The Helenian - 22 August 2024

Last week in classrooms and homerooms across the College, teachers and students engaged in conversations about bullying as part of the ‘Bullying No Way: National Week of Action’. Many of the resources used for generating the discussions came from the Bullying No Way website. The key message for all students was that there are many people at the school that students can talk to if others are making them feel uncomfortable or not treating them respectfully.

Junior School teachers reinforced this with students throughout the week and classes talked about what is appropriate and what is inappropriate behaviour between students. In the Senior School the theme each day in homerooms were:

Day 1 - Challenge Stereotypes

Day 2 - Promote Empathy, Embrace Diversity

Day 3 - Foster Positive Relationships

Day 4 - Provide Support

The week culminated with an Senior School assembly presented by the Student Council on Bullying No Way with the message being delivered by students, teachers, Heads of Year and school leaders that there is no place for bullying at Helena College and there is always someone you can talk to if it is happening to you.

While, sadly, our school is not immune from bullying, it is important to consider the national definition of ‘bullying’ before labelling every negative interaction between students as ‘bullying’.

Bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social behaviour that intends to cause physical, social and/or psychological harm. It can involve an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening. Bullying can happen in person or online, via various digital platforms and devices and it can be obvious (overt) or hidden (covert). Bullying behaviour is repeated, or has the potential to be repeated, over time (for example, through sharing of digital records). Bullying of any form or for any reason can have immediate, medium and long-term effects on those involved, including bystanders. Single incidents and conflict or fights between equals, whether in person or online, are not defined as bullying.

The three key aspects of the definition are that bullying actions are a misuse of power by an individual or group towards another person, the actions are repeated and ongoing over time and the actions are intended to cause harm. The fourth important point is that single incidents between equals is not bullying.

Understanding this definition, what bullying is and what it is not, is important for students, parents and teachers so that the College can respond to incidents appropriately by following our range of students' care and management policies and procedures.

Regardless of whether a situation is defined as bullying, or as a single conflict between two students, the message does not change. No students should feel unsafe here at school and there is always someone that students can speak to when they are being treated unkindly.

Regards

Peter Coombs | Principal

Bullying No Way: National Week of Action

Helena College joined thousands of schools across Australia last week to raise important messages to help students feel safe and proud of who they are. When students feel they belong, there is no place for bullying.

As part of the week-long national week of action, students promoted and supported the message - Everyone Belongs. Activities during the week included reflection and discussion on the daily themes.

Day 1 - Challenge Stereotypes

Day 2 - Promote Empathy, Embrace Diversity

Day 3 - Foster Positive Relationships

Day 4 - Provide Support

Day 5 - Our annual Bullying No Way Assembly

On Friday morning before our assembly, many students signed a pledge to commit to helping prevent bullying and encourage belonging.

What to do if you are being bullied:

You have a right to feel safe and be safe. If you are being bullied here are some ideas about what you can do. Talk to someone about it.
Find a trusted friend, teacher or carer who will listen to how you feel, be supportive, and perhaps even help you work out what to do.
Talk to your friends - they can help you tell a teacher or your parents or just to feel better.
Talk to your parents - tell them all about what's been happening.
Talk to your teacher or another staff member - tell them all about what’s been happening. If you don't want to do this in public, make an excuse to see the teacher about something else, for example your homework.
If you can't talk to someone face-to-face go online at Kids Helpline http://www.kidshelp.com.au/ or call a Kids Helpline counsellor on 1800 55 1800.

Try a few of the strategies that have worked for others. Only try these strategies if you are not in any immediate danger of being physically hurt and you feel confident you can do them.

