As we head to the end of term, we start to farewell our Year 12s.  It has been amazing to see them all grow over their time at Kalamunda and look forward to celebrating with them at Valedictory when all their exams are over.

Year 12 breakfast, Final Assembly and School Ball

On our last day of this term, we will hold a special breakfast for our Year 12s followed by their final school assembly.  Due to the small capacity of our gym, only Year 7, 10 and 11s along with siblings will attend.  In recent years we have allowed parents to attend if they wish however there is limited capacity and unfortunately only those who have booked tickets will be able to be accommodated.  Later that evening the students will enjoy celebrating the end of term at the Year 12 School Ball.  This year it will be held again at the Convention Centre.

As we finish up the term, we will also be farewelling Sharon Andrews who will be taking 9 months LSL.  We wish her all the very best for this time to travel and enjoy some well-earned rest.

Year 12 Valedictory

The final farewell for our Year 12s will be at the Valedictory on 15 November at the Curtin University Stadium.  This is a very special evening, which is open to all parents and family members, where we acknowledge all our students and present them with their certificates and references.  Tickets are available online here;

Trybooking

KPA musical

This year’s musical The Lion King was a spectacular event and I hope that many of our school community were able to experience this outstanding production over 4 sell out performances.  The combination across the board of amazing singing, great acting, superb choreography, excellent casting, creative screen projections, amazing props and fabulous costumes was of such a high quality.  This could not come together without the amazing work of our KPA Coordinators Anna and Michelle, along with a huge team of staff, students and parents who provided various technical and other support.  We are very proud of our KPA program and the high standards the students achieve.  Congratulations to everyone.

Outdoor Adventure Program

Students participating in this program work towards undertaking a series of expeditions.  Recently our Year 8s walked parts of the Bibbulmun and our Year 11 students completed 4 days of the Cape to Cape, covering 136.8km.  A great achievement.

Technologies

Congratulations to our Year 9 Woodwork students for these amazing wooden platters recently on display in our front office.

Thank you also to our Year 12 Children Family and Community students who made gifts for residents of a local aged care facility.

Student Leadership

Many of our students participate in the City of Kalamunda Youth Action Group.  They recently had the opportunity to visit the City Chambers and learn firsthand about local government in a mock council meeting.

Robotics

Recently our robotics students participated in the WA Robotics Playoffs (WARP).  Our two teams (My Chemical Robot and Panic at the Drill Press) made it to the finals, and along with a team from Southern River College who were in their alliance – finished 2^nd overall.  The teams also won Judges Choice award and Creativity award respectively.

The Arts

Recently our Arts have held showcases in Dance and Drama with our Year 12s on stage for the final time.  It is always rewarding to see the growth and development of our students over their time at the school.

Our music students have had a busy term with their camp, competitions, lunchtime concerts and Rock Night this term.  We look forward to our annual Twilight Concert on 15 October where the music of Elton John will be featured.  This event involves all our music students and in particular showcases and acknowledges our Year 12 students.

Our students studying fashion recently experienced a photo shoot in our media facilities.  This is a great way to have authentic experiences in creating and editing images into Vogue worthy quality.

Our Year 12 Media students recently visited SAE to tour the facilities and learn how to make music and film scores on Abelton.

Cross Country Carnival

We were very disappointed to not be able to hold our House Track and Field Carnival this year after rescheduling the event twice due to weather.  Our athletics students will have an opportunity to participate in a cut down event early next term to prepare for the Interschool Carnival to be held at the end of Week 1 in Term 4.

We were able to enjoy a wonderful House Cross Country event however – which morphed into an opportunity for our students to be involved as spectators and our Year 12s to dress up and have some fun in place of the Athletics Carnival day. 

Premier’s Reading Challenge

Our English department have been very busy recently with Book Week, Write and Book in a Day and the Premier’s Reading Challenge.  Thank you to our Library staff for supporting the students in this challenge of reading books.  129 students signed up for the challenge with 470 books logged.

