NewsBites - Term 1, Week 4, 2024

Important Information regarding School Absences

It is critical that all parents and guardians - as well as your children - are made fully aware of the requirements around school attendance, particularly during assessment periods.

Attending school every day, unless unable to do so for medical reasons, is not only important for learning – it’s Queensland law.

For students in Years 11 and 12, missing assessments can have a significant impact on their Australian Tertiary Admissions Rank (ATAR) and the attainment of a Queensland Certificate of Education (QCE).

The Queensland Curriculum and Assessment Authority (QCAA) sets the requirements for senior studies in the QCE and QCIA Handbook. 

It is important to note that these obligations are mandatory, and we are unable to deviate from what is stipulated in the guidelines.

Therefore, any request for leave during school time must be made in accordance with the school's Student Extraordinary Leave Policy.

All applications for extended leave must be made with at least one (1) term’s notice. 

Furthermore, not all applications are approved - even if one (1) term’s notice is provided.

It is essential to note that these policies are crucial for all year levels, but particularly for students in Years 11 and 12. 

I urge you to review and familiarise yourself with Section 6 of the QCE and QCIA Handbook, as well as the school's Student Extraordinary Leave Policy and Learner Policy.

The Learner Policy outlines the valid reasons for students to obtain approval for access arrangements and reasonable adjustments (AARA) for assessment.

The Student Extraordinary Leave Policy specifies that all requests for additional leave must be directed to the Principal.

Being aware of these policies will ensure that your child is not adversely affected due to a lack of understanding of these important requirements.

If you have any questions or concerns, please do not hesitate to contact Natalie Burchmann on nburchmann@faithlcs.qld.edu.au.

Yours in Christ,

Doug Braiden 
College Principal 

Fostering Community, Connection, and Belonging in Education:  A Collaborative Approach

As we navigate the educational landscape of 2024, one thing remains abundantly clear: education is a collaborative endeavour that thrives on partnerships between families, educators and students. At the heart of our journey lies the profound importance that these partnerships, transparent communication and the cultivation of strong connections that bind our school community together.

Education extends far beyond the confines of the classroom; it is a relationship-based journey where families, educators and students unite with a shared vision of nurturing holistic growth in our students. Our school community is a diverse tapestry of individuals, each contributing to the collective goal of providing the best possible educational experience for the children in our care. When families actively engage with the school, a positive learning environment is cultivated, ensuring that every aspect of a child's growth – academic, spiritual, emotional and physical – is nurtured and supported.

Central to the success of our community is open and honest communication. Through active listening, empathy and transparency, we can bridge the gap between families and educators. Challenges are viewed not as roadblocks, but as opportunities for growth, with solutions sought through collaborative problem-solving. By fostering a culture of transparency and trust, we hope to create a supportive environment where every voice is heard and valued.

In our pursuit of educational excellence, we recognise that strong connections and a sense of belonging are paramount to an enjoyable educational experience for students. Within the classroom, teachers are committed to developing positive student-teacher relationships through the implementation of routines, rights and responsibilities. Programs and procedures such as restorative practices, GBC Sport, our various extra-curricular offerings and our newly established program of clubs and activities are designed to enhance social-emotional learning, student connection and play a crucial role in fostering community cohesion and trust.

At the heart of our community lies the voice of our students. Through initiatives such as Student Voice Consultations, we empower students to take ownership of their learning journey. These opportunities for feedback and agency not only enrich the educational experience but also reinforce the sense of belonging and connection within our school community.

As we reflect on our ongoing efforts to strengthen partnerships, we remain committed to the journey ahead. Together, we will continue to celebrate diversity, embrace challenges, and champion the holistic development of every student in our care. Guided by principles of collaboration, empathy and love, we will build bridges toward a future where every member of our community feels supported, valued, and connected.

In the tapestry of education, it is the threads of community, connection and partnership that weave together to create a vibrant and inclusive learning environment. Together, let us embrace the journey ahead, knowing that by working hand in hand, we can truly make a difference in the lives of our students and the communities we serve. 

We look forward to working with all members of our community.

Reid Dobson 
Director of Communities and Culture 

Bethany Lutheran Primary School Council

Year 7 Students Shine in High School Transition

Our Year 7 students have seamlessly transitioned into high school life at our College. Their enthusiasm, adaptability and positive attitude have been commendable. From navigating new classrooms to forming friendships on camp, they’ve embraced the challenges with resilience. We’re proud of their achievements so far and look forward to witnessing their continued growth throughout the year. We encourage these students to continue pushing themselves out of their comfort zone by signing up to clubs, activities, and sports teams at Faith that might be of interest to them. 

Victory on the Court: Junior A Girls Basketball Team Triumphs

Our Junior A girls’ basketball team has set the court on fire! In their first season game against Staines Memorial College, they secured a resounding victory, winning by more than 20 points. This talented team, comprising both Year 7 and Year 8 players, showcased exceptional teamwork, skill and determination. Let’s cheer them on as they continue to make us proud! 

