Term 4 Week 3

I was sitting in my office this week surprised once more by how fast the last term of the year goes. We are already at the end of week three and summer holidays are fast approaching, but we have so much to finish and celebrate before we finish in seven weeks.

Events coming up this term include our inaugural whole school participation in the Remembrance Day service, Athletics Carnival, Celebration Assembly, numerous excursions in Science, Outdoor Education, HPE and preparing for the 2025 Senior Dinner. In addition to this staff are ensuring that they are on track to complete the teaching and assessments for the year, facilitating PAT testing, finalising the final steps of our last reading inquiry for the year, and celebrating our ever-improving data sets.

I have always been a data person with my maths preferring brain but this year I can honestly say I am beyond excited about the growth in Student Wellbeing data and Staff Satisfaction data that we have just received. We are optimistic that our PAT data will show an upturn as well this year meaning more improved learning outcomes for our students.

Staff Satisfaction Survey Data showed that in 15/44 questions Huonville High School ranked at or above the state rating. This is a massive improvement from three years ago where one question was in the state range. This is an incredible result and clear evidence that our staff are happy, well supported, can see that we are doing the right work for our young people, and making a difference to the future of the Huon Valley overall.

In more exciting news, staff hard work has positively impacted our Student Wellbeing data with 24/38 indicators increasing in the last year. Highlights include:

• Learning Practices up 16 percentage points,
• Cognitive Engagement up 6 percentage points
• School Climate up 11 percentage points

One area which did not yet shift was our Parent Satisfaction Survey data. We did see strong improvement with a significant increase in parents expressing that ‘Staff at this school provide ideas to help me support my child’s literacy and numeracy learning at home.” This was pleasing given our increased commitment to individualised communication focused on your child’s learning.

As is the case with all school improvement journeys, if you are on the right track, staff satisfaction data is the first to shift positively, next you see improved data in student survey and parent data is always last to shift. I take heart in that we are nailing the first two and trying our hardest to let our parent community know what is going well. If you have any suggestions around how I can get more of the good news out, please let me know!

In the background I have been working with our School Business Manager Suellen Hill to plan and deliver on some school improvements. We have had new swings installed, classrooms painted, blinds installed, carpeting is to come during this term, there are five classrooms that will have all new furniture before the end of the term, and we have just finalised the quote to resurface the basketball court and build a brand new one in the quad. I will be sure to share some photos as things are completed but please come in and have a look. We are always available to give you a tour and show you how things are improving firsthand. By coming and seeing us you also get to see our wonderful students at work. They show us every day their strength, passion, humour, compassion, respect, resilience and growth. They are the future of our valley, and they deserve a community that believes in them.

Until week six,

Kindly,

Janelle Reeves
Principal

janelle.reeves@decyp.tas.gov.au 

Dear Parents and Carers,

Due to bad weather late last term, we had to postpone the Athletics Carnival, but we're looking forward running it this Term on November 15th!

Another reminder about uniform: particularly focusing on navy blue and black pants. We have uniform available to borrow if needed. Our practice here is that if a student needs to borrow uniform, they leave their non-uniform item in SSC and then swap at the end of the day. If you need additional support here please let us know.

Below you will see some blurbs from the subject teachers explaining their units of work for Term 4, along with some questions that you can use to ask your children.

If you have any further questions, please feel free to contact me, Jason Lunden, Grade Coordinator.

Subject statements and Questions:

Digital Technologies:

In Term 4 Grade 7 Digitech (Digital Technologies) will be building robots aiming to participate in a “sumo” tournament as well as building a wired remote control for their robot. Students will also be working through several light-hearted introductory activities for Excel, and continuing with previous learning opportunities from earlier in the year.

Grade 8 Digitech and STEM students will be working on Newton’s laws of motion, the BEBRAS Computational Thinking Challenge, the GCG Esports challenge, coding with Microbits and also continuing with previous learning opportunities from earlier in the year.

English:
I am excited to share that in term 4, our Grade 7 and 8 students in English will be embarking on an engaging film study unit. This unit is designed to enhance their critical thinking, comprehension, and analytical skills through the exploration of film.