Our winners for the challenge in each year are:

Year 7 - Daniel Coetzee, logging 76 books/items

Year 8 - Lachy Wellington, logging 24 books/items

Year 9 - Emily McDowell, logging 52 books/items

Year 10 - Joy Plaistowe, logging 45 books/items

Building update

Our building project is coming along well and we are looking forward to this next stage being completed into the new year.  The cladding is being added to the visual art block and the main teaching block has nearly finished the roof framework.  Here are a few progress photos.

Wishing everyone all the best for the upcoming holidays.

Helen Deacon
Principal

Earlier this term our brave music department took 130 music students on music camp to Swan Leigh in the Swan Valley. Although only one night, we do work the students extremely hard, and rehearsals are extensive both days. A big thank you goes to our Musikal helpers for helping over the duration Nichole Dietsch, Yvette Armenti and Sam Pearce. A big thank you also goes to our music and IMSS staff that attended. As always, the talent show is one of the highlights of the camp. This year the competition was fierce, and I am glad to have not been on the judging panel! A big thanks to Helen Deacon for helping with the adjudication as there were very tough decisions to be made!

On Sunday 13 August my senior guitar quartet performed an original composition of mine 'The Reggae Suite' a three-movement work. The judges were so impressed that every box of outstanding were ticked from 2 separate judges. The students performed brilliantly and a big congratulations goes to Freya Pivac, Deja Supadi, Ryan Finnerty and Noah Lynam.

Deja Supadi recently released a song on Triple J Unearthed which was picked up and reviewed within a few hours as well as receiving airplay on Triple J as well as releasing a new video clip on her You Tube channel Deja Zoi. Well done, Deja!

In Week 10 Monday 16 September, we have our annual Rock Night concert in the KPAC. There will be a note with all the information including the try booking link in circulation shortly. The night features selected contemporary students and my Year 11 and 12 Certificate III in music students.

In Week 2 of Term 4 the annual Twilight Concert will be held in our main quad in the heart of the school. The date is Tuesday 15 October and our theme this year is the music of Elton John. More details will be available closer to the date.

Many thanks

Marcus Roberts
Director of Music

Book Week – Reading is Magic

Week 6 at Kalamunda was a magical experience of reading and imagination. Inspired by this year’s Book Week theme Reading is Magic, the English and Library staff teamed up to provide a range of activities for students to participate in. Competitions included 'Write in 25 words or less what superpower you would like to have', match the teachers to their favourite books, book spine poetry and a staff dress up where students could guess the genre that staff were dressed as. The participation in the activities was excellent and students enjoyed the variety of ways that they could engage with books and reading. A library display was also created from Year 9 AE Blackout poetry and Year 7 book sculptures. The Year 9s had read the novel The Outsiders and created poems from broken copies of the novel inspired by the quote 'Stay Golden, Ponyboy'. The book sculptures turned old hardcover novels into landscapes and works of art. The library staff wore different costumes including witches, fairies, Where’s Wally and Hermoine and the creativity of staff was outstanding, and everyone had so much fun. The Write a Book in a Day incursion is the grand finale of Book Week, and once again the work produced by the Year 7s and 8s participating was excellent. Thank you to all the staff who contributed and made this a very fun week for everyone.

Holden Sheppard Incursion

On Thursday 15 August, we welcomed Perth author Holden Sheppard to talk to the Year 12 General students. The students have been studying his novel The Brink in class and have enjoyed the story and characters he created. This incursion was a great opportunity for the students to meet Holden and learn about his inspiration for the text. He was so impressed with the students’ engagement and the interesting questions which they asked him to learn more about the novel and his characters. Many students had purchased a copy of the novel and had the opportunity for Holden to sign their books. The presentation was enjoyed by teachers and students, and we were so lucky that he was able to visit our school.

