Hossain (2), Salina Huang, Clare Jenkins (3), Katerina Kalogerakis (2), Erandi Kuruppuarachchi, Noor Kyatt (2), Felicity Luong, Aneeta Nelson (4), Vanessa Ngo, Katherine Pham (5), Alisha Shaikh, Anna Soney (2), Tazmin Sultana, Phoebe Tandjiria (3), Celine Tang (2), Amy Vu (3), Michelle Vuu, Angelina Xie (3), Jenna Yan, Mandy Yang, Irene Zhong and Vanessa Zhu (4) of Year 10. Nahian Ahmed, Vienna Chan, Ahona Dutta (3), Vanessa Fong (2), Natasha Hossain (2), Hargun Kaur (2), Sadia Khaja, Sarah Khan (5), Amy Koralis (3), Samantha Law (4), Alice Liao (5), Janice Low (4), Mikiko Ohashi, Taylor Ong-Le, Vanessa Pirom (3), Iman Taoube (2), Carmen Truong (5), Annie Wang (2), Jessica Xiong (2), Idy Zhao (3) and Serena Zhu of Year 11. Miranda Feletar, Annie Gao, Selina Ha (2), Srea Islam, Clarissa Lau, Jiayi Lei (2), Caitlin Lowe, Josephine Ng (2), Youli Song (3), Sanitha Soni, Aalya Sukkarieh, Sze Kay Wong (3), Katrina Wu, Sherina Xie and Catherine Zhao of Year 12. The following students have been presented with a Super Dragon Badge: Bonnie Zimmerman of Year 8. Mary Murray and Jacqueliya Widjaja of Year 9. Katerina Kalogerakis of Year 10. Vanessa Pirom and Annie Wang of Year 11. Caitlin Lowe of Year 12. MMaatthheemmaattiiccss

he Mathematics homework centre is again up and running, with tutors coming to the school library every Thursday afternoon from 3:30pm to 5pm. Students have a chance to request specialised help from talented mathematicians and tutors, while also making a head-start on their homework. If you’re

not already taking advantage of this excellent and targeted assistance, collect a permission form from the Mathematics staffroom. We are grateful to the P&C and Mothers’ Committee for their continued support of this program.

SS

TT

16

LLaanngguuaaggeess Welcome Back to 2019

would like to begin by announcing the appointment of Miss Lilian Thai as our permanent Latin teacher. Lilian is a St Georgian and studied Latin extensively at Sydney University. Lilian was successful during our merit selection process last year and is excited to start her teaching career at St George Girls. I am

sure she will inspire her students with newly learnt methodology and creative teaching techniques. Last year we said goodbye to Ms Longland, our Latin teacher since 2013. Ms Longland worked tirelessly to instill love of Languages in her students. She developed games and group activities to bring Latin to life and always thought about how she could improve the engagement of students in her classes. She extended them through co-curricular activities such as the Latin camp, Year 12 study days and special exhibitions about Roman history. I know students have appreciated her thorough knowledge of Latin authors and history and her expert subject knowledge. We wish her all the best in her retirement. I would also like to acknowledge Mr Johnson, who filled in 3 days a week as a Latin teacher last year. His expert knowledge was much appreciated. HSC Results 2018 Languages students achieved some outstanding HSC results in 2018. All classes are to be congratulated on their hard work and dedicated approach. Special congratulations go out to Sasha Patterson Rajak who placed 1st in the State in Japanese Extension and 3rd in Japanese Continuers, Janet Cao who placed 2nd in the State in Japanese Extension and Beatrix Ye ranked 10th in the state in Latin Extension.

Sasha Patterson Rajak Janet Cao Beatrix Ye Students in % who achieved in the top band (Band 6 in Continuers and Band E4 in Extension).

St George Girls State French Continuers 60% 29% Japanese Continuers 50% 29% Latin Continuers 50% 50% Japanese Extension 100% 42% Latin Extension 60% 85%

II

17

French The Year 10 French class participated in a French food appreciation lesson. Girls brought in dishes and we were able to sample some typical French foods such as croissants, pains au chocolat, French cheeses, brioches, parfaits and macarons. It was a great way to celebrate the end of two years of Stage 5 French studies. Japanese Year 10 Japanese Excursion 2018 On 20 November, our Year 10 Japanese class enjoyed a day in the city experiencing all things Japanese. They first went to the Japan Foundation in Central Park. The girls participated in a Japanese cultural workshop in which they learnt about taiko, how to learn Japanese through rhythm using Japanese drums. The girls came up with some impressive Japanese poems that they then put to a rhythm using the Japanese drums. They also learnt about the art of furoshiki (Japanese style cloth wrapping) and they had a chance to wrap something themselves. After the Japan Foundation, the class visited Daiso which is a very popular Japanese variety store. We then walked into the city where we had a wonderful Japanese BBQ style lunch at a restaurant called Ichiban Teppanyaki. Here the girls not only had the chance to sample some Japanese food, they also enjoyed trying to catch raw eggs, rice and other things that the chefs were “throwing” them. The girls had a lot of fun at this restaurant and many said it was the highlight of the day. After lunch, we walked to The Galeries on George Street where we visited the famous Japanese bookshop called Kinokuniya. The girls enjoyed perusing the huge range of manga (Japanese comic books), Japanese books and stationery available there. Overall, the Year 10 Japanese class really enjoyed being immersed in Japanese language and culture for the whole day.