Ignore the bullying - turn your back and walk away.
Act unimpressed or pretend you don't care what they say or do to you. You could say 'okay, whatever' and walk away.
Use strong, assertive statements, starting with the word ‘I’; tell the other person ‘I want you to stop that’ in a strong confident voice. Practice this with your friends.
Use ‘fogging’ which means making a joking or funny comment that makes the other person think you don't care about what they say.
Ask your friends to speak up for you. And remember to do the same for them!
Try to stay positive. Focus on all the things that you do well, the people who like you and care about you.
Write down your thoughts and feelings about the bullying to help you think clearly about what you can do.
Hang around with your friends and be with people who help you feel good about yourself. Good friends respect, encourage and support you. They care for your wellbeing and are fun to be around. You'll make new friends by respecting, encouraging and supporting others.
Try to sort out the problem behind the bullying. If you feel safe to do so, talk with the other people involved and ask them how you might be able to sort out the problem together.

Whole School

Friendly Reminder from Enrolments

Are your circumstances changing in 2025?

If your child(ren) will not be returning to Helena College next year, please let us know by the end of Term Three, 2024. This helps us manage our enrolments and ensures that we can offer spots to families on our waitlist, as some year levels are currently at capacity. A friendly reminder that a term’s notice is required to avoid being charged a term’s fees in lieu of notice as per our enrolment policy.

Simply send your withdrawal notification in writing to our Enrolments Coordinator at enrolments@helena.wa.edu.au.

If you have any questions or need more information, please feel free to reach out to our Enrolments Coordinator at 9298 9100 or enrolments@helena.wa.edu.au. We’re here to help!

Child Health Notices

Colour Blindness

Children who are colour blind can see as clearly as other people but can't tell the difference between some colours or see colours differently from other people. Very few people who are colour blind are 'blind' to all colours - most often they see red and green as very similar.

It's good to know if a child is colour blind because they may have difficulty at school with activities that use colours, such as drawing and sorting blocks, and with computers. Please read through information on colour blindness provided by Raising Children Network.

If you have any concerns, colour vision testing can be performed by some General Practitioners (GP), eye specialists or optometrist. You can also contact your local Community Health Nurse, Louise Thompson on 0404 824 403.

Scoliosis

Scoliosis is an abnormal sideways curvature of the spine. It can be detected by a simple examination of the back.

The normal spine has three curves - one in the neck, on in the upper back and one in the lower back. These curves can be seen from the side, but when you look from behind the spine should appear straight. If the spine has a sideways curve, this is scoliosis

Please read through the scoliosis information provided by Raising Children Network and check your child for scoliosis as described.

Again, if you have any concerns, please contact your General Practitioner or Community Health Nurse, Louise Thompson on 0404 824 403.

Darlington Campus

School Attendance

Each student’s attendance is regularly reviewed as a part of our commitment to delivering a quality education.

Whilst illness and family commitments are at times unavoidable, regular non-attendance and late arrivals can affect student’s skill acquisition and performance - and this may be a source of stress for children both now and into the future.

School staff are committed to working in partnership with parents to address any issues that may be preventing full participation in school, and as such, parents are asked to let the College know if there is any way that we can work with you to help increase, where relevant, your child’s school attendance.

As a reminder, students taking leave from school during term time is strongly discouraged. Parents are requested to arrange family holidays in school holiday times and are asked to read the College’s Attendance Policy.

Junior School Library - lunchtime opening hours for students

Thursday and Friday | 12.50-1.10pm

Books can be dangerous. The best ones should be labelled ‘Warning, this could change your life. ~ Helen Exley

Student Welfare and Lines of Communication

Parents and classroom teachers will generally be the best judges of how a child is coping academically and socially with school. If the classroom teacher has concerns, they will contact you. If you become aware of a relationship issue between your child and another, please draw it to the attention of the classroom teacher in the first instance. Then, if necessary, refer to the lines of communication for various alternatives (DC 2024 Parent Handbook).

Respectfully, please do not raise the matter with the other child’s parents without the involvement of the school, nor challenge the child personally in the playground. We (the school) do take your concerns seriously and would rather hear about small matters than have you wait until issues escalate.