Throughout the term, students will:

• Analyse the themes, characters, and narratives of these films.
• Participate in discussions and activities that encourage them to express their thoughts and interpretations.
• Develop their understanding of film techniques and how they contribute to storytelling.

You could ask: "Which film you will be studying?"

Homeroom:
Each morning, our students engage in different activities to promote relationships between peers and establish a connection with their homeroom teacher. We have taken feedback from students around what they would like to see and have implemented the following:

• Monday: ‘Would you rather’ debates
• Tuesday: 5-minute Challenges
• Wednesday: ‘Where is it’ Photographs
• Thursday: Fitness Activities
• Friday: Recap & Chill

We feel that this has been a positive way to start the day with our students and are looking forward to getting their feedback to further improve it.

Grade 7/8 PSC Homeroom:
This term, students will further their understanding of our overarching concept in Grade 7 & 8 which is ‘Community’. Students will look at the idea of ‘Effort’, what it means to put it in and what the result is from doing so. To help facilitate the learning of this, students will opt into one of 3 projects which are:

• Picnic Bench Restorations (Construction)
• H-Block Hallway Spruce up (Art)
• Community Cooking (Hospitality)

Each of these options will require students to put in effort, time and care. As a result, they will see the result first hand as they will be directly responsible for helping to create a better space that they can learn and relax in.

HPE Grade 7:
In HPE, students are learning about managing conflict both internally and externally, allowing them to manage their own wellbeing and assist others in making theirs better. This is paired with the popular game of Soccer due to its adequate levels of challenge, need for teamwork & communication, and its overt examples of conflict (in a sporting context).

Questions to ask your child:

• What are the different types of conflict?
• What are some steps to help you resolve an internal conflict?
• How do I kick the soccer ball with proper technique?

Grade 8:
In HPE, students are undertaking a unit based around risk taking and harm minimisation. Risk taking is an extremely prevalent part of teenagers lives and important to educate not only the fears & consequences, but also the positives of taking healthy risks. Students learn how to assess and judge what risks are safe, and also how to manage themselves and others when they find themselves in risky situations in the future such as parties, licensed venues, etc.

Questions to ask your child:

• What is a healthy risk?
• How does risk-taking affect our development as teenagers?
• When does a risk become ‘too risky’?

Maths:
Year 7 Maths students will acquire and analyse data sets of discrete and continuous numerical variables, calculate, and interpret measures of central tendency, create various data displays such as stem-and-leaf plots, compare and describe the distribution of data, and conduct statistical investigations by analysing the shape, centre, spread, and outliers to report findings.

Questions to ask your child:

• What is the main difference between discrete and continuous data?
• When would a stem-and-leaf plot be used?
• Why do we consider outliers in datasets?

Year 8 maths students will investigate data collection techniques such as census, sampling, experiment, and observation, explain the practicalities and implications of these methods, and analyse and report on data distributions from primary and secondary sources using both random and non-random sampling techniques. Later in the term, students will recognise that events have a combined probability of one and will use this to calculate probabilities in applied contexts.

Questions you can ask your child:

• Why do we use different data collection techniques to collect data?
• How can data be collected non-randomly?
• How can two-way tables, tree diagrams, and Venn diagrams help in determining the probability of outcomes for two events?

Music:
The grade 7 and 8 students have progressed this term and I’ve found they can focus well when being supervised: they interact well and can play some basic chords and scales on their instruments. I’ve been impressed by some student’s skills advancing quickly playing some simple three chord songs such as Riptide by Vance Joy, Knocking on Heaven’s Door by Bob Dylan and some others. They also enjoy creating music in our music lab on computer by dragging and dropping music samples in a timeline.

Questions you can ask your child:

• What is the name of the clefs we study?
• Have you created any music on the computer?
• How would you describe the shape of a whole note?

Food Technology:
In Year 8 cooking class, students are learning how the properties of food affect preparation and presentation techniques. They are developing essential skills such as hygiene, safe movement in the kitchen and knife handling. Students are also learning to use kitchen-specific vocabulary to describe cooking equipment, processes, and food properties.

