News Review – 2025 Issue 3

Term 2 is progressing quickly and students have settled in well to the new term.  We ended last term with our Good Standing rewards and mini career expo.

ANZAC assembly

We held our ANZAC assembly on Tuesday of the last week of Term 1 and as always this was a special commemoration at our school.  We thank our special guests who supported this event along with our music students, history students, student leaders, cadets, school captains and staff for their respective contribution.

Kalamunda Show

Our music students once again performed on the Friday evening of the Kalamunda Show and we received fantastic feedback about the quality of their performances.  This is such a great opportunity to refine and showcase their performance skills.

Italy trip

This was an amazing experience for our Italian and Visual Art students who travelled to Italy in the last 2 weeks of Term 1.  Thank you to our teachers Mrs Pennington, Ms Ward and Mr Bennett for taking such great care of our students.

Congratulations to our students

Our Year 10 Academic Excellence students recently took out 2^nd in the Perth Science and Engineering Challenge for 2025. 

Congratulations to Jasmine Barton whose design has been selected from over 2500 entries to be featured as the official embroidered patch for the Mission to mars program space suits at the WA Space Education Centre. 

Congratulations to Year 8 Helena Wills who came 2^nd in her class at the 2025 Interschool State Championships at the equestrian centre.

2025 Pulse Exhibition

Congratulations to 2024 Year 12 student Manami Teo whose artwork is currently being exhibition in the Year 12 Pulse Exhibition at the Art Gallery of WA.  You can visit in person or online The West Australian Pulse 2025 | The Art Gallery of Western Australia

Year 7 OAP expedition

Our Year 7 students recently completed their first camp to Dwellingup which included a high roles course, camp games ad mountain biking at Marrinup Circuit and the pump track.

Year 8 Bibbulmun Challenge

This term our Year 8s have started their Bibbulmun Challenge, heading out on the track for a day hike in their mentor groups.  This is always a memorable event in the school calendar.

Upcoming exams

Our Year 11 and 12s will be undertaking formal exam assessments in Weeks 6 and 7.  Students in Years 11 and 12 who are not participating in exams, will have the opportunity to undertake a Workplace Learning program, and those who are not up to date with their studies will attend the Study Hub at school.  Year 10s will undertake exam assessments in Week 8.

Semester 1 academic reports

Academic reports for Years 10, 11 and 12 will go out at the end of Term 2, and the end of Week 1 Term 3 for Years 7,8 and 9.  This semester we will be reporting on grades, attitude, behaviour and effort and providing an overall mentor comment for parents.  This is following a review of our practices and the requirements from the School Curriculum and Standards Authority and after discussions with staff, P&C and School Board.  We hope that this overall comment along with the grades and attributes will provide valuable information to parents.  This will complement our ongoing communication with parents through Connect, emails, Compass and face to face meetings.

Public School Review

Thank you to all our families who provided feedback on our recent School Culture Survey.  We really appreciate your feedback as we continually seek to improve.  We will use this information as we prepare for our upcoming Public School Review in Week 5.

NeitA excellence in Teaching Awards - nominations

These awards are available for families should they wish to nominate teachers for the National Excellence in Teaching Award.  Visit the NEiTA website to nominate. 

Building update

In Week 2 of this term the Director of maintenance and Delivery visited the site to take a look at the progress of the teaching block.  It was exciting to see the progress taking place on the inside and these are some photos from the day.

WA Student Assistance payment

Parents and carers of eligible students can claim $250 for each secondary student.  Claims are open now and close on 4 July 2025.  General information about the payment can be found here.

For queries about eligibility or the claim process, claimants can call 13 33 92 or email support@digital.wa.gov.au.

Contributions and charges

I would like to thank those families who have already paid their school charges and contributions, or who are doing so on a payment plan.  In addition, I encourage you to make contributions to the optional items which include the P&C and Chaplain.

Wishing everyone all the best for the rest of term and the upcoming exams.

Helen Deacon
Principal

School Board update

The school board meets twice a term and provides an important governance role overseeing the planning, financial management, school programs and student achievement.

Recently they endorsed the 2024 Annual School Report which is now published on the school website.

At our last meeting the School Captains who sit on the board, presented their feedback from the student body on suitable locations for upgrades to the drinking fountains.