On Wednesday 14 August, the Junior School held the House Athletics Carnival for students in Years 1 to 5. While it was a very wet day, the students were amazing to watch, showing determination and courage throughout the different events. All our students compete in every event we offer, which is something that is unique, and encouraging everyone to have a go and experiencing fun and success even when things can be challenging, especially the weather!

Throughout the morning, we saw the students with huge smiles on their faces while competing in Jumps, Throws, Long Distance Running, Team Games, Hurdles and Sprints. Unfortunately, the weather turned for the worse just as we broke for lunch, putting an untimely end to our event.

It is always fantastic seeing the enjoyment of the students and the pride and encouragement coming from the families and staff throughout the day. Thank you for supporting and spectating in the elements. A special thank you is extended to the Year 10’s who also braved the weather and helped run the events.

Congratulations to all the students and a huge well done to Waughul for taking home the House Shield. The final scores were:

First place: Waughul on 931 points
Second place: Cardan on 751 points
Third place: Kiara on 494 points

Congratulations to all participants, with special acknowledgement of each year group's top achievers:

Year Group	Champions	Runners Up
Year 1 Boys	Harry King	Sonny Roper and David Kongawoin
Year 1 Girls	Amelia Weaver and Rylee McCrum	Ashlyn Whitfield
Year 2 Boys	Joel Doherty	James Fahey
Year 2 Girls	Mia Gould	Indiana Kinnunen
Year 3 Boys	Oliver Behan	Oliver Packer
Year 3 Girls	Isla Bennett-Baugh and Enna Kobaslic	Isobel Chitty
Year 4 Boys	Zac Smith	Clay Prior-Harris
Year 4 Girls	Kaitlyn Cowton	Rosie Weaver
Year 5 Boys	Jack Wakeling	Harry Allan
Year 5 Girls	Isla Mclean	Sophie Fahey

In Week Five, the Year 6s explored the theme ‘Everyone Belongs’ for National Bullying No Way week.

Belonging represents what Year 6 is all about: belonging in a new school (for some), new class, new cohort, new centre and new campus. For many coming Year 6 can be a scary thought, but soon students feel they have found their place and people. This can involve coming on a tour with their families, having a day visit in a class, coming to Orientation Day in the year prior, spending their first week with their new homeroom in the Year 6 Centre, meeting their Peer Support Leaders weekly and going an camp together. Throughout the year the Year 6s also have their elected class leaders to represent their interests, creating events and improving features in the Year 6 area. It is amazing to witness the personal growth students undergo in this year as they transition to Year 7, ultimately through a foundation of belonging.

We asked the year 6s to conclude the week with their understanding of belonging in their classes.

In 6P, belonging...

... sounds like: having fun, being nice, letting them have their say, talking, communication, loud, not leaving anyone out, hi, encouraging and insane!

... looks like: a Year 6 class, having fun, kind gestures, smiles, being inclusive and hi-fives.

... feels like: including, nice, being kind, like you’re gonna explode because it’s so fun, being welcomed, having friends, kindness and care, ecstatic classmates, accepting others and everyone joining in.

In 6F, belonging...

... sounds like: nice friends, yelling, being kind, talking with friends nicely, a lot of laughing, caring and being respectful, talking, cheering motivating, talking, laughter and friends

... feels like: happy, kindness, nice, teamwork, funny, happiness, having good friends, fun, nice and warm, and supportive with people looking out for each other

...looks like: jumping, eating, playing, shouting, laughing, talking, people chatting, silly face, jumping and dancing.

In 6L, belonging...

... feels like: warm rays of sunshine shining over you, being loud, fantasy, people letting you into society and accepting you, happiness, hugs, warm, a warm environment and it feels like you’re being accepted for who you are, kindness and inclusivity.

... looks like: fun, smiles, laughter, giggle, snorting, , fun, smiling and uncontrollable laughter

... sounds like: laughing loudness, laugher, people being kind and saying nice things about you and thank you.

In 6V, belonging...