Science Adventures: Year 7 students Dive into Lab Safety

Excitement buzzed through our science labs as our Year 7 students embarked on their first-ever Science practicals at Faith. Guided by our dedicated teachers, they delved into the world of lab safety, learning essential protocols and techniques. 

Bunsen burners flickered, test tubes clinked, and safety glasses were donned. These budding scientists are now equipped to explore the wonders of chemistry, physics, and biology. 

Mr Matthew Cripps, Science Teacher, shares: “Witnessing our Year 7s engage with curiosity and caution in the science labs has been a joy. Their eagerness to learn and commitment to safety is a testament to their potential. Science awaits their brilliant minds!” 

Keep those lab coats ready, Year 7s!

Dylan Lister
Head of Wellbeing (Acting) - Foundation Phase

The past fortnight has been a wild adventure for our Exploration Phase students. From exploring the inner workings of Queensland’s favourite fauna to developing their personal art styles, they have had deep and varied learning opportunities in our new course model.

Our Medical Science students had their first queasy brush with dissection, courtesy of Mr Coombs and Mr Harvey’s ethical toad-catching expertise. Students used the opportunity to link their theoretical knowledge of circulatory and digestive systems to the real thing. Students also learned valuable lessons regarding lab safety while reflecting on the importance of treating lab subjects with respect, even though they were long dead. The goal of all this is to ensure students are taking part in authentic learning, identifying key systems and applying them to their understanding of medical science. Special commendation should be noted for these classes; although hesitant at first, all students jumped in with maturity and curiosity.

Meanwhile, Mr Dobson’s wildly talented Visual Art 1A students have been developing both their understanding of expressionism and their identity as artists. Using examples of expressionist artists, students learned how line, tone and texture can communicate more about them than a hyperrealist portrait in their interpretive self-portraits. Students have been developing their personal art style throughout the term with a particular focus on building core skills and transforming their experiences into understanding.

On Wednesday, as part of their project-based learning, Ms Zischke’s Senior Health class ran a rotational road safety session for our Exploration Phase students. Students learned lessons from our expert Graduate Phase students about the dangers of speeding, the importance of road infrastructure, competed in a quiz and made promises for safe driving. Thanks to our proactive Graduate Phase students, the Lockyer Valley’s roads will be that much safer over the next few years.

Across the board, the Exploration Phase courses have gone off with a bang. Students have had a greater range of opportunities than ever before, having the chance to identify and engage with their passions while picking up the core skills for whatever their futures hold. All of us in the Exploration Team look forward to the rest of the year and seeing our students grow into their full potential.

Jabez Castray
Head of Learning (Acting) - Exploration Phase

Celebrating Growth and Connection in the Graduate Phase

As we step into the midpoint of Term 1, we are delighted to reflect on the vibrant journey we've had so far.

In the past four weeks, our Graduate Phase has been a hive of activity, bustling with both academic enrichment and dedicated focus on wellbeing. We're thrilled to announce that our Year 11 students have seamlessly transitioned into the Graduate Phase, having completed essential courses on academic integrity and a comprehensive introduction to QCAA in senior secondary education.

Meanwhile, our Year 12 cohort is charging ahead into their final year of high school with remarkable determination. Already, they're diligently submitting drafts and gearing up for upcoming exams, embodying the spirit of resilience and commitment.

But it's not all about academics – far from it! At the heart of our phase is a strong emphasis on building connections and fostering positive wellbeing within our community. Our seniors are proudly sporting their new polos and jerseys, a tangible symbol of their journey and unity. Moreover, our Year 11 students are actively engaged in shaping their Senior Jersey Committee, showcasing their creativity and collaborative spirit as they prepare designs for a student vote.

In addition to these community-building efforts, our phase has been busy with initiatives aimed at enhancing wellbeing and personal development. From completing the RACQ Driver Distraction Program to engaging in sessions focused on positive self-talk and gratitude, our students are equipped with essential tools to navigate both on and off the road.

Furthermore, we're excited to kick off our MVP awards, with Ayla Jeffs receiving the inaugural honour for her outstanding contributions. Additionally, our Phase Coach competitions have commenced, fostering healthy competition and camaraderie among phase coaches.

As we journey through Term 1, amidst the academic rigors, we remain committed to infusing each day with moments of joy and gratitude. From fundraising endeavours like the Valentine's Day Stall and Serenades to upcoming events that celebrate our community spirit, there's much to look forward to in the Graduate Phase.

Together, let's continue to embrace growth, connection, and positivity as we navigate this enriching phase of learning and personal development.

Emma Saal and Josh Searchfield
Heads of Wellbeing - Graduate Phase