18

Year 8 Japanese Breakfast and Sushi Making In Term 4 of 2018, after completing a topic of work about Japanese food and breakfast, the girls formed groups and created their own Japanese meals during a lesson. The students all contributed by bringing in different types of traditional Japanese foods such as natto (fermented soy beans), tamagoyaki (Japanese style omelette) and ramen (noodles). The girls also made their own sushi!! It was a great opportunity to try eating and making some traditional Japanese foods which was enjoyed by all. Latin Five Year 12 Latin students attended the 25th annual Latin Summer School (LSS) during the summer holidays. The LSS is held at the University of Sydney across 5 days in January, and hosts students and presenters from across Australia and beyond. The girls joined Year 12 students from Sydney and Victoria in classes on the poetry of Propertius and Ovid, attended expert lectures on Roman history and literature, and tried Latin speaking sessions run by Anthony Gibbins and Caroline Brehaut. They continued their Latin conversation after leaving, exploring the Nicholson Museum on campus and pointing out figures in the Lego Pompeii model on display: “Ecce, Docta Estelle Lazer est in Pompeii.” “Andrew Wallace-Hadrill optimus vir est.” “Ecce! TARDIS!” While speaking aloud in Latin was challenging (they kept slipping into French by accident), the students found it was one of the highlights of the LSS. The week ended with a BBQ on the university lawns and musical performances of ‘500 Miles’ and ‘Hey Jude’ in Latin. The girls greatly enjoyed learning about real artefacts in the Nicholson Museum, seeing a variety of teaching styles from university lecturers, and the intensive aspect of the summer school.

19

Creative and Performing Arts (CAPA) n CAPA subjects, students are challenged everyday to engage with and reflect on their world creatively, to look at ideas from various perspectives and to think critically about world issues and events. Students are encouraged to communicate and express their point of view. This can help students to develop a

deeper understanding and make greater sense and meaning, as they shape their own responses to the world around them. In Drama, Music and Visual Arts, as well as studying a rich array of subject specific styles, forms and mediums, students are encouraged to bring what they are learning in other subject areas into the classroom. Students connect their learning and they are always highly engaged. Students build confidence in expressing their understanding, views, thoughts and ideas to a wider audience and are encouraged to further explore and to think critically about what they are learning in every subject. In CAPA we are passionate about giving our students skills such as communication, collaboration, critical thinking and creativity, skills that they can take in their future to help them on their path to happiness and success. 2018 was a hugely successful year for the faculty and the quality and substance of CAPA student work was outstanding. Once again, HSC performances and Major works from all three subject areas of Drama, Music and Visual Arts were nominated for NESA Showcases of exceptional HSC work in the NSW. We are extremely proud of all of our students and we are off to another creative and productive start to 2019. As our Drama numbers continue to grow we welcome Drama teacher Jon Suffolk to the faculty. Jon has been a Drama teacher at Fort Street High School and also set up the Drama program at the Australian International School in Malaysia. He will now bring his wealth of experience to our talented St George Drama students working on Tuesdays every week with our Years 8 and 9 students.

A huge congratulations to our Year 11 Drama student Cate Armstrong who was successful in gaining not one, but 2 coveted positions available to NSW Drama students in 2019. After a highly competitive application process, Cate gained a place in the Sydney Theatre Company’s Young Wharfie Program, as well as Belvoir Theatre Company’s Young Belvoir Theatre Club. This experience will allow Cate to work with industry professionals, as well as attend fantastic plays and workshops throughout the year. We know Cate will gain so much from this amazing opportunity and we can’t wait to hear all about what she learns.

Staff and Class News In February, Head Teacher CAPA and Drama teacher Ms Wright has been invited by NESA, in collaboration with the Department of Education’s Arts unit, to present the HSC Individual Performance workshops to Year 12 students from NSW as part of OnStage week. Our own talented Drama students have started creatively working in class on a range of subjects, including their individual performances, as well as script work, styles of theatre and of course year 8 are beginning their Drama studies by learning improvisation, focus and characterisation. All students are very much looking forward to the school’s annual Drama Night in June. Music teachers Ms Hamilton and Ms Chapman are also busy planning a wonderful music tour of New Zealand in July, which will incorporate members of the student Orchestra, Concert band, Chamber strings, Percussion Ensemble and Intermediate Band. Our highly successful music tutorial program will be up and running in week three, as will our music ensembles. Our 2018 Presentation day was a huge success with our orchestra, vocal ensemble and A cappella Plus having the privilege to perform on the stage at the Sydney Town Hall. Congratulations go to our wonderful music teachers Ms Hamilton, Ms Chapman and Ms Hall for organising and conducting such beautiful music for the audience to enjoy.

II

20

Visual Arts classes, under the expertise of Ms Clark, Mr Batten and Ms Miranda are working on some exciting new programs that will provide our students with opportunities to investigate their ideas in 2D 3D and 4D artworks. Students will be provided the opportunity to attend some great excursions that will complement the student’s area of study in both artmaking. As well as art history and criticism. The CAPA faculty wishes everyone a very happy and prosperous 2019 and we look forward to another creative year ahead.

