JUNE 2020

VOLUME 25 / ISSUE 2

INSIDE THIS ISSUE

Athletics Carnival 2

Restaurant Day 5

RSA 7

Parent / Carer Day 7

Art 7

Winter Holiday Program 10

English 12

Mathematics 14

Science 15

SaCS 16

Junior Service Education 17

Senior Service Education 18

RAW 19

RACQ Learner Program 19

Mt. Cootha Excursion 19

VET 20

Welcome Amanda! 20

Enrolment Information 20

Student Writing 21

Child Safety 22

Term Three Photos 23

DATES TO REMEMBER

5th Oct Queens Bday

Public Holiday

6th Oct Term 4 Commences

19th Oct Student Free Day

28th Oct -

30th Oct Year 11 Camp

16th Nov House Cup Excursion

19th Nov Year 12 Formal

20th Nov Year 12 Graduation

27th Nov Christmas Party

30th Nov Clean Up Day

A Word from the Principal

Term Three began with our students

coming back to face-to-face

instruction.

It was such a joy to see them, and

to hear the buzz of lessons as I

walked around the school.

Even though we are still under some

restrictions due to COVID-19, we

managed to host a few events here

at Southside.

• Our Athletics Carnival became a

Fun Day down at the local park.

Staff and students participated

in games, races, and the

tug-o-war, competing for house

points.

• Restaurant Day went ahead as

planned, with a smaller guest

limit. The theme was Pumpkins,

and a delicious vegetarian

menu was served around the

theme. It was a wonderful

showcasing of the skills the Year

11 and 12 Hospitality students

have developed.

• Pyjama Day was a fun day

wearing our PJs at school. The

students and staff donated

money to raise awareness and

support for kids in Foster Care.

• We also went ahead with

celebrations for R U OK? Day.

We dedicated a day to check

in with everyone to see if they

are ok. Everyone wore yellow,

and staff & students cooked

yummy cupcakes with a yellow

icing.

I pray that everyone has a safe and

restful holiday, and I look forward to

working with you all in Term Four.

God bless.

Leann Faint

Principal

Athletics Carnival

Athletics Carnival

Athletics Carnival

On the 21st August we hosted our annual Athletics

Carnival, but of course, with a bit of a COVID-19 twist.

Since we weren’t able to head down to our usual

spot at St Laurence’s Sporting Field for the carnival

due to COVID-19 restrictions, and our HPE Teacher,

Chelsea was stuck across the border in NSW, it

seemed that maybe our Athletics Carnival might not

go ahead… but we love a challenge here at

Southside!

Our awesome teachers Kellie and Bridget spent their

time planning and organising activities for our

Athletics Carnival that would be similar to the events

the girls are assessed on at their regular Athletics

Carnival.

On the morning of the carnival, students made their

way into school in their house colours and used the

face paints and zinc sticks provided to paint their

faces, arms and legs. We then made our way down

to Les Atkinson Park.

Our first event for the day was the potato sack races!

This is always a really fun event that everyone can

enjoy. The girls cheered one another on as they

hopped and jumped their way across the grassy field.

Our second event for the day was the shoe throw.

Inspired by the actual track & field event titled ‘shot

put’, the girls took a shoe each and competed to see

who could throw their shoe the furthest. The girls were

using all sorts of techniques to get their shoe the

furthest across the field and had a really great time

doing it.

After this we had a short morning tea break, sitting out

on the grass in the sun and eating some delicious fruit.

After morning tea we got stuck straight back into the

carnival. Our third event for the day was much like

the shoe throw, however with a frisbee instead. The

girls lined up and spent some time showing each

other their frisbee skills.

After we got the throwing events out of the way it was

time for the challenge we had all been waiting for;

the Teachers VS Students tug-o-war! The students

piled onto one side of the rope and discussed how

they would position themselves along the rope to

ensure they had the best chances of winning. The

staff tried their best to organize themselves as well as

the students had, but alas, they did not, and the

students reigned victorious this year.

We then had another break for lunch. Our wonderful

Neil spent the morning up at the school cooking us a

big, delicious BBQ lunch and then brought it all down

to the park for us—Thanks Neil!!

We then moved onto our final event for the day, the

egg and spoon race. This wasn’t your average egg

and spoon race though as we replaced eggs with golf

balls for a substantially less messy activity.

We had big wooden spoons for the girls to balance

their golf balls on, and of course, many of the staff got

involved as well. The girls were doing their best to

speed walk from one side of the grass to the other

while balancing the golf balls on the wooden spoons.

We had so much fun with this activity that once we

had finished the egg and spoon races, we continued

to make up our own relay events and carry them out,

such as “balance the golf balls on the spoons, while

also balancing a book on your head” or, “star jump

from one side of the field to the other”.

We all had an absolute ball, and although it wasn’t our

usual Athletics Carnival events and activities, we still

had a beautiful day out in the sun, keeping active!

Overall the house champion of the Athletics Carnival is

Nova (blue)! In second place we had Goolagong

(red) and last, but not least, we had Freeman (yellow)

take out third place.

Well done girls, thank you all for such a great day out

and a huge thank you to Kellie & Bridget for their hard

work in organising the carnival.

Restaurant Day

Restaurant Day

This term we held our annual Restaurant Day event,

which was another roaring success!