As students’ progress, they will be encouraged to explain how food properties impact taste and presentation and how to manage their time effectively. Students will have opportunities to modify recipes to meet specific needs like healthy options, gluten-free, or sustainable choices. This holistic approach helps students design healthier eating solutions while honing their culinary skills.

Questions you can ask your child:

• What have you learned about how the properties of different foods affect the way they need to be prepared or cooked?
• Can you explain how you're managing your time in the kitchen when working on a recipe, and how that helps with the final product?
• Have you tried adjusting a recipe to make it healthier or more suitable for specific dietary needs? How did it change the taste or presentation?

Science:

7 Science

In term 4, we will be investigating our biology unit, focussing on how we classify and group the Earth’s organisms. This will include interpreting and creating classification keys, as well as investigating the food chains and webs that exist in different environments.

Questions you can ask your child:

• What is the scientific name for humans?
• What is the definition of an apex predator? What are some examples?
• What is the difference between producers and consumers?

8 Science

In term 4, we will be studying earth and space, learning about the rock cycle and tectonic plates. We’ll be investigating the origins of the continents, how volcanoes and other formations are created, as well as the cycle and formation of the different types of rocks that are found on Earth.

Questions you can ask your child:

• Why is the Australian tectonic plate stable?
• What are the types of interactions that occur between tectonic plates and what geographical structures do they form?
• Explain the role of volcanoes and magma in the rock cycle.

Jason Lunden
Grade Coordinator

jason.lunden1@decyp.tas.gov.au 

Huonville High Laptop Program

This is a reminder that the laptops loaned to students at Huonville High School will need to be returned to the school, starting in Week 6 (November 18).

It is important that all items including the charger and protective case are returned together to enable the updating of devices in readiness for their return to students at the start of the new school year in 2025.

If there is a problem with the 2-in-1 laptop, please return it to school straight away so that it can be ready for 2025.

Angela Cooke
ICT Manager
Angela.cooke@decyp.tas.gov.au

On Wednesday 23/10/24 25 year 9 and 10 students participated in the Beacon Foundation funded Polish program.

They represented the school very well and participated in workshops lasting a full school day on the value of transferable skills and how to positively project and market yourself when transitioning to employment. All students who completed the full day also received Beacon Polish program certification that is an excellent selling point within a teenager’s CV.

The program centred on identifying transferable skills, first impressions, an elevator pitch for employment, a networking lunch with local business owners and managers and a mock interview with the employers.

A special thanks to Matt from Beacon who did an awesome job facilitating the event and the community members from Workskills, Self Employment, Aurora and Tas Fire Service who donated their time to work with and advise students on the day.

The student feedback around the sessions was very positive:

 Lucy Wells

“I really enjoyed the mock interviews and the advice given by employers”

 Jason Parbs

“I really appreciated the advice given in the mock interviews, especially the advice to slow down when talking”

Paul Newton
Assistant Principal
paul.newton@decyp.tas.gov.au

Dear Parent/Carer

We hope you and our fantastic students had a restful and well-deserved holiday break. We thank you for your efforts in supporting and encouraging our students. We are excited to see the opportunities and development that lie ahead, and how students tackle the challenges of their learning this term.

I am communicating to you for three key purposes:

1. As a reminder of who your child’s homeroom teacher is:
   Andrew Koppelman (9 Styx), James Belstead (9 Weld), and Aimee Lui (9 Huon).
   Will Sloss (10 Huon) and Daven Scott (10 Styx). If you’re unable to reach them, feel free to contact me at Sophie.rainbird@decyp.tas.gov.au.
   
   
2. To inform you of what your child will be learning in Term 4 and give you some prompting questions to open up discussions with your child about their learning this term.
   
   
3. The focus for culture and wellbeing this term will be attendance. School staff will be contacting parents where there are 5 or more unexplained absences. Educational research shows that having an attendance rate of less than 90% leads to a disconnect from learning and reduced educational outcomes. The homeroom teaching team are making it a priority this year to follow absences.

On behalf of the Grade 9/10 teaching team, it has been wonderful to see all our students after the much-needed Term 3 break. We are all enjoying re-establishing relationships and positive connections with each student in preparation for the remainder of the year ahead. This year we’ve emphasised uniform expectations, which contribute to a positive learning environment, instil responsibility, and prepare students for future professional settings. As per government policy, all schools must have a uniform policy. Please visit our website for more details and thank you for your support in this important shift.