2018 HSC OnStage Nominated Group Performance. Don’t Mention the Children

2018 Summer Music Festival

Michelle Gan’s Visual Arts Art Express 2018 HSC nominated Major work. “Les Fleurs Du Mal”

21

GGrreeeenn CCoorrnneerr

Clean Up Australia Day 2019 Business Clean Up Day – Tuesday 26 February 2019 Youth and Schools Clean Up Day – Friday 1 March 2019 Clean Up Australia Day Community – Sunday 3 March 2019 Earth Hour Saturday 30 March – 8:30pm to 9:30pm Green Day 2018 The 10th annual Green Day was held on Thursday 22 November 2018 with a total of 20 different 1 hour workshops presented to students in Years 7 to 10. The day finished off with a Green Day assembly in the Hall lead by the Enviro

Student Executive president Lily Chen of Year 11. Green Day brings together students and teachers working on a common concern for environmental issues. It is also an opportunity for gifted and talented students to develop their leadership skills and teamwork whilst offering a platform to raise awareness and educate their peers and teachers on a wide variety of environmental topics. The following students facilitated two 1 hour workshops: Rhea Baweja, Mikiko Ohashi, Vanessa Fong, Nahian Ahmed, Fiona Chau, Katerina Kalogerakis, Amy Vuu, Josephine Lam, Kyla Rivera, Lily Chen, Amy Koralis, Fariha Mian, Annie J Wang, Vienna Chan, Sarah Khan, Jasmyn Tuladhar, Mehar Luthra, Iman Taoube, Ahona Dutta,Yuan Tran, Anne Chen, Phoebe Yu, Sandra Kallarakkal, Isabel Duong-Balada, Erika Strehler, Iris Le-Jones, Idy Zhao, Caoimhe O’Donohoe Deering, Catherine Zhao, Rouya Deng, Shoshanna Marrett, Carmen Truong, Swathi Shanmugam, Aastha Mishra, Jacquelene Tsovolos, Rachel Perera, Sherina Xie, Lisa Gronich, Anuki Jayawardana and Rosemary Saad. 210 jelly cups made of corn starch reducing our carbon footprint with cakes sold at recess. Green Day BBQ would not be complete without kangaroo, vegetarian and beef sausages. Congratulations to the Year 10 students who ran face painting, nail painting, product stalls and sold the amazing succulents potted up in old cups and mugs, with the Green Day assembly provided further environmental concerns with thought provoking messages, including Green X – talks were delivered by Zaina Siddiqui of Year 8 and Eliza Ho of Year 7. Congratulations to the students who choreographed two inspirational drama performances followed by an awe inspiring parade of hats made from recycled paper designed by 10TX 1 and 10TX 2 textile and design classes. The Guessing competition and Enviro raffle proved to be popular congratulations to all of the winners. Someone is now filling up on Koala lollies. History in the making – St George Girls High School hosted the first Kogarah Cluster Enviro Forum. Students from James Cook Boys High School, Blakehurst High School and Sydney Technical High School joined students from our Enviro Student Executive to share initiatives and projects implemented at their own schools and to collaborate on a broader local initiatives. The Mayor of the newly formed Georges River Council Mr Kevin Greene joined the students to discuss the environmental initiatives that council are implementing. Mrs Duffy Team Leader and Coordinator

22

GREEN DAY

23

Parents and Citizens’ Association

n behalf of the St George Girls High School Parents and Citizens’ Association, I would like to extend a warm welcome to all of our new students and parents from Year 7 to Year 11. We invite you to be involved in our school and P&C this year. But firstly, I would like to extend my sincere

gratitude to all parents, students, staff and community members have who contributed to a highly successful 2018. We have successfully conducted many fundraising activities such as Bunnings BBQ’s, Year 7 welcome BBQ, joint P&C meeting with Sydney Technical High School and Multicultural Food Festival at the end of last year. A big thank you to all parents and students contributed towards Multicultural Food festival on 7 December 2018. We collected about $3000 from this event. Thank you very much to the committee members who worked hard to have such a successful event. As always, the proceeds from P&C fundraising activities directly enhance the teaching and learning of our daughters at St George Girls and we seek your continued support in 2019. We need volunteers for this event and I encourage parents to assist whenever and in any way possible. We would like to congratulate and farewell our graduating class of 2018; they have achieved outstanding HSC results. They put in a great effort and credit should go to all the students, teachers, parents and school executive team led by Ms Betty Romeo. P&C committee meets every 4th Thursday of the month during school terms. Our first P&C meeting for the year will be held on Thursday 28 February 2019 in the Staff Common Room at 7pm (until ~ 8:30pm). For new parents to the school, please park in Victoria Street and enter the school via the front gate. Tea/coffee and biscuits will be available prior to the meeting. The February meeting is an ideal opportunity for all parents, especially those of Year 7, to meet other parents, school staff and the current P&C Committee (elected each June). February Events: 17 February – Bunnings BBQ – all funds directed to the Music Tour to New Zealand 24 February – Family Lunch 28 February – P&C meeting Usha Marrett President Sharon Khan Monique Luthra Jude Perera Giang Ho Treasurer Secretary Finance Committee 1 Finance Committee 2 (Corres/Minutes)

Cathy Anderson Madeline Murray Event Coordinator 1 Event Coordinator 2 Mothers’ Committee

elcome back to another exciting school year and a special welcome to all new parents. Our first Mothers’ Committee meeting for the year was on Wednesday 6 February, and we enjoyed meeting new parents who want to be involved in their daughter’s school. We also appreciated

hearing from our principal, Ms Romeo, who shared the plans for the coming year as well as the exceptional 2018 HSC results. Please join us at 10am in the school library on the first Wednesday of the month (except for school holidays); just ask at the front reception desk if you are unsure of where the library is. All parents are most welcome, we look forward to meeting you and sharing in your journey at St George Girls. We will be celebrating our annual Mother-Daughter Dinner in early June, so please start thinking of ways in which you might be able to help in donating your time, or gift basket items over the next couple of months. We are also looking for sponsors for this annual event where we celebrate the relationship between mothers, their daughters and the school. If your business would like to support us, please contact Edwina Murphy on the number below.