Write a Book in a Day

On Thursday 22 August, 23 students competed as 3 teams in the annual 'Write a Book in a Day' competition. The students have 12 hours to plan, draft, write, edit, and illustrate a book which includes set parameters. The competition is run by the Kid’s Cancer Project and Kalamunda has had strong representation in this event for many years. The team Population 10 produced the book Glitch, The Academic Elephants wrote Monkey Business and The Krazy Kurly Wurlies constructed Partners in Crime. The effort and resilience were outstanding, and the teams worked well together to create their final products. Thanks to Ms Stokes, Mrs Eden, and library staff for providing this wonderful learning opportunity for our students. 

Young Writer’s Collective

On Tuesday 13 August, a group of 5 students, Audrey Coetzee, Scarlett Courtenay, Sadie Harris, Charlotte Lee Steere and Joy Plaistowe, attended the third session of the Young Writer’s Collective for the year, hosted by the Fremantle Literature Centre. This term's guest was novelist Dr Jared Thomas who focused on contemporary fiction. Dr Jared Thomas is a Nukunu person of the Southern Flinders Ranges and the Research Fellow Aboriginal and Torres Strait Islander Material Culture and Art at the South Australian Museum and the University of South Australia. During the sessions, students explored 'What If' scenarios and materialised their ideas by drafting the setting, characters and dialogue of their narratives. Students had a chance to share their ideas and work collaboratively.  

Post Colonial Lecture

On Friday 16 August the Year 11 ATAR English and Literature students were treated to an academic lecture presented by our own Anjali Chaurasia on postcolonial literature. The presentation was designed to help the students develop an understanding of how colonisation has shaped writing, art, and culture historically and in today's world is important not only for our upcoming assessments, but also for being able to engage in critical conversations around these issues. Ms Chaurasia delivered an engaging and interactive presentation that challenged students to consider perspectives and representations of colonisers and colonised people in images and writing. 

Nicolee McNally
English Teacher

Happy Science Week!

This year’s theme was ‘Species Survival- More Than Just Sustainability’, and we offered many ways to get involved:

• Library display - ‘Species Survival- More Than Just Sustainability’, highlighting the rare and endangered.
• Tree of Life Chalk Mural - in the Science Quad every lunchtime, letting the chalk do the talking. Thank you especially to those who were repeat contributors each day!
• Nature Scavenger Hunt - done by download from each Year Group Connect Page.
• Science Week Mentor Quiz- during Tuesday Extended Mentor. Special mention for mentor groups 8.05 and 9.01 who excelled!
• Frog Identification Challenge - Friday lunchtime in Main Quad. Not as easy as it sounded!

Lindesay Pound
Science Teacher

WORKPLACE LEARNING 4 November to 15 November

Students can start exploring opportunities for this next placement now and should be returning their workplace learning paperwork to the VET office by Friday 18 October 2024 (no late paperwork will be accepted).

Many employers are already booking students in for Semester 2, so act early to be sure you don’t miss out on your first preference!

We currently have positions availabe at the following schools:

• Edney Primary School (no ex-students please)
• Kalamunda Primary School
• Maida Vale Primary School

Othe industries we have secured a placement with are:

• ADCO Electrical
• Gallaway Electrical
• Goodstart Early Learning
• Kelmscott Lock and Key
• Major Motors
• Sparrow Early Learning
• Zanthorrea Nursery

Please contact Mrs Merchant (VET Coordinator) or Mrs Fairbrother (Vet Assistant) in the VET office with any questions. 

Recently, we had 10 visitors from Japan visit our school: 7 Japanese junior high school students, a representative from the Board of Education, a Junior High School principal and an English teacher from Nogi Town in Tochigi Prefecture. The students were generously hosted by families of Kalamunda Senior High School. A big thank you to the Schrapes (x2!), Haighs (x2), Jones, Hulcup and Sinfield families who gave the students such wonderful host families!

The Nogi Junior High students had intensive English lessons each morning, before joining a variety of lessons with Kalamunda SHS students. It was great to see my Japanese language learners putting into practice some of their language skills! It always makes me so happy to see how warm and welcoming Kalamunda SHS students are to exchange students. Particularly those students that looked after the exchange students at recess and lunchtimes!