Both our Year 11 and 12

Hospitality students had been

testing both drink and food

recipes for weeks in

preparation of this important

event that sees many of our

Hospitality students able to

be signed off on many of

their Hospitality competency

units towards achieving their

Certificate I & II in Hospitality.

After deciding on what kind of menu the restaurant

would have and working out the finer details such as

the name of the restaurant and how it would be

decorated, the Year 11 and 12 Hospitality students

were able to invite two of their family members or

friends to see the girls in action. Due to COVID-19 we

had to keep numbers limited for the event but the

girls really loved being able to show their families

and friends their Hospitality skills.

For the first time, this years Restaurant Day provided

a full vegetarian menu, and the girls settled on “The

Pumpkin Patch” as the name of their restaurant. The

menu was a delightful surprise for our guests, many

of whom had never tried a vegetarian meal before.

Our incredible Year 11 Hospitality group were in

charge of preparing a three course meal for all 24

guests. The girls rose to the challenge and were busy

in the kitchen all day. Some girls were cooking while

other girls were plating up the food and ensuring the

presentation was perfect. Other Year 11 girls were

making beautifully aesthetic mocktails to be served

with the delicious food.

Our awesome Year 12

Hospitality students got

themselves dressed like

professional waitresses and

worked the floor of the

restaurant; greeting guests,

seating guests, topping up

waters, taking orders, serving

meals & drinks and clearing

away dirty dishes. The girls

e n s u r e d ev e r y o n e i n

attendance was taken care of.

RSA (Responsible Service of Alcohol)

Each year our Year 12 Hospitality students are given

the opportunity to complete and obtain their RSA

Certificate as part of their Certificate II Hospitality

studies.

This year we had Hannah F, Lucy, Rhiannon, Teina,

Zalie and Tiana working hard to obtain their RSA’s.

Having an RSA allows an individual to obtain work

within licensed premises such as bottle shops, pubs

and/or clubs, licensed restaurants and so on. This is

an excellent qualification to have as it opens the

doors to so many employment opportunities.

The girls completed the work to gain their RSA

certificates maturely and respectfully, making us all

very proud of their hard work and dedication. All up,

it took a whole day to deliver the RSA course to the

girls who all remained engaged and committed to

getting their certificates at the end of the day.

We are all so proud of the girls for sticking this out

and getting themselves qualifications that will help

them next year when they leave us at Southside and

enter the big wide world of working.

Excellent work girls, congratulations on setting

yourselves up for a successful future!

Parent / Carer Day

We held our second Parent / Carer Day this term

and as always, it was lovely to see the parents,

carers and families of the girls who attend school

here.

We were COVID-safe with sanitiser bottles placed in

every room as well as temperature testing at the

front gates as people entered the school grounds.

Thank you to everyone for cooperating with these

strange new rules surrounding the pandemic we are

currently going through.

The day went fabulously with many parents and

carers arriving at the school for an appointment with

their child’s Teachers and Youth Worker, not only so

that they can gauge how their child is travelling at

school, but so that the staff here at Southside can

get to know the families and carers of the students

that come here and offer the best support to these

families and carers, and their children.

Thank you to everyone who came out to support

their child’s education, it was a fabulous day and is

a meaningful one to the young people that come

here.

Junior Art

We have been exploring many different types of

artistic expression in Years 7, 8 and 9 Art classes this

term.

The Year 7 & 8 group explored basic clay building

methods using slab, pinch, coil and mould

techniques. Students applied the elements of design

using texture and colour to create three dimensional

forms and learned how to construct clay objects

using clay slip that joins clay pieces together. The

girls used their new found skills to construct various

clay works.

Firstly, using the slab method, students built heart

shaped tiles and made little clay slippers and pairs

of thongs. They constructed pinch pots for

succulents and made wind chimes from clay. The

girls painted their art works with underglazes and

transfers. As we travelled through the term, we

discussed the making processes and their works

evolving into creative forms. A test was given

towards the end of the term and all of the students

who attended the test managed to pass with flying

colours! Well done girls!

Junior Art

The Year 9 students have been designing imagery to

paint onto skateboard decks. At first, the girls were

taken through a visual imagery of twenty questions

that were about them for inspiration with their ideas.

We experimented with drawing designs and

colouring them for the first couple of weeks and then

the students began researching Pop Art which

influenced their theme and idea for their personal

skateboard decks. Each student was engaged and

developed interesting and inspiringly personal

imagery.

Some of the girls kept their skateboard decks and

transformed them into floating shelves at home in their

bedrooms.

Junior Art

This term in Year 10 we have been exploring the idea

of symbolism. Through visual imagery and design work,

students created their personal dream catchers that

they drew and painted onto the canvas.

The individual works were all uniquely personal and

reflective on who these girls are in the big wide world.

Once the girls had completed their dream catchers

they were required to write an artist statement that

reflected their works and what it meant to them.

Some students finished their dream catchers early and

are now spending the remaining time of term three

painting smaller canvas’ and honing their art

techniques for term four.

Senior Art

In senior art classes this term we have been focusing

on painting portraits in Year 11 and learning about

creating video art in Year 12.

Our talented Year 11 Visual Art students have been

painting portraits of our wonderful staff here at Carinity

Education Southside, and they are doing an amazing

job! The girls have been developing their artworks

using monochromatic colours and water-based oil

paint to produce highly detailed, and carefully toned

representational work.