OO

WW

24

Next Meeting: Wednesday 6 March at 10am in the School Library. Special guest speakers Miss Papas (PDHPE) and Ms Gardner (Sport). Uniform Shop News New opening hours: The Uniform Shop is now open from 1pm-3:30pm on Wednesdays. Girls can come during their lunch break (1:10pm – 1:45pm) or immediately after school. The Uniform Shop is managed by Mandy Hook, who works enthusiastically to run an efficient and friendly uniform shop where everyone is made to feel welcome. All profits from the sale of uniforms are donated back to the school to support our daughters’ education. Besides new uniforms, we also have a great selection of second hand items at significantly discounted prices. First in, best dressed! We would love some more volunteers who are willing to donate one and a half hours of their time (12:45-2:15pm) on a Wednesday either once a month or once a term. There is no experience necessary! There is no cash handling required and lots of experienced volunteers to show you what to do. It’s a fun way to meet other parents and get to know what happens at the school. If you can help, please contact Cathy Anderson at the number below. We hope you and your daughter(s) have a great start to the year! Edwina Murphy President, Mothers’ Committee Contact Ph: 0409 413 218 Cathy Anderson Megan Feghali Kim Le, Hui-Chuen Hoh Carol Chew Uniform Shop Coordinator Vice President Secretary Treasurer Contact Ph: 0423 533 855 St Georgians

elcome back! The ex-students of St George GHS hope 2019 will be a happy and successful year for all. We also congratulate Year 12, 2018 on their fantastic HSC results! We look forward to the HSC 2018 Excellence Ceremony and are proud to be able to contribute towards the awards presented at

this event. The St Georgians (formerly known as The Old Girls Union) was formed in 1929, with a twofold purpose – keeping former students in touch, and raising funds for the school. The cost of Life Membership is a one off payment of $30.00. To join, please download the membership Form from the school website – you will find our page under the “Parents and Community Groups” tag. We have been busily preparing once again for our Annual Reunion Luncheon, open to all ex-students and staff of St GGHS. This year we will meet on Saturday 13 April at St George Leagues Club, Kogarah. The St Georgians generally meet on the fourth Thursday of each month, in the Bistro area at St George Leagues Club, Kogarah. For details of our next meeting, please email us. We have a great group of ladies of all ages, and it’s a fun, relaxed atmosphere. We also invite you to stay after the meeting for a little socialising and perhaps lunch in the Bistro. We are always keen to meet new members, and look forward to seeing you there! Kim Archibald – President

[email protected]

WW

mailto:[email protected]

25

SStt GGeeoorrggee GGiirrllss MMaakkee NNeewwss!!

November 26 2018 - 3:30PM

St George Girls High School hosts its 10th annual ‘Green Day’ Eva Kolimar

Team effort: Several St George high schools united for an annual day of environmental awareness. The Kogarah Cluster Student Enviro Forum brought together young minds who all share the same passion – make the community greener. It was all for St George Girls High School’s annual “green day” – a successful initiative that unites students who want to make a change. Students from James Cooks Boys, Blakehurst and Sydney Technical collaborated with St George Girls on how they could work together in creating a shared environmental goal for their school. Year 7 to 10 students participated in workshops, which were run by senior students and presenters from Botany Bay, Georges River and Royal National Park environment centres. From mobile phone recycling and solar energy cars, to growing herbs and making bees wax, workshops inspired students to think about their environmental footprints now and into the future. There was also a fashion parade that promoted the use of recycled materials.

26

CCoommiinngg EEvveennttss Tuesday 12 February Gazette issued on school website and emailed to parents and students

Students Dismissed 2.25pm

Wednesday 13 February Swimming Carnival, Bexley Pool

Thursday 14 February Years 9 – 12 ‘OnStage’ Excursion, Newtown, 11am – 4pm

Monday 18 February Year 12 Geography Field Trip, Cronulla, 9am – 2:45pm Years 10 – 12 ‘Encore’ Music Excursion, 7:30pm Year 8 Debating Trials, 3:07pm

Tuesday 19 February Students Dismissed 2:25pm

Wednesday 20 February Dragon Pride Day Sydney East Volleyball, Menai

Thursday 21 February HSC Excellence Assembly, 10.55am Year 11 Debating Trials, 3:07pm

Sunday 24 February P&C ‘Welcome Family Luncheon’, Rockdale, 1pm

Monday 25 February – Wednesday 27 February Year 7 Camp

Monday 25 February Year 7 – 12 Music ‘InConcert’ Rehearsals

Tuesday 26 February Students Dismissed 2.25pm

Thursday 28 February Parents and Citizens’ Association Meeting, Staff Common Room, 7pm

Friday 1 March Zone Swimming Carnival

Monday 4 March Zone Swimming Carnival Year 12 History Study Day

Tuesday 5 March Students Dismissed 2.25pm

Wednesday 6 March School Photo Day Year 10 UTS Presentation Year 12 UTS Presentation Mothers’ Committee Meeting, 10am

Thursday 7 March Year 9 Food Technology Excursion, The Royal Botanic Garden, 9am

Friday 8 March School Photo Catch-up Day

Monday 11 March – Year 12 Assessments Friday 22 March

It is important that payment for excursions is made to the Finance Office or Online prior to the due date.

welcome family

Luncheon

SGGHS P&C ASSOCIATION INVITES YOU AND

YOUR FAMILY TO THE ANNUAL

RSVP BY TUES 19 FEB 2019

ONLINE AT HTTPS://WWW.TRYBOOKING.COM/BATSP

ENQUIRIES TO P&C TREASURER SHARON KHAN

ON 0433 203 609

SUNDAY 24TH FEBRUARY 2019 COMMENCES 1 :00PM

RED ROSE FUNCTION CENTRE

96A RAILWAY ST ROCKDALE NSW

TICKETS $40 PER PERSON FOR 3 COURSE MEAL

Who do I contact about …?