Parental engagement is essential for shaping strong values around education. By partnering with the school, parents can support their child’s academic success. Below is a summary of current learning in each subject, along with open-ended questions to help spark conversations about their schoolwork. Please don’t hesitate to contact teachers with any questions or concerns about your child’s progress throughout the year.

Below is our school’s Year 9/10 Term 4 learning:
English:

Year 9:

In Term 4, Grade 9 students will be studying the documentary Blackfish to explore how filmmakers use techniques to convey meaning and shape the audience’s perspective.

Through this, students will develop an understanding of how real-world issues are represented in documentaries and how filmmakers use various persuasive techniques to present their arguments. Students will also interpret and compare the representations of animals, corporations, and human actions in the documentary, focusing on how these representations reflect broader social and cultural contexts.

Questions you can ask about their learning in English:

• What are the main issues raised in Blackfish, and how do they relate to current concerns about animal welfare and corporate responsibility?
• How does Blackfish represent the relationship between humans and animals, and what message does the documentary convey about this relationship?
• What documentary techniques did you notice in Blackfish, and how did they influence your understanding of the film’s message?

Year 10:

In Term 4, students will be analysing and explaining how filmmakers use various techniques to show meaning in film. By studying Coach Carter, they will interpret and compare how people and cultures are represented in films and literary texts, focusing on how these representations are influenced by historical, social, and cultural contexts.

Students will also explore deeper themes such as morals, ethics, and values as depicted in the film.

Questions you can ask about their learning in English:

• What are some of the key morals and values presented in Coach Carter, and how do they relate to challenges people face in society today?
• How do you think the film’s representation of leadership and community reflects the cultural background of its setting?
• What film techniques did you notice in Coach Carter, and how do you think they helped convey important messages or emotions in the movie?

Maths: 

Year 9:

In Grade 9 Maths, students will be analysing digital surveys and how sampling methods can affect survey results. Later in the term students will play small games to describe different the outcomes and their related probabilities. 

Questions you can ask about their learning in Maths:

• What are examples of digital surveys? 
• Why could surveys be biased? 
• What are the 3 main types of probability?

Year 10:

In Grade 10 Maths, students will continue to explore ways that algebra can help them to solve everyday problems. Later in the term, students will complete units on chance and data, which will include game creation and determining likelihood of events occurring.

Questions you can ask about their learning in Maths:

• How can compounding interest work positively for me?
• Would you use mean or median to determine “average” house prices in the Huon Valley? Why?
• What are the odds? What is the statistical probability of winning division one in the lottery?

HPE

Year 9:

In HPE, students are engaging in a unit titled ‘Skill Acquisition’, where it will be their job to learn and become autonomous in a new skill. Students will undertake work around the 4 stages of learning in an effort to go from Stage 1 to Stage 4 by the end of the unit. Students will use knowledge learnt in previous topics (communication, resilience, teamwork, movement skills) to work both individually and together to master their chosen skill.

Questions you can ask about their learning in HPE:

• What are the 4 Stages of learning?
• How long does it take someone to attain ‘skill mastery’?
• What is the most effective way of practicing your chosen skill?

Year 10:

In Year 10, students engage with crucial safety and movement concepts through practical learning units. In a "party safe" unit, they plan, rehearse, and evaluate strategies to manage situations where their own or others' health, safety, or wellbeing could be at risk, preparing them for real-life challenges. Through soccer and speedball units, students apply movement concepts in new or challenging situations, analysing how this impacts performance. They also transfer and adapt skills and strategies from past experiences, using them to create successful outcomes in unfamiliar scenarios, enhancing both their tactical thinking and physical abilities.

Questions you can ask about their learning in HPE:

• How do you think the strategies you learned in the "party safe" unit could help you make safer decisions in real-life situations?
• Can you explain how applying movement concepts in soccer or speedball has helped you improve your performance in those games?
• What skills or strategies from other sports or activities have you found useful when playing soccer or speedball, and how did you adapt them to fit these new games?