... looks like: smiles, funny faces, good, crazy, fun and chaos!

... feels like: being kind, people munching on food, happy, amazingness, warm and fluffy inside, lots of fun, a warmness, fun!

... sounds like: goodness, nice, happy screeching, chaos, weirdness, a flock of cockatoos, loudness, munching, hello, laughter.

Year 10 French Movie Night: A Celebration of Culture and Cuisine

The Year 10 students recently enjoyed a delightful evening filled with French culture and camaraderie during their much-anticipated movie night. The event kicked off with a French-themed dinner, where everyone contributed a dish, showcasing the rich and diverse flavours of France. The tables were laden with quiches, strawberry tarts, creamy brie and Camembert, freshly baked baguettes, pains au chocolat, and colourful macarons.

After indulging in this delicious spread, the students settled in to watch the French comedy classic ‘Asterix and Obelix at the Olympic Games.’ The film, full of humour and adventure, brought everyone together for an evening of laughter and learning. The movie night not only provided entertainment but also reinforced the students' appreciation for French culture, leaving them with fond memories of the evening.

The movie night was a really enjoyable experience for me. I thought it was really good to be able to spend more time with my class while also getting to experience more of the French culture like the food. The movie was good and funny and it was satisfying to recognise the French language in it and understand some of the conversations while also getting to learn how to keep up with faster dialogue. ~ Zachary A

On Friday, we watch Asterix at the Olympics in French, before we watched the movie we ate lots of French food, that was brought in by those whom viewed the movie. The movie was to help us understand and be made aware of French culture and language by watching it in French with subtitles. It was a very good experience made even better by watching it on the new, big screen in the gym. ~ William S

The movie night was a unique experience for anyone interested in the French food and film culture. With everyone bringing French based foods that varied from deserts to savoury treats we could have a feel on how French people delight themselves with snacks and dishes. The movie allowed us to see how quickly and different fluent and fast speaking French feels like on a larger scale and how they easily describe and engage in informative conversations. I assure that most of the students were able to understand key words and start to see how difficult it will be if we are to continue and how good it will be of a task to learn such a language. ~ Dane B

Languages Week at GFC

What will be happening?

The theme for 2024, "Language is a Bridge, Not a Barrier," encapsulates the transformative power of communication in our interconnected world. It highlights the idea that language serves as a conduit for understanding and connection, rather than a hurdle. By embracing linguistic diversity and fostering multilingualism, we can break down cultural barriers, build mutual respect, and create opportunities for collaboration and growth. This theme underscores the importance of viewing language as a tool for inclusivity and unity, encouraging us to bridge gaps and celebrate the rich tapestry of human experience through meaningful dialogue and shared understanding.

Food from different nations at the Canteen each day for RECESS | Monday – German | Tuesday – French | Wednesday – South African | Thursday – India | Friday – Poland
Homeroom Quizzes
Book cover competition and how to say “page” in other languages quiz in the library
Check out the photos from past tours, excursions and languages activities all week on the screen in the front office
Lunchtimes activities | Monday – International dances in the Year 6 area | Tuesday – International photo booth in Room 4 | Wednesday – Tour de France time trial in Room 4 | Thursday – Accordion man in the Year 6 area | Friday – crêpe flipping/M&Ms with chopsticks/Krupuk eating without hands in the Year 6 area.
A five-day Language Perfect competition. The language class from each year that earns the most points will win a prize.
Five notable individuals who speak multiple languages and have used their linguistic skills to act as bridges in various fields on social media everyday

We hope to have a lot of fun exploring languages and cultures with everyone next week – there will be loads of different activities and plenty of prizes – be sure to check the daily notices this week and next for details!

Indonesian Farewell Dinner at Dapur Van Java

Last Friday, Dapur Van Java in Vic Park hosted a delightful Indonesian Farewell Dinner, a perfect blend of traditional flavors and warm goodbyes.