Wellbeing Concerns

* General Attendance

* Emotional Wellbeing

* Friendships and Socialisation

* General Learning and Engagement

Year Advisor

Learning Concerns

* Organisation and Time Management

* Literacy and Numeracy Support

* Learning Disabilities e.g Autism, ADHD, Hearing, Dyslexia etc.

Year Advisor, Learning

and Support

Team

Classroom Discipline & Work Ethic Concerns

* Non-Completion of Assessment Tasks and Coursework

* Faculty Related Matters

Faculty Head

Teacher

Serious Issues and Concerns

* Student Mental Health Management

(Anxiety/Depression/Eating Disorders)

* Serious Student Health Matters

* Serious Behavioural Matters

* Theft / Vandalism / Violence

* Family Matters

(Trauma, Loss or Grief, Health Concerns, Seperation)

* Suspicion of Neglect or Abuse

Deputy Principal

If you want your child or young person to be resilient enough to cope with the hardships that come his or her way, and in doing so build strengths for the future, consider fostering your own resilience first. Parents are in the best position to influence their children’s resilience. Children watch our reactions to adverse events and view first hand how we look after – or neglect – our own mental health and wellbeing.

Focusing on our own resilience is not as difficult as it may seem. If you adapt a resilience mindset you’ll find that resilient behaviour follows. Want to get fitter physically? You could take up a new fitness regime or you could simply adopt a fitness mindset. Adopt the former and there’s a reasonable chance that you’ll start off gung ho and run out of steam after a month. Adopt the latter and you’ll more likely take small, sustainable steps such as walking or riding to work, taking stairs instead of escalators and playing active games rather than sitting on the couch on weekends.

The mindset approach works well with resilience. Take the sustainable approach of looking after your mental health, becoming conscious of the messages you send yourself and developing coping skills that allow you to respond rather than react to adverse events. These simple ideas will help:

Watch your self-talk

The little voice inside your head can have a catastrophic impact when you allow it to. It can talk you into the blues, lower your confidence and build mountainous problems out of molehills. Once you’re aware of its impact, you can switch it off or change its negative chatter to something more positive and realistic. It takes practice but it’s worth it. When you have a resilience mindset you’ll start to check that chatter in your head.

Park the bad stuff

Ever had an argument with a family member at breakfast only to find it messed up your whole day? A common trait with resilient people is that they can compartmentalise their lives so that difficult experiences in one domain won’t interfere with their effectiveness elsewhere. When you have a resilience mindset you’ll consciously park the negative stuff while you get on with the rest of the day, only revisiting it on your own terms.

Stay flexible in your thinking

People who lack resilience pepper their language with absolute, imperative statements such as ‘I must always be on time,’ ‘They never do anything to help,’ or ‘They should always use good manners’. This shows inflexible,

We're a Parenting Ideas school parentingideas.com.au/schools

Developing a resilience mindsetby Michael Grose

insightsRESILIENCE

unrealistic thinking that leads to stress and anxiousness. When you have a resilience mindset you’ll use more moderate language reflecting a flexible approach to life. The above statements become ‘I’ll always try to be on time but sometimes it’s impossible,’ ‘They are sometimes helpful but they can be forgetful,’ and ‘I’d like it if they were well-mannered but sometimes they aren’t’.

Make sleep a priority

We are only beginning to make solid links between sleep and resilience. Mothers of newborns know how debilitating sleep deprivation can be. They can’t function effectively and depression is close at hand. Many people spend much of their lives experiencing some form of sleep deprivation, compensating by taking regular caffeine hits, self-medicating with alcohol and using other ineffective remedies. When you develop a resilience mindset, you make sleep a high priority, taking the necessary lifestyle steps to make sleep easy to attain.

Create a pressure valve

In a society that views busyness as a status symbol, it’s tempting to keep working until you drop, neglecting to enjoy some downtime that releases the pressures of work. When you have a resilience mindset you value down-time and relaxation and understand the positive impact these have on your mental health and the wellbeing of people around you.

When you have a resilience mindset you have a greater understanding of what resilience is about and you’re in a better position to develop a lasting sense of resilience in your kids. Developing resilience in kids is like jumping off a pier with some friends on a cold winter’s day. In both instances you need to go first.

Michael Grose

Michael Grose, founder of Parenting Ideas, is one of Australia’s leading parenting educators. He’s the author of 10 books for parents including Thriving! and the best-selling Why First Borns Rule the World and Last Borns Want to Change It, and his latest release Spoonfed Generation: How to raise independent children.

We're a Parenting Ideas school parentingideas.com.au/schools

Study Skills Tip for February

New School Year Resolutions

Just like many people set New Year’s resolutions, it is a great idea to set some clear targets for school this year. Here’s what you do.