The girls got photos of staff members and then used

the grid system to draw the staff member onto their

canvas’ from the photos. The amazing subjects of

these portraits consist of a selection of our youth

workers, teachers and groundskeeper: Aunty Shanez,

Aunty Adelaide, Aunty Nicole, Aunty Julie, Aunty Joan,

Bill and Neil. We’re all really looking forward to seeing

the finished results, keep up the great work girls!

Senior Art

The Year 12 Visual Art

students have been learning

about Video Art and how

artists can send a strong

message to audiences using

l imited resources and

software. The students created a one-minute video

which focused on raising awareness about

homelessness in Australia.

The video was aimed at delivering verifiable

information and was designed to encourage

audiences to take action. They created the high

impact video in a team, using simple tools such as

stock imagery, audio and text. The girls are fast

approaching the end of their studies in Certificate II

Visual Art, and they are doing a wonderful job while

trying to make a positive difference in society.

Winter Holiday Program

Fun, laughter and great company is what this past

winter holiday program brought us!

One of things we would like to say is a huge thank

you to all of the girls who came along and made

every day special for all of us, you are all amazing

and it was such a pleasure to be able to spend time

just having some fun with you all.

For our first day of the holiday program we were

able to plan a day out as the COVID-19 restrictions

in QLD had been lifted. We all hopped on the bus

and ventured out to Paradise Point to relax in the

sun light. Despite the weather not being amazing (it

was only 19 degrees), the girls still made the most of

being able to get out and about and believe it or

not, they went swimming and never once

complained about the water being cold!

Day two was our ever-popular tie dying and pizza

making day! All the girls created some amazing

tie-dye items, some of which you will see from time

to time being worn around the school. After we

made a decent mess of the art room we headed off

to the kitchen to start our pizza making. All the girls

were provided with a pizza base and were then free

to put whatever toppings and sauces they wanted

on it. We ended up with some very tasty pizza

recipes and spent our afternoon eating them and

having a good old-fashioned chat.

We ended week one with a baking day where the

girls cooked some very yummy Kangaroo Stew! We

had originally planned to cook the stew as part of

our NAIDOC Day celebrations but since NAIDOC

had to be postponed due to COVID. We decided to

cook it up regardless and show the students what a

traditional native Australian meal tastes like. The girls

were very intrigued by the smell of the meat cooking

and were delighted by the taste!

We also baked some lemon myrtle and

chocolate chip cookies to have for dessert which

had the girls feeling much less hesitant to try. Our

baking day was a massive success and there was

plenty of left overs for the girls to take home and

share with their families.

Week two began with the Southside library being

converted into a cinema, complete with popcorn,

for the girls to have a movie day! Before we all got

comfortable in the library, the girls decided to head

to the kitchen first and cook up a beautiful

shepherd’s pie for lunch. While the pie cooked, we

watched Sonic the Hedgehog and then headed

back downstairs to enjoy the lunch together. The

girls were all so proud of themselves and loved

eating what they had created.

The following day we piled into the art room to

make our very own dream catchers. Everyone had

a really great time, coming up with creative

concepts for their dream catchers. This will be an

activity we will have to do again as it was a real hit!

On the final day of the holiday program we were

lucky enough to be able to take our lovely young

ladies out again. We headed to Evandale Lake at

the Gold Coast. Together we enjoyed a lovely BBQ

lunch and once again, even with the temperature

being 18 degrees, all of our girls jumped in for a

swim.

The holiday program provides all of the staff

involved with the opportunity to spend time with our

girls just having fun and getting to know them in a

different setting outside of the normal school day.

Seeing our girls so relaxed, laughing and just having

a good time with one another is so rewarding, it

makes your heart melt.

I would highly recommend all of the students come

along and join in on some of the great activities we

have planned during our term breaks. Every holiday

program is different and exciting. The more the

merrier, we look forward to hopefully seeing all of

your smiling faces for the next one!

Once again, thank you to all of those who

attended, both students and staff, the winter holiday

program would not have been nearly as successful

without all of your beautiful faces here each day.

Year 10 English

We have been working with Australian poetry and a

Shakespearian play; ‘The Merchant of Venice’. In the

first half of the term, the students investigated the

many techniques used in poetry as well as the analysis

of poetic themes. In the second half of the term, the

students tried out reading some of the Elizabethan

language used by William Shakespeare. We then also

watched the modern play adaption of the Michael

Radford film version of ‘The Merchant of Venice’.

Within the poetry section, students investigated the

structure and language devices found in three

particular poems, “Mulga Bill’s Bicycle” by Banjo

Paterson, “The Child Who Walks Backwards” by Lorna

Crozier and “Tree” by Alan Smith. The students enjoyed

these poems, finding many techniques used by the

authors to gain a deeper understanding of the writer’s

message. In class we also discussed the many devices

employed by poets to develop great emotion and

understanding.

The students then applied this knowledge to analyse

their own choice of Australian poetry, using a

technique called a ‘SMILE’ analysis. The students

chose a variety of poems to analyse.

The next stage of their assignment was to create a

report about the poem in order to present their

analysis.

Year 7—8 English & Humanities

In English we’ve studied Poetry and Australian Ballads.