History

Year 9:

Students are exploring the causes and effects of key events, developments, and turning points during World War I, both globally and in Australia. They analyse the social, political, and economic impacts of the war on various nations and examine its long-term consequences on global history.

Questions you can ask about their learning in History:

• How did World War I impact Australia’s national identity?
• What were the global political consequences of WWI?
• How might WWI have influenced future global conflicts?

Year 10:

In Term 4, students will evaluate the different perspectives surrounding key events during the Cold War. They will explore how the ideologies of Communism and Capitalism influenced the development of the Cold War and continue to shape the modern world. By analysing historical events such as the Cuban Missile Crisis, the Berlin Blockade, the Korean War, and the Vietnam War, students will learn to assess how political, economic and social factors shaped different viewpoints on these events.

Questions you can ask about their learning in History:

• How do you think the ideologies of Communism and Capitalism influenced the decisions made by countries like the USA and the USSR during the Cold War?
• What are some examples of significant events during the Cold War, and how do you think different factors influenced the way people viewed these events?
• In what ways do you see the impact of Cold War ideologies, like Communism and Capitalism, still present in the modern world today?

Science

Year 9:

Yr9 science students will be describing how the carbon cycle involves the movement of carbon through Earth's geosphere, biosphere, hydrosphere and atmosphere, driven by key processes like combustion, photosynthesis and respiration, all of which rely on the interactions between these spheres.

Questions you can ask about their learning in Science:

• How do combustion, photosynthesis and respiration contribute to the movement of carbon in the carbon cycle?
• What role do Earth's spheres (geosphere, biosphere, hydrosphere and atmosphere) play in the carbon cycle?
• How do interactions between Earth's spheres support the key processes in the carbon cycle?

Year 10:

Yr10 science students will describe how the Big Bang theory models the origin and evolution of the universe and analyse supporting evidence, while also using models of energy flow between the geosphere, biosphere, hydrosphere and atmosphere to explain patterns of global climate change.

Questions you can ask about their learning in Science:

• Why is the big bang theory the most accepted theory?
• What is happening to the hole in the ozone layer above us?
• What makes a house sustainable?

Athlete Development:

Students will be continuing working on and undertaking their fitness programs, they will continue to learn the necessary knowledge, skills and gain resources to enhance their performance, mental toughness and overall wellbeing. We have a focus on exploring the muscular and skeletal systems in the body this term, to enhance their knowledge of how their body works and what movements impact which areas of the body.

Questions you can ask about their learning in Athlete Development:

• What is the difference between the appendicular and axial skeletons?
• What are the different bone classifications and how can you decipher between them?
• What are the different types of joints and how can you distinguish between them?

Sport and Recreation:

Students will continue to engage in the Sports Education in Physical Education Program (SEPEP), that aims to maximise involvement and deepen understanding of sports by giving students dedicated roles outside of just participation. This term we will be developing knowledge and participating in netball, volleyball, and ultimate frisbee.

Questions you can ask about their learning in Sport and Recreation:

• What is your favourite role to perform? Why?
• Why should young people have additional responsibilities within the sporting community?
• What interpersonal skills can you develop from taking on extra responsibility within sport?

Outdoor Education:

In Outdoor Ed Students will be undertaking an aquatic unit and mountain biking unit.

Questions you can ask about their learning in Outdoor Education:

• How does First Aid differ in an aquatic environment?
• How can we encourage sustainable practices while exploring aquatic environments?
• If you could create a mountain bike trail, what features would you include?

Grade 9-10 Design & Technology

Students have gone through the design process for their project of choice and are now in the process of its construction. They also have the opportunity to incorporate the CNC router within their project.

Questions you can ask about their learning in DT:

• Why is it important to put a lot of time into the design?
• Will you be using the CNC router?

Food Technology:

Students will be looking at sustainable food systems in term 4. This includes learning about carbon footprint, food miles, farmed vs wild seafood and ethical animal husbandry. Along with learning a few skills with some favourites like chicken parmigiana and veg, we will be improving our skills in cake making, starting with a Swiss roll design, leading to a full cake design.

Questions you can ask about their learning in Food technology:

• How could you design your Swiss roll or what are your favourite flavours in a cake?