I would also like to thank the teachers that hosted not only the exchange students, but also the Nogi town officials, in their classes! Mr Reece Young, Mr Jacob Petit, Ms Kayla Maritz, Mr Ian Mcmullen, Ms Catherine Bode, Mrs Alanna Webb, Mr Matt Millan, Ms Lauren Smails, Ms Anna Head and Mrs Jan Mackenzie all generously opened their classrooms to give the students a feel for school life in Australia! Also, big thanks to the whole Languages Department that stepped in to cover the day that was meant to be the Sports Carnival! We could not support these exchanges without such supportive colleagues and I feel lucky every day to work with the best in the business!

Toward the end of the exchange, the Nogi Town local government hosted a farewell dinner for the students, their host families, and the teachers that had supported their visit over the week. We were treated to a delicious meal at The Vault, and entertained by the students performing the Soran Bushi. It was a great night!

Tori McGuire
Languages Teacher

Five Ways to Help Teens Feel Good about Themselves

As teens struggle with anxiety and perfectionism, how can we help them like who they are?

No one wants to hang out with me. I’m a failure at school. All my other friends seem happy. What’s wrong with me?

These kinds of negative thoughts are becoming more common in our homes and schools. Teens are experiencing increased anxiety, and studies indicate that college students in Canada, the United Kingdom, and the United States are becoming more perfectionistic over time, measuring themselves against unrealistic standards.

Why is this happening? We can’t say for sure—but we do know there are steps teens can take to improve their mental health.

A 2018 study of early adolescents suggests that self-concept (your perception of self) plays a central role in emotional well-being. According to the study, a supportive classroom environment and positive social relationships also affect teen well-being—but the impact is indirect. Positive self-concept seems to be the key variable in the well-being equation. If a student feels good about herself, then she may be more likely to connect with others and benefit from the supports provided at school.

So, how can we influence how students think about themselves? This may feel like a very tall order; yet there is a lot of research out there that provides some clues for supporting the teens in your life. Here are five ways to help tweens and teens move toward a more positive self-concept.

1. Get physical

Although you may have heard this before, kids really can benefit from regular exercise (especially when their tendency is to sit in front of a screen). A recent review of 38 international studies indicates that physical activity alone can improve self-esteem and self-concept in children and adolescents. Apparently, the exercise setting also matters. Students who participated in supervised activities in schools or gymnasiums reported more significant growth in self-esteem than those who exercised at home and in other settings.

Adolescents’ self-concept is most strongly linked to their sense of physical attractiveness and body image, an area where many people struggle. So, encourage more regular exercise programs during and after school, and support team sports, strength training, running, yoga, and swimming—not just for their effects on the body but on the mind, as well. Getting out and engaging in some form of exercise can make us feel stronger, healthier, and more empowered.

2. Focus on self-compassion (not self-esteem)

Because self-esteem is a global evaluation of your overall worth, it has its dangers. What am I achieving? Am I good enough? How do I compare with my peers?

What would happen if we could stop judging ourselves? Researcher Kristen Neff claims that self-compassion—treating yourself with kindness, openness, and acceptance—is a healthy alternative to the incessant striving and performance orientation often tied up with self-esteem. 

In her study of adolescents and young adults, she found that participants with higher self-compassion demonstrated greater well-being. Why? They were okay with their flaws, acknowledged that they struggled just like those around them ('Everybody makes mistakes; you are not alone'), and treated themselves with the same kindness they would extend to a friend ('It’s okay; you did your best').

If you are interested in specific techniques and strategies for enhancing self-compassion in teens, take a look at the work of psychologist Karen Bluth. She recently developed a program called 'Making Friends with Yourself'. Youth participating in this eight-week program reported greater resilience, less depression, and less stress at the end of it. However, if there isn’t a program near you, consider sharing this self-compassion workbook with the teens in your life.

3. Avoid social comparison

When we focus on self-esteem, we tend to get caught up in comparing ourselves to others. Teens, in particular, often sense an 'imaginary audience' (i.e. 'Everyone is looking at me!') and can become highly sensitized to who they are relative to everyone around them.