Whilst some of the ballads haven’t really been to the

taste of the girls, they have worked well to identify and

discuss the poetic devices. We have also been making

our way through the Roald Dahl novel ‘Matilda’. The

girls have been enjoying reading this book and are

excited to watch the movie once we are all finished

with our reading.

In Humanities we have been studying Medieval

Europe. There has been a whole lot of discussion

around the hierarchy of medieval life, with most of the

girls deciding that being apart of the royal household

would be the best way to go!

Year 9 English & Humanities

In our English classes we have been studying poetry.

The girls have had the opportunity to express

themselves by writing a variety of their own poems.

The girls have also enjoyed listening to some slam

poetry and discussing the meanings that the authors

were trying to convey.

In our Humanities classes we have been looking at

World War I. The girls have been very interested in

learning about the long and short term causes and

effects of the war. We have also been discussing

different battle plans from both sides and the

conditions that the soldiers endured in the trenches.

The girls were equal parts fascinated and horrified by

trench foot and the amount of lice and rats that the

soldiers had to contest with.

We wrapped up our term with an excursion to the

Queensland Museum to visit the ANZAC Legacy

Gallery and learn about the impact of the First World

War in Queensland; the people and the things they

held close—objects of war and warfare, and personal

items belonging to those on the front line. The girls

were able to see up close the Mephisto, a 30 tonne

German tank that was used during the capture of

Villers - Bretonneux and the temporary retreat of allied

forces.

T h e s t u d e n t s

co n v er ted th e i r

‘ S M I L E ’ p o e t r y

analysis to a workable

report, which was

then drafted and

honed to develop a

keen edge to their

written explanations.

The students also

developed ideas to

further enhance their

p r esen ta t ion by

identifying mood,

feelings and mental

images from the

poems.

In the second half of the term the students engaged

in a dramatic play analysis of ‘The Merchant of

Venice’. At first, the students seemed to find the

Elizabethan language a bit daunting, however, the

fascinating story of The Merchant of Venice soon

hooked them in and the class ended up quite

enjoying this particular study of Shakespeare.

The assessment outcome for this dramatic play study

was for the creation of a PowerPoint, explaining

either the characters or themes of the play and

utilizing quotes directly from the text to back up

points of view. Finally, the students had to upload a

recording of their voice, performing the quotes in

Shakespearian style, to their PowerPoint.

Year 11 English

The theme for Semester Two in Year 11 English is “Texts

and Human Experiences”. Within this the students

have explored texts about human experiences in

multiculturally modern Australia. The students have

learned about stories involving refugees and have

studied in particular one text by Anh Do’s escape

from Vietnam as a small boy and his life living in the

foreign land of Australia. The students found the text

moving, informative and humorous.

The students also investigated other texts about refu-

gees and multicultural aspects of Australia. This has

been through a mix of written text and film text, and

in particular, we have been watching “Go Back to

Where You Came From”, produced by SBS and “You

Can’t Ask That”, produced by the ABC. We also

investigated websites like “The Refugee Council of

Australia” and information from “The United Nations

Commission on Refugees” (UNHCR).

Developing and giving a speech on whether or not

refugees should be encouraged to come to Australia

was the ultimate assessment for this term. As you can

imagine, there was quite a lot of lively debate about

this topic as students argued the merits and drawbacks

associated with the immigration of refugees into

Australia. The students were encouraged to make up

their own minds about this controversial issue.

In class we studied quite a few sources of information

about refugees, took notes and then applied this

information into a structure for presenting a speech in

the style of a “Ted Talk”. The script was developed over

a few lessons and the students then practiced the

delivery of the speech. A very simple, supporting

PowerPoint could also be used for visual effect if the

students chose, but this was not a major part of the

assessment. An explanation and example of how to

deliver a successful speech was also provided for the

students, along with exemplar samples produced by

the teacher.

It must be noted that the speeches by the students for

assessment were lively and passionate. The students

made great use of persuasive language and

attempted to sway their audience to their point of

view. It was heartening to see such interest and

conviction conveyed through an English assessment

and the quality of work that the girls produced was

nothing short of impressive.

Year 12 English

We have been working on the theme of Cultural

Representations this term. This has been an

investigation into popular culture and interpretations

of Australia culture. These studies were also used to

strengthen the concepts of representations and

cultural assumptions used in English in senior studies,

and the way language techniques, image devices

and text structures influence audiences to position

the reader to agree with an author’s perspective.

Year 12 English

The students began the

term by reading the novel

by Melina Marchetta

called ‘Looking for

Alibrandi’. This is a

heartwarming story about

growing up in Sydney,

Australia while being

raised within a different

cultural background to

the other people living in Sydney in the 1990’s. The

concepts of understanding the self and family culture

were intertwined with broader societal expectations and

presented an engaging study of a coming of age story.

For the concepts we were studying in class, Looking for

Alibrandi helped the students realise the multicultural

background which makes up an Australian society

today. This was done in an effort to further understand

what it means to be Australian, which led onto the

assignment for the term.