Hospitality

A big driver of my teaching in hospitality is to provide real life experiences in the kitchen. This includes the excursion that we took to the Drysdale Tafe where students were able to practice carrying dishes and wine glasses, pour mocktails and used VR to practice pouring cocktails. This term we prepared a curry banquet for our own class. Students prepared butter chicken, dahl, rice, naan, chutney and tzatziki and then ate together as a group.

Questions you can ask about their learning in Hospitality:

• You could ask what your child prepared and if they enjoyed the experience?
• This term we will learn about preserving and preparing for a Christmas with a few sweet surprises. You could ask how your child will be involved?
  
  

Psychology:

This semester students have switched to a more student directed focus. They need to submit an original science-based inquiry into a psychological concept or question.

First year students will also investigate the concept of deviant behaviours and how perspective plays a major role in determining social norms in behaviour.

Questions you can ask about their learning in Psychology:

• “What is the inquiry you are studying on around behaviour?”
• “Do you think an older generation will have a different viewpoint on smoking cigarettes being a deviant behaviour?”

Music:

Grade 9/10s are heading toward the end of the year. For students who are too shy the opportunity to present their skills privately exists, with one on one with the teacher or with a limited audience of friends to save embarrassment. We have had some excellent performances from both grades already this year and the kids are looking forward to more performance opportunities in term 4.

Questions you can ask about their learning in Music:

• Name 3 scales that you have practised and learned this term?
• What is the arrangement of tones and semitones to build a major scale?
• What are the sequence of chord quality in all Major Scales?

Homeroom

Year 9:

In this sequence of lessons, Year 9 students will learn about their roles as active members of a civil society and how they can positively contribute to their communities. They will explore civic duties, responsibilities, and the impact of government and NGOs, while also developing leadership skills through peer mentoring and role modelling. The lessons emphasize environmental responsibility, social justice and equity, providing opportunities for students to engage in fundraising and community projects. Through reflective activities, students will evaluate their contributions to society and plan for future engagement, fostering a deeper understanding of social responsibility and active citizenship.

Questions you can ask about their learning in homeroom:

• What did you learn about how individuals can make a difference in civil society, and what role do you think you could play in your community?
• How did your class approach the topics of social justice and equity, and what solutions or actions do you think are most effective in addressing these issues?
• What kind of environmental project or initiative did you work on, and how do you think individual actions can impact the environment?

Year 10:

Year 10 students will gain essential life skills to support their transition from school to the workforce or further education. They will explore personal strengths, career pathways, and emotional awareness, while learning practical skills like financial literacy, tax responsibilities and workplace rights. Students will also develop strategies for managing work-life balance, building professional relationships, and problem-solving. Reflective practice is embedded throughout, helping students set personal goals, manage stress, and enhance decision-making.

Questions you can ask about their learning in homeroom:

• What have you learned about your own strengths and interests, and how do you think they might influence your future career choices?
• How do you feel about managing your finances in the future, and what strategies have you learned to help you stay on track?
• What strategies have you learned to manage stress and emotions in a work or study environment, and how do you think they will help you?

Thank you for your time, and please reach out to myself or your child’s homeroom teacher with any questions around our content or other matters.

Sophie Rainbird
Grade 9/10 Coordinator
Sohpie.rainbird@decyp.tas.gov.au

On Thursday Huonville High hosted a Mental Health Expo in our drama space.

It was attended by all students from our school and year 5/6 students from Huonville Primary school.
All students engaged well in the activities on offer from the Huon Valley Council, Headspace, Colony 47, Riawanda, Working it out, Anglicare and the Huon Valley PCYC.

There were also lunch activities that included a gratitude tree, finger painting, clay modelling and bubble blowing.

The event was made possible by means of a Mental Health Week grant that was successfully won by the Huonville High professional support team, that includes our social workers Virginia Gray and Naomi Humphries, our Psychologist Natasha Laird and our school nurse Katherine Ross.

The grant was able to fund an ice-cream for all students to mindfully consume at lunch. We also thank Woolworths who donated more ice-creams for this event as well as the time and effort all service providers placed into running their stalls.