Instagram and other social media platforms don’t necessarily help. Some research suggests an association between social media and depression, anxiety, loneliness, and FoMO (fear of missing out) among teens. Their posts may not rack up the number of 'likes' that their friends’ posts do, or they may feel excluded when they see pictures of classmates happily spending time together without them.

A new app for teen girls called Maverick may be a healthier option than Snapchat or Instagram. On this social media platform, teens can connect with role models (called 'Catalysts') and explore their creativity (such as designing their own superhero or choosing a personal mantra). Of course, there is always the option of taking a break from social media, as well.

Regardless of what teens choose to do online, many of our schools are also structured for social comparison. Grading, labelling, and tracking practices (grouping students based on their academic performance) don’t necessarily honour the stops, starts, and inevitable mistakes that are a natural part of the learning process.

Here are some school-based alternatives designed to reduce social comparison:

• Don’t make grades public.
• Provide opportunities to revise and redo assignments.
• Avoid ability grouping as much as possible.
• Focus on individual growth and improvement.
• Acknowledge students’ small successes.

4. Capitalize on specific skills

If you keep your eye out for teens’ talents and interests, you can support them in cultivating their strengths. Your son may think he is a terrible athlete, but he lights up when he works on school science projects. Then there’s that quiet, dishevelled ninth-grade girl who sits in the back of your class. She may feel socially awkward, but she wows you with her poetry.

Researcher Susan Harter has studied adolescent self-esteem and self-concept for years. She claims that self-concept is domain-specific. Our overall self-esteem or sense of worth tends to be rooted in eight distinct areas: athletic competence, scholastic competence, behavioural conduct, social acceptance, close friendship, romantic appeal, job satisfaction, and physical attractiveness.

Talk to the teens in your life. What are their personal values and priorities? Share surveys with them like the VIA (which identifies character strengths like bravery, honesty, and leadership) or have them take a multiple intelligences quiz. Celebrate their talents and tailor activities and instruction around their abilities as much as possible.

It may not be easy to shift teens’ global sense of self-worth, but we can certainly highlight and encourage areas of interest and particular skill sets so that they feel more confident, capable, and inspired.

5. Help others (especially strangers)

Finally, when teens reach out to others, they are more likely to feel better about themselves. A 2017 study of 681 U.S. adolescents (ages 11-14) examined their kind and helpful behaviour over a 4 year period. Researchers found that adolescents who were kind and helpful in general had higher self-esteem, but those who directed their generosity toward strangers (not friends and family) tended to grow in self-esteem.

Last Friday, I joined my daughter and her peers during the 'action' phase of their 'Change the World' project. Their social studies teacher, Tim Owens, tasked the eighth graders with choosing a sustainability issue, researching the problem and possible solutions, planning action, and implementing the action.

These middle schoolers spent a full day canvasing their neighbourhoods to advocate for policies that protected people they don’t know, like local refugees and homeless youth—as well as animals used for product testing. I’ve never seen my daughter and her friends more energized, confident, and engaged with their community.

As adults, we can actively support service learning projects in our schools and our teens’ interests in advocacy and civil engagement. Adolescents around the world can also work remotely with non-profit organizations like DoSomething, 'a digital platform promoting offline action' in 131 countries. On this site, young people can choose a cause, the amount of time they want to commit to it, and the type of help they would like to provide (e.g. face-to-face, improving a space, making something, sharing something, etc.)

When teens regularly contribute to a larger cause, they learn to think beyond themselves, which may ultimately help them to be more positive, empowered, and purposeful. 

As many teens struggle with anxiety and perfectionism, our urge may be to jump in and fix their problems, whatever we perceive them to be. But a better approach, one that will hopefully help reverse these worrying trends, is to cheer them on as they develop the mental habits and strengths that will support them throughout their lives.

BY AMY L. EVA | MAY 21, 2018

Greater good magazine: science based insights for a meaningful life

Aundraea Stevens
Convenor of the Mental Health and Wellbeing Committee