Brainstorm ideas on what you could do this year at school or at home to improve your learning, to make yourself more effective or to improve your results this year. Let all the ideas flow unrestricted. Ask your parents and family and friends for ideas. It might be things like ‘do study notes at the end of each topic’, or ‘work in half hour blocks with no social media during that time’. Once you have lots of ideas, it is time to focus. Cross out the ones that aren’t that great – there will be a few. Now read through what is left. Choose the top 3 ideas that if you implemented them would make the biggest difference for you. But no point just circling these, you need to take action!

1. Write the 3 things you are going to try and do and focus on this year on a big piece ofpaper or whiteboard and place it somewhere in the house where you will see it everyday – like your mirror! Or the fridge! Or the toilet!

2. Tell at least 3 people what you are aiming to achieve this year. Maybe a friend, a familymember and a teacher.

3. Put reminders in as many places as possible, if you have an iPhone you could create areminder that pops up each week. Write it in your school diary, in your books.

4. Aim to have a regular time each week where you assess how you are going with theseactions.

5. At the end of the term, think about how you are going. If you have them under control,what else could you try. If they are not under control, what could you do differently?

You will find lots of useful grids and planners to help you be organised for school this year at the bottom of the THINGS TO PRINT page.

Our school’s subscription details to www.studyskillshandbook.com.au are -

username:

password:

https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=imgres&cd=&cad=rja&uact=8&ved=2ahUKEwjvzciIvK3gAhUUeysKHcU3CpUQjRx6BAgBEAU&url=https://hackernoon.com/5-new-years-resolutions-337426f4ea5d&psig=AOvVaw3rWlyWf9JQSQOLkzixCPif&ust=1549761083525961

http://www.studyskillshandbook.com.au/

https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=imgres&cd=&cad=rja&uact=8&ved=2ahUKEwjhh-a4vK3gAhWBF3IKHaj_BvYQjRx6BAgBEAU&url=https://www.northwesternmedicalcenter.org/ask-jill/suggestions-healthy-new-years-resolutions/&psig=AOvVaw2qzx6Uo3g49FWSD6gVZibC&ust=1549761184867414

1

It’s true that the HSC is a marathon not a sprint. But at this stage of the race, your child has entered

the stadium and is making their way towards the home stretch. It’s time to put on some pace.

1. Be positive, but be realistic

We all want the students to do their very best, but everyone needs to be realistic about what this

means. If a student has been steadily tracking at around 70% they are not about to get 90% and it is

not helpful to let them think that if they ‘just try a little harder’ that they’ll get a mark that they

haven’t come close to getting all year.

2. It’s important NOT to study

Chaining, figuratively of course, a teenager to their desk in the hope that this will result in effective

study is not realistic. Yes they must study, of course they must. But they must also get out of the

house/ library/ school and get some sunshine, play sport, see friends, do something that is not

related to studying. Maybe you could take them to lunch, a walk on the beach, a movie. Spend time

with your child where you are not focussed on testing their ability to rote learn information.

3. Feed them

A healthy diet makes for a healthy mind and body. Healthy bodies and minds make for students

who are able to concentrate.

4. Talk to them

I realise that as a species, teenagers aren’t always the most communicative, but have you tried

talking to them in the car? There’s something about car travel and perhaps not having to make eye

contact, that seems to open teens up. Talk to them about their hopes and fears. Tell them that it’s

ok and actually mean it. A fear of many teens is not so much the exams, but of disappointing their

parents.

5. Get them to teach you

Ask them to tell you about the plots in the novels they’ve studied, the key themes of their history

units, some of the important legal issues facing our society, significant chemical processes. Being

able to explain a concept to someone else is an important teaching and learning strategy. Students

will retain more information and better still understand it, if they are asked to teach it to someone

else.

6. Recognise that it is just a test

It really is. Yes, more emphasis is placed on the HSC now than ever before, but sitting and passing a

three hour exam is not a measure of a students worth or character. If they don’t get the mark they

need to get into a particular university course, there are other options. They can do generalist

degrees, do well and transfer. They can get a job, save, travel, get an apprenticeship, go to Tafe. If

they ‘bomb out’ ranting and raving isn’t going to help. You need to look at other options.

2

7. Encourage them to do their best

Their best is good enough. They cannot be asked to do anymore than their best and parents need to

recognise this. If your child walks out of the exams, smiles and says ‘I did my best’ then be happy

with that.

8. Make sure you know what to do if something happens

Sometimes unforeseen issues arise. You need to make sure you know who at your child’s school to

contact. The HSC exams are really out of the school’s control. There is no rescheduling, no alternate

tests, no starting again. The HSC is the domain of the Board of Studies. The school can help you with

paper work etc, but the actual exam is out of their control.

9. Encourage your child to make use of all available resources

Obviously they should be talking with their teachers and submitting practice papers for review. They

can also meet with other students at the school and local library. There are many online

communities that students can join to ask questions and websites geared towards HSC review. Some

good ones include HSC online, Edrolo or Bored of Studies.

10. The horse has NEVER bolted

Until the morning of the exam, it’s never too late. Don’t let your child tell you or believe that it’s too

late to start studying. Yes they should have been studying for a while now, there’s no point denying

that, but there is always something that can be done.

3

What Are Stress and Anxiety?

Most people experience stress and anxiety from time to time. Stress can be triggered by an event

that makes you feel frustrated or nervous. Anxiety is a feeling of fear, worry, or unease. Examples of

normal stress and anxiety include worrying about finding a job, feeling nervous before a big test, or

being embarrassed in certain social situations.

However, if stress and anxiety begin interfering with your daily life, it may indicate a more serious

issue. If you are avoiding situations due to irrational fears, constantly worrying, or anxious about a

traumatic event weeks after it happened, it may be time to seek help.