In the second part of the term the students were required

to consider what it meant to be a citizen of our country

and what made up Australian culture. This culminated in

the task for the term, which was to create a script for a

documentary series on what it means to be Australian

today. The students had to take an element of culture

and demonstrate, through various texts, how that culture

is portrayed as part of what makes us Australian. This was

a more challenging task for the students, however, I felt it

was an extremely valuable exercise in understanding

who we are and what makes up the unique culture of

Australia today. It was very interesting to read through

the various responses from the class which included

cultural aspects from

First Australian repre-

sentations, to food,

multiculturalism, sport

and environmental

portrayals of what it

m e a n s t o b e

Australian. I truly hope

t h e s t u d e n t s

d e v e l o p e d a n

appreciation for the

complex nature of

culture and the diverse

nature of what it

m e a n s t o b e

Australian.

The quilt will be given to the Early Learning Centre for the

babies to enjoy. We have since moved on to designing

the models for our guinea pig hutches and will continue

this in term four when we will be assembling a real one

for a member of the community.

The Year 9 students have been focused on financial

mathematics and most of the girls are now able to

calculate simple interest. Neavu, Emma and Tiana

completed a challenge unit of algebra, they worked

very hard and were all very successful, well done girls!

Term Four is approaching fast. The Year 12 students will

be pleased to know that there is only one official

assessment item requiring completion this term before

the girls get ready for their Graduation day.

Term Four will be a massive term, with lots to do, lots to

complete and many engagements. It is easy to get

carried away with the celebratory nature of term four

for our Year 12 students, however I would encourage all

of our students to focus on their studies and maintain this

as your top priority.

I know we are all looking forward to an exhilarating final

term and I will be there, cheering along all our

wonderful Year 12 students for the final, exciting

installment of their thirteen year long school odyssey.

Junior Mathematics

It was great to have a nearly “normal” term for learning.

The students were able to achieve so much! We had two

main projects this term; a baby’s quilt and a guinea pig’s

hutch. Both of these projects were designed to

incorporate practical uses of Measurement and

Geometry. The baby quilt is completed and looks

fantastic.

Thank you Aunty Julie and Aunty Nicole for their help in

showing the girls how to use a sewing machine to

complete their quilt, as well as other staff members for

their donations of material and very helpful advice which

made the project possible.

Senior Mathematics

The Year 10 students have been exploring statistics and

graphing this term. They analysed various graphs,

constructed a number of different types of graphs and

learned some of the uses of statistical values. As part of

their introduction to problem solving and modelling tasks

using the process required in Year 11 and 12, most

students undertook a task to prove the rule for the

circumference of a circle. This involved collecting raw

data and the use of Excel tables and graphs. Cheyene

challenged herself with a harder level of assessment task,

investigating forensic formulas to be able to estimate a

person’s height based on the length of certain

bones—great work Cheyene! The girls finished the term

by undertaking a unit of Volume and Capacity.

In Year 11 Essential Mathematics the students have been

working on their problem solving and modelling task that

included researching an industrial award, calculating

pays, interpreting a pay slip and preparing a budget for

a young person who has started work and is now moving

out of home. The girls also covered topics of managing

money, time and motion, and data collection. The girls

will undertake an exam early next term covering their

knowledge on these topics.

The Year 12 students have been researching and

creating spreadsheets relating to buying a car and other

alternative loan scenarios. Due to the school closures

with COVID-19, this cohort of students are only required

to undertake an examination on the topics of

measurement, scales, plans and models as well as

summarising and comparing data. Therefore, this term

we have mainly focused on revising these topics so as to

prepare the girls for the exam in late October.

It is not long to go until these lovely young women leave

us to start their lives in the big world and so I encourage

them to put in a solid effort to achieve the best results for

their last year at school.

Science

The Year 7 and 8 Science class have been examining the

differences between elements, compounds and mixtures

at a particle level. We have experimented with

non-Newtonian fluid and chemical reactions in the

kitchen using honeycomb.

The Year 9 class have been learning how the

requirements for life are provided through the

coordinated functions of body systems.

This term we were fortunate enough to be able to do

some dissections to help our learning. Many of the girls

participated in a practical dissection of a piglet and/or

cane toad. The girls were very mature during this activity

and treated the animals with respect. This activity was

really good for the girls who gained a lot of knowledge

and experience, and perhaps a stronger stomach as

well.

Science

The Year 10 girls have been examining global systems

such as the carbon cycle, and how those systems rely on

interactions involving the biosphere, lithosphere,

hydrosphere and atmosphere.

Our senior Year 11 and 12 Science students have been

studying the challenges of the 21st Century. We have

examined natural disasters, human impacts on the

environment, ecosystems and climate change. This has

been very fascinating for the students as we are currently

living through a global pandemic, the girls are able to

apply the knowledge they are gaining from their studies

to the world around them today. Year 12 SACS

It has been a challenging term with the constant

concerns around COVID-19 but SaCS students have risen

to the occasion, continuing to impress with their insights

and understanding around our topic for Term Three,

“Todays Society”. We have been busy looking at how

families have changed over time. There have been

some huge changes with greater understanding and

acceptance of people’s individual needs and

self-expression. Students have been shocked by some of

the way things used to be in the ‘old days’.

There have been changes in various aspects of our

everyday lives:

Technology: internet, smartphones, mp3 players

Medicine: diabetes monitoring

Travel: flights, trains and buses

Communication: social media networks and computers

Food development: UberEats, MenuLog and other home

delivery services

All of these ‘modern conveniences’ have had huge

impacts on how families operate and interact with each

other. Many of these changes are positive but some of

them can have negative influences.