Years 10 and 12 students were treated to a culinary journey featuring an array of Indonesian specialties.The evening began with ‘Ayam Penyet’, a dish of smashed fried chicken served with a spicy sambal and a side of fresh vegetables. The ‘Telur Matarbak’, a delicious omelet pancake, added a rich and savoury note to the meal. For those craving something hearty, ‘Bakso’, Indonesian meatballs served in a flavorful broth, proved to be a comforting choice.The highlight of the evening was the ‘Rendang’, a slow-cooked beef curry with a deep, aromatic flavor that left everyone savoring every bite. To complement these savoury dishes, the meal included ‘Soda Gembira’, a fizzy, sweet beverage, and ‘Es Lemon’, a refreshing lemon ice drink that provided a perfect, cooling finish to the meal.

The Farewell Dinner at Dapur Van Java was not only a celebration of Indonesian cuisine but also a heartfelt farewell, leaving everyone with memories of delicious food and great company.

I really enjoyed the delicious food at the restaurant! It was also a great opportunity to practice my Indonesian – Meg MacK

I really enjoyed the dish I tried! Next time I am going to order more yummy dishes - Lance G

On a memorable evening at 'Chez Pierre,' the Year 12 French students gathered for their Farewell dinner, marking the culmination of their language studies and celebrating their shared journey. The fancy French restaurant, with its warm ambiance and elegant décor, provided the perfect setting for this significant occasion.

The evening was made even more special by the presence of Year 11 students, who were invited to join in the festivities. This gesture fostered a sense of continuity and camaraderie between the two year groups. As the students dined on authentic French cuisine, including delicacies like canard confit and crème brûlée, they reflected on their achievements and the friendships forged over the years.

Teachers and students alike shared heartfelt speeches, recounting memories and expressing gratitude for the support and guidance received throughout their French studies. The Year 12 students, now looking ahead to their future endeavours, offered words of encouragement and advice to the Year 11s, who will soon step into their shoes.

The Farewell Dinner at 'Chez Pierre' was more than just a meal; it was a celebration of growth, learning, and the bonds that have been built. As the evening drew to a close, there was a palpable sense of both nostalgia and excitement, a fitting end to this chapter in the students' academic lives.

Outdoor Education has been a hive of activity throughout Term 3.

The Year 9 classes have begun planning for their expedition next term, having spent time looking at equipment required for the expedition, constructing a range of different shelters and also cooking meals on camp stoves.

The Year 10 classes have a semester of roping activities and have been learning a range of knots, how to hank and coil lengths of rope while spending time abseiling at the local quarry and indoor rock climbing at a climbing centre.

Year 11 class are just about to leave for a week-long expedition through the Kalbarri gorge and have been spending the term preparing for the expedition. Their final challenge was completing a leg of cross country navigation from Toodyay Road across John Forrest National Park back towards the school.

Lastly the Year 12 class has been spending their last term of Outdoor Education refining their kayaking skills before a skills day at Bells Rapids. The boys improved and had a great last excursion together before their time in Outdoor Education comes to a close.

Well done to Waughul for winning the Interhouse Athletics Carnival on Friday 9 August. It was another fantastic event with a record number of participants across the day. Thank you to all the families that came to support on the day, it helped to create a great atmosphere for the students.

A special mention goes to the following students who broke records on the day or in the pre-Carnival events:

Year 7 - Niamh McEwen (High Jump)
Year 8 - Charlotte Hayward (100m, 200m, 400m, 800m and 1500m)
Year 9 - Mitchell Ballard (200m)
Year 10 - Reagan Smith (Javelin)
Year 11 - Luke Sutherland (800m and 1500m)
Year 12 - Jamie Sidebottom (Discus), Jasmine Williams (100m and 200m)

The final results were as follows:

1st - Waughul on 3070 points
2nd - Cardan on 2680 points
3rd - Kiara on 2528 points

Our year level champions and runners up were:

Year Group	Champions	Runners Up
Year 6	Emilia Cowton and Damon Sidebottom	Mercedes Armitage and Will Varis
Year 7	Niamh McEwen and Henry Monger	Nora Halim and Charlie Horne
Year 8	Charlotte Hayward and James Byatt	Lacey Bateman and Martin O'Farrell
Year 9	Maddie Pitt and Mitchell Ballard	Makady Smith and Charlie Weir
Year 10	Stephanie Santos and Kieren Santos	Reagan Smith and Blake Skidmore
Year 11	Ella Parish and Dylan Castlehow	Annabel Thom and Sam Ryan
Year 12	Jasmine Williams and Jye Stephens	Bria Pitt and Thomas Hayward

CHILDREN’S BOOK WEEK® 2024 – Reading is Magic

The GFC library celebrated the CBCA Children’s Book Week® with a range of activities including:

Book Hunt – students used clues to find books with the CBCA symbol hidden inside
Decorate a tote – students could decorate a book tote with their own unique design
Design a Bookmark – students could create a bookmark and enter it to win a prize
Book in a Jar – three jars, three books, where students needed to identify which popular book was in each jar
Guess how Many Pages – similar to a 'guess how many jelly beans in a jar', with a wrapped book.

These activities, alongside the Homeroom Quizzes, and lots of prizes, meant the Library was a busy place this week!

As always, keep reading!

Rebecca Murray | Teacher Librarian

STUDY SKILLS | PROOFING YOUR ASSESSMENTS

As you gear up for your next assessment, mastering the art of proofreading is key to ensuring your hard work shines through. In this month's edition, we dive into the essential steps to proof your assessments effectively and elevate your academic performance.

First Proof

To begin, consider relocating to a fresh setting for a focused proofreading session. Find a place that is not your usual study space where you can concentrate on refining your work. Bring along the assessment criteria and question prompts to guide your review. Your initial proof should encompass the following key factors:

WORD COUNT: Confirm that your assessment aligns with the specified word limit. Identify any excess words that may need trimming to meet requirements.
SPELLING / GRAMMAR: While spell check can be helpful, don't rely solely on it. Look out for common errors like 'form' instead of 'from' that may slip through automated checks.
SOURCES: Verify that all sources for visuals, examples, and quotes are properly cited and listed to support your arguments.
CRITERIA / QUESTION ANSWERED? Review the assessment criteria and ensure that your responses directly address the requirements. Tick off each criterion as you confirm its coverage in your work.
REPETITION: It’s easy to repeat points, double check you haven’t done this.
USEFUL INFORMATION: It’s not uncommon to write unnecessary information. Do you have points that don’t really answer the question? Have you written clearly? Is there any information you could leave out? Is there any information that you realise needs to be added?
REINFORCE: This is where you need to finalise which words you will bold, highlight, underline etc. so your assignment clearly identifies the main points. Bolding can let the teacher see clearly that you have covered all the parts of the question, that there is a sequence of ideas and you have organised the information well.

Second Proof

The next day repeat the above steps, but this time - READ YOUR ASSIGNMENT OUT LOUD! If you didn’t print your assignment to proof the first time, now could be the time. Reading and hearing the words spoken in different mediums can sometimes give a new perspective to your writing. Note down any changes you need to make.

Third Proof

It’s always a good idea to ask someone to proof your assignment after you have proofed it first. It is common for the writer not to pick up typos or silly mistakes because they know what they meant and see the words they intended to write, and not the errors. So recruit a proof reader (parent, relatives, older sibling or friend etc.) to gain fresh insights.

Remember, meticulous proofreading is a valuable skill that can elevate the quality of your work and set you on the path to academic success.

You can learn more about being more effective with assessments in the ASSIGNMENT SKILLS unit of www.studyskillshandbook.com.au by logging in with these details:

Username: forhelenaonly

Password: 71results

Darlington Campus (Kindy to Year 5)

Glen Forrest Campus (Years 6 to 12)

Darlington Campus

Glen Forrest Campus