What Do Stress and Anxiety Feel Like?

Stress and anxiety can produce both physical and psychological symptoms. Common physical

symptoms include:

- stomach ache, muscle tension, headache, rapid breathing, fast heartbeat, sweating,

shaking, dizziness, frequent urination, diarrhea, fatigue

In addition to physical symptoms, stress and anxiety can cause mental or emotional ones, including:

- feelings of impending doom, panic or nervousness; especially in social settings,

difficulty concentrating, irrational anger, restlessness.

Stress and Anxiety Management Techniques

Certain lifestyle changes can help alleviate symptoms of stress and anxiety. These techniques can be

used along with medical treatments for anxiety. Techniques include:

- eating a balanced, healthy diet

- limiting caffeine and alcohol consumption

- getting enough sleep

- getting regular exercise

- scheduling time for hobbies

- keeping a diary of your feelings

- practicing deep breathing

- recognizing the factors that trigger your stress

- talking to a friend

4

- mindfulness mediating - Mindfulness is about focusing on the present. Mindfulness

can help you feel better and reduce stress. Mindfulness exercises allow you to be

able to identify, tolerate and reduce difficult, painful and even frightening thoughts,

feelings and sensations. Mindfulness gives you back some sense of mastery over our

thoughts and feelings. Rather than having the sense that you are being pushed

around by your feelings and thoughts you

learn to be able to have some agency over

them.

HSC Stress less App

A new app that helps HSC

students manage stress

by teaching them

mindfulness meditation

techniques.

Free app

Smiling Mind App

Smiling Mind is modern meditation for young people. It is a unique

web and App-based program, designed to help bring balance to

young lives. Free app

Example: Kelly was 13. Her cousin Ben was 16. They would talk on the phone until late at night. They

would always get into trouble but they said they

were just not tired. They had a lot of trouble

getting to sleep and getting up in the morning

was always hard - sometimes too hard. Ben

would often fall asleep in science class in the

morning.

Sound familiar? Adolescents can have delayed

sleep phases. That is - they get tired later than

they did before. Their bodies are not ready to

sleep when the clock says it is time.

5

This is due to both hormonal changes and social pressures.

Environmental factors:

• Consumption of caffeine drinks too close to bedtime

• Teenagers have a lot more going on in their lives (jobs, social activities, school, sports, more

homework, worry)

• Lots of media and screen use before bedtime (TV, gaming, mobile phones)

• These all compete for sleep - sleep is low on the priority list and is often given up for these

other things.

Circadian (sleep/wake) rhythm factors:

• During adolescence there is a delay in the time when melatonin (one of our sleep hormones

which makes us sleepy) is released from our brains to our bodies.

• Therefore adolescents are not tired until later in the evening

• So their bodies are not ready to fall asleep until later - so they do things to stop being bored

(TV, phone).

• They find it hard to get up in the morning because they fell asleep later and have not had

enough sleep.

As a result, adolescents are usually very sleepy during the week as they miss out on a couple of

hours sleep per night. By the end of the week they may have a 'sleep debt' of 10 hours. They may

sleep in on the weekend to catch up that 'debt'. Adolescents are sleep deprived - How can they learn

like that?

WHAT CAN YOU DO?

• Don't let the weekend or holiday

bedtime get TOO late . This will push

the body clock further forward and

make it harder to get to sleep earlier

when school or work starts again.

• Be aware of the signs of fatigue in

young people during the day

(withdrawal, anxiety, depression,

aggression, poor learning and

attention)

• Be realistic with bedtimes.

6

• Napping 20 minutes at about 4 PM is better than sleeping in TOO much on weekend to pay

back sleep debt

• Promote good sleep hygiene

Why is sleep important?

Sleep is important as it plays a role in the proper functioning of ALL body systems. Although we don’t

really know exactly the reason, we know that we must sleep or we can become very ill. Sleep is

important for physical and mental health and without it, all body systems that are involved in either

physical or mental health, do not function well. If you stop sleeping completely, you will eventually

die. There is a sleep disorder called, Familial Fatal Insomnia, where the individual cannot sleep and

eventually dies. Fortunately this is very, very rare. Sleep is important for the body to rest and repair

its systems. This happens in two stages, Non Rapid Eye Movement Sleep and Rapid Eye Movement

Sleep. Non REM sleep occurs in four stages and is vital to get the body systems back to being rested,

this process is called homeostasis. For 2 example, when someone is tired their communication and

immune system decreases in efficiency, therefore, they are more likely to become sick and perform

badly. Non REM sleep allows for these things to be repaired back to normal after each day. A

growing Hormone is also produced during Non REM sleep, which causes children to grow and

develop. REM Sleep allows us to dream, and studies have shown that dreaming allows us to learn.

We find that people who don’t dream or get REM sleep, will not learn as efficiently.

What are the effects of getting a bad nights sleep?

These can be divided into 4 main areas:

1. Physiological (body systems, like cardiovascular and endocrine systems and physical health)

2. Psychological (emotional and mental health)

3. Psychosocial (behaviour, peer relations, family relationships)

4. Cognitive (learning, attention, problem solving)

Why do sleeping patterns change during the teenage years?