Hannah F was very surprised to discover the 1955 ‘Good

House Wife’s Guide’ which explains how wives should

treat their husbands… starting with the first one:

1) Have dinner ready. Plan ahead, even the night

before, to have a delicious meal ready, on time for

his return. This is a way of letting him know that you

have been thinking about him and are concerned

about his needs.

It has been interesting to see just how much family

structures have changed over the past 65 years.

Year 11 SACS

In Year 11 Social and Community Studies (SaCS), we

have been working on our term theme of “Art and

Community”, which is a study about how art can bring

about deep connections to culture and community.

We started by looking at what is meant by art and the

time periods of artistic creation by humans from the

prehistoric, up until today. Our class then focused on

how art is expressed differently, by individuals and

through different cultural influences, such as tattooing.

Lastly, the class investigated how community is created

and influenced by artistic connections.

Students later compiled an investigation into how art

connects them to a culture or community of their

choice. Students were asked to complete a project,

where they had to create a piece of art which was

based on their culture or community and explain in a

newsletter article how the artwork connects them. You

will find some of these articles published in the Student

Writing section of this newsletter. The work the students

completed was very impressive and varied. Some of the

art had a practical purpose, used to redesign logos or

promote various community organisations, while other

art pieces demonstrated connection to traditional

Indigenous cultures or large social movements.

The 1955 ‘Good House Wife’s Guide’

1. Have dinner ready. Plan ahead, even the night

before, to have a delicious meal ready on time for

his return. This is a way of letting him know that you

have been thinking about him and are concerned

about his needs.

2. Most men are hungry when they come home and

the prospect of a good meal (especially his

favourite dish) is part of the warm welcome

needed.

3. Prepare yourself. Take 15 minutes to rest so you’ll

be refreshed when he arrives. Touch up your make

up, put a ribbon in your hair and be fresh-looking.

He has just been with a lot of work-weary people.

4. Be a little gay and a little more interesting for him.

His boring day may need a lift and one of your

duties is to provide it.

5. Clear away the clutter. Make one last trip through

the main part of the house just before your

husband arrives. Gather up school books, toys,

paper, etc. and then run a dust cloth over the

tables.

6. Over the cooler months of the year you should

prepare and light a fire for him to unwind by. Your

husband will feel he has reached a haven of rest

and order, and it will give you a lift too. After all,

catering for his comfort will provide you with

immense personal satisfaction.

7. Prepare the children. Take a few minutes to wash

the children’s hands and faces (if they are small),

comb their hair and if necessary, change their

clothes.

8. Children are little treasures and he would like to see

them playing the part. Minimise all noise. At the

time of his arrival, eliminate all noise of the washer,

dryer or vacuum. Try to encourage the children to

be quiet.

9. Be happy to see him. Free him with a warm smile

and show sincerity in your desire to please him.

Listen to him.

10. You may have a dozen important things to tell him,

but the moment of his arrival is not the time. Let him

talk first—remember, his topics of conversation are

more important than yours.

11. Make the evening his. Never complain if he comes

home late or goes out to dinner, or other places of

entertainment without you. Instead, try to

understand his world of strain and pressure and his

very real need to be at home and relax.

12. Your goal: Try to make sure your home is a place of

peace, order and tranquility where your husband

can renew himself in body and spirit.

13. Don’t greet him with complaints and problems.

14. Don’t complain if he’s late home for dinner or even

if he stays out all night. Count this as minor

compared to what he might have gone through

that day.

15. Make him comfortable. Have him lean back in a

comfortable chair or have him lie down in the

bedroom. Have a cool or warm drink ready for him.

16. Arrange his pillows and offer to take off his shoes.

Speak in a low, soothing and pleasant voice.

17. Don’t ask him questions about his actions or

question his judgment of integrity. Remember, he is

the master of the house and as such will always

exercise his will with fairness and truthfulness. You

have no right to question him.

18. A good wife always knows her place.

Junior Service Education

Each Friday the Year 7, 8 & 9 girls have been travelling

to various areas around Brisbane to participate in a

rubbish clean up.

The girls have been astounded by the amount of

rubbish they have been collecting in such small spaces,

in such a short amount of time. The girls have

discovered that the main culprit is discarded cigarette

butts.

The girls have travelled to Manly, Wynnum and

Calamvale. They have also had some fun along the

way with an opportunity to enjoy the sunshine and

have a play in the parks.

Senior Service Education

Service Education is all about taking time to help others

and in the process, help ourselves to learn as well. Our

students learn to grow within their own community by

connecting with others in a positive way and experience

the joy, empathy and compassion that togetherness can

bring.

In Year 10, 11 and 12 Service Education this term we

have been engaging with the staff and the furry/scaly

residents of the RSPCA. Our students have travelled to

the RSPCA centre in Wacol each week to befriend and

support some of Brisbane’s homeless and lonely

non-human friends.

The Service Education journey began with a formal

induction and tour of the RSPCA facilities at Wacol. We

were led around by Daryl, the Centre’s Education Officer

as he explained the requirements of working or

volunteering at the facility. The students walked through

all parts of the center, including the behind-the-scenes

animal hospital, rehabilitation rooms, outdoor exercise

and farmyard facilities. The students learned a great deal

from this and saw the care and concern taken for all

kinds of wildlife, including injured native animals. The

depth and breadth of experiences shared with our

students was both exciting and educational.