Paul Newton
Assistant Principal
Paul.newton@decyp.tas.gov.au

Recently the school received its student wellbeing and engagement data, taken from our students year 7-12.
The survey measures student wellbeing and engagement across the areas of: participating, learning, feeling loved, safe and valued, material basics, healthiness, and having a positive sense of culture and identity.

The 2024 results for the school are very positive with 31/37 markers improving from 2023, with 8 markers improving by 5 percentile points!
This is a very exciting improvement to student wellbeing and school culture.

The stand out was the learning measures with no markers going into negative territory and 5/6 markers improving significantly.

Paul Newton 
Assistant Principal
paul.newton@decyp.tas.gov.au

Seahorses making waves at Trade Training Centre!

Last term, we were excited to welcome our newest aquatic residents, two beautifully delicate pot-belly seahorses (Hippocampus Abdominalis).
As part of the Aquaculture program, these little critters made their way via Australia Post, ready to make a splash.The seahorses arrived by courier overnight from Seahorse World in Beauty Point.

The Aquaculture students are learning about the difference in caring requirements and equipment between freshwater juvenile salmon and salt-water species. The seahorse diet is brine shrimp (Artemis spp) more commonly known as Sea Monkeys!

Pot-belly Seahorses (also known as big-belly seahorses) are native to temperate waters of Southern Australia including Tasmania and New Zealand. They can be seen in kelp forests throughout Tasmania but prefer low current/turbulent sites, including the Channel and Derwent estuary.

The sea-horses are currently located in their tank in the foyer of the Trade Centre and are proving themselves to be real kelpers!

Ari Powell
Year 11/12 Advanced Skills Teacher
Ari.powell@decyp.tas.gov.au

Huon Valley PCYC youth drop-in
3pm to 5pm

Mondays and Wednesdays (during school terms)

Free entry for young people!
The arcade games are live!
Art club on Mondays

All levels of government are working together on disability reform, including designing and delivering additional supports.

The Department of Social Services is seeking community feedback on General Foundational Supports. These are specific supports that will be available outside the National Disability Insurance Scheme (NDIS) to help people with disability, their families and carers.

You can participate by:

• Completing the General Supports questionnaire on the Consultation Paper, open until 30 November.
• Contributing to the Foundational Supports Ideas Wall , open until 30 November.
• Attending an online event.

Who they want to hear from:

• people with disability, whether they are on the NDIS or not
• people who might need extra support but don’t identify as having a disability
• families, carers, kin and advocates for people with disability
• stakeholders across disability, including health, mental health, early childhood, schools and other areas.

More information:

• Foundational Supports | engage.dss.gov.au

Contact:

• Disability Reform – drc@decyp.tas.gov.au

SZapp is a direct communication channel to parents and carers; a mobile app that’s free to download. SZapp allows Huonville High School to send notifications to our parents and carers at any time, as well as being a platform where the school's important information is available anywhere, anytime, on mobile devices.

Features:

Newsletter subscription link and archive of all previous newsletters News Feed – which will allow us to send notifications as a reminder of things that are coming up Forms and Documents – which provides digital access to all forms sent home in hard copy Link to call the school directly or to access the school website Comprehensive school calendar that is continually updated Bus details Staff email contacts And much more…

Apple devices: Download and install SZapp.

Android devices: Download and install SZapp.

Thank you to the parents/guardians who have paid school levies already, and those who are paying via regular instalments.  Levies support student learning by contributing towards the cost of essential items and services. 

Unfortunately, we still have a number of unpaid levies and would appreciate payment at your earliest convenience.  If you hold a current concession card you may be eligible for Student Assistance (STAS).  Applications close at the end of August, visit www.decyp.tas.gov.au for information on how to apply.

Levies can be paid in a number of ways:

• at the school office by EFTPOS, cash or cheque;
• at Service Tasmania by EFTPOS, cash or cheque;
• via BPAY (use the biller code and reference on your invoice)
• via Centrepay, a service provided by Centrelink.

If you are experiencing difficulties and wish to discuss payment plans, please contact me on 6264 0800.

Thank you for your ongoing support.

Suellen Hill
Business Manager

suellen.hill@decpyp.tas.gov.au