Two main reasons

1. Social changes and pressures. Teenagers have a lot more going on in their lives (phone, TV, jobs,

social activities, school, sports, more homework, worry). Sleep is low on the priority list and is often

given up for these other things. These all compete for sleep and teenagers go to be later

2. Circadian (sleep/wake) rhythm factors. During adolescence there is a delay in the time when

melatonin (one of our sleep hormones which makes us sleepy) is released from our brains to our

bodies. Therefore adolescents are not tired until later in the evening. So their bodies are not ready

to fall asleep until later - so they do things to stop being bored (TV, phone). They find it hard to get

up in the morning because they fell asleep later and have not had enough sleep.

Is sleep just as important for teenagers as it is during other stages of life?

7

Short answer absolutely. In fact more important because of the pressure of schooling. Research says

that teenagers actually need MORE sleep than younger and older people. But they usually don’t get

it.

How many hours of sleep per night should teenagers by getting?

The current thoughts are that teenagers need about 9 hours per night. Most teenagers across the

world get between 7-8 so they are in ‘sleep debt’.

If people find it hard to get to sleep or to get enough sleep, what are some techniques they could

try to improve this?

First of all try and establish what is contributing to the problem.

Is it:

1. Psychological (are they worried, stressed, anxious or depressed?). This can be addressed with help

from a psychological professional, school counsellor or even a good friend. Relaxation and exercise

are excellent ways of learning to relax the mind and the body so sleep is easier.

2. Physiological (body and physical health). Are they sick? If so, it is important to see a health

professional.

3. Environmental and behavioural: is the room too dark or light or noisy or hot? Have they drunken

too much coffee or watched too much TV that can keep them awake?

-Once you have decided what the problem is, it is easier to choose one of these solutions.-

What is the definition of Sleep Deprivation?

The guidelines of Sleep Deprivation are very vague, meaning that it is different for each person.

Therefore, when a person experiences a loss of sleep which results in them being tired, they have

experienced Sleep Deprivation. Some people call it sleep loss, sleep deficits of reduced sleep

duration.

What are the effects of Sleep Deprivation?

There are two types of effects; physical and psychological.

The physical effects of sleep deprivation include:

• An increase in accidents, resulting from clumsiness

• Increase in obesity; lack of sleep mixes up your appetite hormones so you feel hungry when you

shouldn’t

• Sickness; the immune system cannot be repaired and rested, resulting in decreased efficiency.

The psychological effects include:

8

• Depression

• Anxiety

• Mood swings and changes

• An increase in frustration

• The decreased ability to concentrate, which

results in the decreased ability to learn.

In Adolescents who experience Sleep Deprivation:

• Sleep pattern changes

• Depressive nature increases, along with tiredness

• Negative mood changes occur.

After many years of Chronic Sleep Deprivation occurring, like in shift workers, studies show that the

risk of cancer and heart disease increases.

How do these effects influence the schooling life of adolescents?

When adolescents experience a lack of sleep, there are three ways that this can affect their

schooling life.

1. Sleepiness: Sleepiness results in the decreased excitement and willingness to learn, as the body

can only focus on being tired. This results in loss of the ability to remember things, like studying for a

test or completing an assignment. These effects are cumulative, meaning that a person will not just

suffer from one effect of sleep deprivation, they will all pile up, decreasing their knowledge base.

2. Prefrontal Cortex: The prefrontal cortex is an area in the brain that controls important tools in the

body that affect learning. This particular part of the brain needs lots of sleep to function efficiently.

When the prefrontal cortex is affected by a loss of sleep, these things are affected greatly.

• Behaviour

• Mood swings

• The ability to regulate learning decreases

• The ability to regulate how you feel

• The ability to plan your school work

• Frustration with school work

3. Motivation loss: The prefrontal cortex cannot cope with a continuous loss of sleep, so it loses its

ability to control the learning processes. This stimulates a feeling of frustration in students in

relation to schoolwork as they get so behind, that they just feel like giving up.

9

Why are so many adolescents sleep deprived?

The melatonin surge in the body is delayed in adolescents, meaning they will not feel sleepy enough

to fall asleep until later at night. It is for this reason that so many adolescents are sleep deprived

because they fall asleep later at night, but still have to wake up early in the morning in time for

school, loosing valuable sleeping hours. Adolescents are also very busy people; they juggle

homework, part time jobs, sporting commitments and social lives which displaces the importance of

sleep on their list of priorities. This means that the quality and duration of their sleeps decreased,

meaning that adolescents are one of the most chronically sleep deprived people in the world.

Are there any preventative measures that combat these effects?

Adolescents need to be sensible about sleep. For example, they should be planning their sleep

adequately on school nights and weekends. Keeping a regular sleep time throughout the weekend

and the week will help keep the bodies sleep pattern regular and allow it to remain in a constant

rhythm. Adolescents should not be sleeping in too much on weekends to recover their accumulated

sleep debt from the previous week. Sleeping in will only make the body less tired at night time,

which will again cause adolescents to stay up later, resulting in more hours of lost sleep. Instead, I

would recommend taking short 20 minute naps during the afternoon, as this is proven to provide the

body with enough energy to get through the remainder of the day.

Sleep hygiene and routine is also important; adolescents need to establish a regular and relaxing

routine that they practise before bed each night, to help them fall

asleep easier. They should not be drinking caffeine or playing video

games/going on the computer straight before trying to get to sleep, as

these activities keep the brain wired. Exercising every single day, but

not straight before bed, will also help with this.

Deep Sleep App- This application is a guided meditation intended to

help you overcome insomnia and get to sleep.

$3.79

Documents

The Gazette Gazette 2019.pdf · student Ms Amani Haydar as the special guest speaker at the event. Thank you to all of the staff, parents and special guests for attending the ceremony