In the following weeks, the students were able to

complete volunteer work in a variety of locations within

the facility, including the turtle compound, cat

enclosure, the reptile room and the dog kennels. Some

of the activities the girls completed included making up

enrichment food parcels, cleaning up after the animals

had gone to the bathroom, playing with the dogs,

making toys, exercising the lizards, feeding and walking

the turtles, playing with guinea pigs and cats, and

generally socializing with little scaly and furry friends. It

was delightful to see the broad smiles and obvious joy

the animals brought to our students. Our new RSPCA

friends too seemed to be happy about the extra

attention they were receiving. The volunteer work could

only be described as a joy and blessing for all

concerned, skin, scales and fur alike!

On a side note, RSPCA are always looking for volunteers

and donations. If you have some spare time and would

like a wonderful, joyful

a n d w o r t h w h i l e

experience, you too

could volunteer and be

part of the RSPCA

family. Foster families

are also needed for the

many animals they

receive each year.

The Senior Service

Education students and

staff are very grateful to

the RSPCA for the

experience, opportunity

and guidance during

our visits. A special thank you must go to Daryl Joy, for his

inspiration, unwavering commitment and well thought

out organisation.

We must also thank our bus drivers, Catrina and

Mackenzie, for their willingness to drive the bus and

transport the students safely each week to and from the

RSPCA facility. The junior students in Year 7, 8 and 9 will

be visiting the RSPCA facility at Wacol during Term Four.

RAW (Real Active Women)

Each Wednesday afternoon the students finish up their

classes at 12.50pm and head off to an activity for the

afternoon such as cooking, arts & crafts or working out in

the gym.

This term, the cooking side of RAW has really taken off

and the girls from all year levels come together to cook u

up both savoury and sweet dishes each week to take

home and share with their families and friends.

The girls have been learning new cooking techniques

and skills which now enables them to really take the lead

in the kitchen, with the teachers and youth workers now

taking a step back and only helping when needed.

The girls have made all sorts of dishes and treats, but the

favourite seems to be cupcakes, which no one is

complaining about because who doesn’t want

cupcakes every Wednesday afternoon?

RACQ—The Learner Program

On 31st August, RACQ visited the school to present The

Learner (L) Program.

Our Year 10 and Year 11 students were shown practical

ways to be a better Learner driver (or newly Provisional

driver). One of the big take-aways of the workshop was

that the number of accidents for new drivers goes up

exponentiality in the first year of Provisional driving. This

is when new drivers are first driving without supervision.

So, the advice was to allow learner drivers to make

more decisions on the road about their own driving and

to help them to learn to drive as though they are

already on their Provisional license.

Mt Cootha Excursion

Since the 27th August saw our school hosting the

annual Restaurant Day, we

decided to take the girls

from Years 7-10 out for the

day so the senior Hospitality

students could have free

reign over the school.

The girls piled onto the

school bus driven by our

amazing Neil, and we began the drive over to the

mountain. The girls listened to their music and sang

along as we ventured out of Sunnybank.

Once we arrived the girls all went straight over to the

lookout that has some of the most beautiful views of

Brisbane and began snapping up selfies and

landscape shots.

After we all had our photo opportunities, we set off on

our 2km bush walk down the mountain to Slaughter

Falls picnic area where Neil and the Youth Workers had

cooked up a delicious sausage sizzle for lunch.

The girls ate their lunch and spent some time relaxing in

the beautiful scenery before hopping back onto the

buses to head back to school.

It was a lovely day out and all the girls thoroughly

enjoyed themselves!

VET

This term, six of our wonderful Year 10 and 11 students

have spent each Thursday studying the Certificate II in

Health Services at the Mater Hospital.

The course is facilitated by real nurses who are on the

job. Some of the girls have found their calling and have

already enrolled in the Certificate III in Health Assistance

for 2021. Once these students obtain their Certificate II &

Certificate III they will be eligible to seek out employment

and enroll to do a Diploma of Nursing.

So many of our wonderful students here at Carinity

Education Southside are chasing a future where they

can build a career geared towards caring for and

helping our wider community.

Enrolments at Carinity Education

Southside

At present, we have a substantial waitlist for Year 9 and

Year 10. If you are looking for an enrolment in Year 9 and

10, we can complete a referral, however, we cannot

provide a timeframe as to when a place might become

available.

It is too late in the year to accept referrals for Year 11 for

this year.

Enrolments for 2021

Term Four is just around the corner, so now is a good time

to start getting organized with your 2021 enrolment for a

place at Carinity Education Southside.

During Term Four we will open for referrals for students

who wish to enter Year 7 and Year 8. In order to be

considered for a place, we ask that you contact our

Deputy Principal, Lyndsey, to complete a referral. Once

this is complete, we will look at bringing you in for a tour

of the school and potentially an interview.

If you are looking for a place in Year 11, 2021, our current

Year 10 cohort is full which then limits the opportunity of a

place but please make contact and we can complete

a referral and add you to the wait list.

Welcome Amanda!

As the new Curriculum Coordinator it has been a real

privilege to get to know the students here at Carinity

throughout this term. I have found students to be

accepting and welcoming. Each student is unique and

brings something special to Carinity.

Term Three has been busy with subject selections and

SETPlans for our Year 10 students in preparation for

senior schooling. As well as helping Year 12 students

work through pathways for life after school. Another

part of my job that I have enjoyed is getting to know

the teaching staff and support team. I have found the

teaching staff to be highly professional with everyone

having a real positive outlook for our students.

On a personal note: I have a background in retail and

small business, and have been working as a Teacher for

over 10 years. My passion is helping young people be

the best they can be. I love spending my free time jet

skiing, camping with my family and caring for sick and

injured wildlife (I am a qualified wildlife carer).

If you or your student would like to see me, please

contact reception to make an appointment.

Student Writing

Wh a k a i r o I Te A hu r e a M a or i

(Carving in Maori Culture)

By TeHana

Carving has been an important part of Maori culture for

centuries which has changed and adapted to fit

modern society.

Carvings, which are called ‘whakairo’ in Te Rio Maori—

the Indigenous language of New Zealand—were done

to pass down the stories and traditions of each iwi (tribe).

Carvings were done on decorative panels on

architecture such as maraes, canoes, weapons, tools

and musical instruments, however, the body of the

canoes themselves were also carved from tree trunks.

I belong to the Maori community. The artwork I created

(pictured to the right) is a Maori carving of a Manaia; a

guardian which represents protections and balance. This

a r t w o r k r e p r e s e n t s m y c u l t u r e a s

carving is a valuable part of Maori traditions in which my

ancestors took part, connecting me and this artwork to

my community.

This piece of art depicts a Manaia which is a mythical

creature with the head of a bird, body of a man and the

tail of a fish, showing the balance between the sky, earth

and sea.

As it’s a carving and more specifically a carving of a

Maori legend, there is a lot of history associated with it.

The Manaia is seen from a profile view which is popularly

believed to be because it is half in the spiritual world,

and half in this world. Wearing one either as jewellery or

in the form of a tattoo also protects you from malevolent

energies.

Carving was so important in Maori culture as it is a sacred

activity which means there were rules which must be

followed. These rules include having to brush wood chips

off the table instead of blowing them off while carving,

you are also not allowed to use these wood chips for

cooking or in the fire.

Carving was such a highly repsected job that you had to

train for up to 20 ears in the act. Before modern steel

adzes and chisels were used, they were made of stone

and pounamu (greenstone) and were used in

accompaniment of mallets, which heads were made of

wood or whalebone.

For my carving, I sketched a Manaia on a piece of

paper to make sure I was happy with my design, I then

transferred this onto a piece of medium density fireboard

wood, which was difficult as I kept messing up the

drawing and I wanted to perfect it.

After that, my Dad showed me how to clamp the wood

to the bench and use a steel chisel and a wooden

mallet to go along my design and carve it out. I had to

make sure all the lines were the same thickness and

depth, which was difficult as it was my first time ever

doing a carving. The angle which you have the chisel

on the wood determines how thick the lines will be, so it

was hard to keep consistent. It was also difficult to do

the smaller details as I needed more control over the

tools but as I progressed through my carving I began to

get the hang of it more.

The whole time I swept the wood chips off the board

instead of blowing them off so that I was practicing the

art properly. It took me around an hour and a half to

carve out.

This artwork connects me to my culture as carving has

been a sacred activity in the Maori community which

my relatives and ancestors mastered. The design is

important to me as the Manaia is a powerful spirit

known to Maori people as a symbol of protection

against evil.

The designs within the Manaia represent different things

such as the spiralled head is a Koru, representing the

beginning of life. The three fingers under its beak each

represent the three stages of life which are birth, life

and death, it can also be depicted with a fourth finger

which represents the afterlife. This is a very important

design and activity to Maori people as a community, as

the beliefs and carving itself has been a tradition which

has been carried on throughout colonisation and into

modern day, even though so much of our culture has

been lost and forgotten.

Thank you for giving me your time to educate you

about carving in Maori culture, I hope you have also

enjoyed my journey.

Carinity Education Southside

is Child Safe

Lyndsey Sharp

Deputy Principal

Julie Roffmann

Therapeutic & Wellness Leader

YOU HAVE THE RIGHT TO BE SAFE

Here at Carinity Education Southside, every child has the right to feel safe; at home, at

school and when they are out in the community.

No one has the right to make you feel unsafe.

This means they cannot abuse you, physically or sexually; they cannot harass you or

intimidate you, and the adults who are taking care of you cannot neglect you or

knowingly put you in harm’s way.

Remember, a safe adult will never ask you to keep a secret that makes you feel

uncomfortable, and they won’t threaten you to keep you silent.

WHAT CAN I DO IF I FEEL UNSAFE AT HOME, SCHOOL OR IN THE COMMUNITY?

Tell someone!!!

Here at Carinity Education Southside you will be listened too and you will be believed.

WHO CAN I GO TO IF I AM UNSAFE?

Your designated Child Protection Officers.

If you have any concerns or worries, you can speak in confidence to one of our

Child Protection Officers.

Term Three Photos

Every young woman has a right to education

Carinity Education Southside

153 Lister Street, Sunnybank QLD 4109

Call 07 3423 7499

Email southside@carinity.qld.edu.au

Visit carinity.qld.edu.au