They will also participate in the Public School Review validation meeting.

P&C update

The Kalamunda Senior High School P&C is currently in urgent need of parents to become members and be active in the P&C.

Following the AGM in March the positions of Vice President and Secretary are currently vacant, and we are looking for additional executive committee and general members.

The objective of the P&C is to promote the interests of the school through cooperation between parents, teachers, students, and members of the community by assisting in the provision of resources, facilities and amenities for the school.

This includes the following:

• Running the school canteen. The canteen employs a number of amazing staff and provides daily service of high-quality nutritional food for students before school and at recess and lunch breaks;
• Holding a sausage sizzle stall at the annual athletics carnival;
• Providing a prize to the Year 12 Dux each year;
• Fundraising through the sale of donated books at a stall at the Kalamunda Show;
• Implementing exciting new projects such as the EAT! programme that has been made possible through a grant from Healthway;
• Organising through WACSSO some amazing promotional photos of KSHS grounds, activities and students.

We would love to continue to do this and more but will not be able to do so without additional parents joining the P&C.

Please contact me via email - kshspc.president@gmail.com if you are interested or want further information.

Or join us at the next P&C general meeting on Tuesday 10th June at 6.30pm at KSHS. Enter via the Admin building from Cotherstone Rd.

Andrea Doust

President

Kalamunda Senior High School P&C

Attendance Process

If your child is absent from school, please notify us as soon as possible. You can do so by:

• SMSing the school on 0407 384 039
• Emailing kalamunda.shs@education.wa.edu.au

Alternatively, after 11:00 AM, you will receive an absence SMS. You can simply click the link provided in this message and submit a reason for your child's absence. This allows us to accurately record and manage attendance for your child.

Uniform Expectations

It’s been fantastic to see so many students returning in their correct school uniforms. A friendly reminder to ensure your child in the correct school uniform, especially as the temperature starts to drop. A quick reminder: hoodies, grey and black track pants are not part of the school uniform.

If you have any questions or concerns, please do not hesitate to contact me at Teagen.Smith@education.wa.edu.au or 9293 6400.

Teagen Smith

Year 10 Coordinator

Congratulations to the new Year 7 Student Councillors and Sports Representatives that have been announced recently and have had their badges presented to them.  The Student Councillors are; Olivia Duke, Kira Harry, Marcus Townley, Amity Elers, Gemini Doulton and Elizabeth Dunbar.  The Sports House Representatives are; Kharly Young-Watts (Pegasus), Charli Vassallo (Phoenix), Eloise Sprogowski (Draco) and Dakota Russell, Orion.   They bring with them lots of great ideas and enthusiasm, and I am looking forward to their contribution to the student leadership team.

In class, the Year 7 students have been very busy immersing themselves in the curriculum. I have been really pleased to see the wonderful work the students are completing, from the Referendum Brochure they prepared during HASS and the amazing speeches they have done during English. Currently during Maths, students are learning about Fractions, Decimals and Percentages.  Mathspace is available for all students to assist them with revising this content.

At this time in their high school careers, students should be thinking about building good study habits to support their learning at school. This could be discussing lesson content at home, doing some reading (and logging it in the Premier’s Reading Challenge!) or completing their homework.

At the end of the term, we will be acknowledging the students who have maintained their Good Standing with an excursion to see a movie. Details will be sent to parents soon. We are always pleased to recognise the students who follow our school values, wearing our uniform with pride and showing respect and courtesy for others in the school community.

Please do not hesitate to email me at any time if there is anything I can assist you with.  My email address is sharon.mann@education.wa.edu.au

Sharon Mann

Yr 7 Coordinator

La Dolce Gita: An Enchanting Journey Through Italy

The "La Dolce Gita" tour was a delightful blend of art and cultural immersion for a group of 24 enthusiastic Italian students. Accompanied by myself, Tim Bennett, and Dusty Ward, the students embarked on an unforgettable journey through some of Italy's most iconic cities: Rome, Vatican City, Florence, Pompeii, Sorrento, Verona, Pisa, and Venice.

Throughout the tour, students learnt about the rich history of the Renaissance, Baroque, and Byzantine periods, gaining a deeper appreciation for the masterpieces that define these eras. Students also participated in intense language and art classes in Florence. We also enjoyed our authentic, pizza making classes in the beautiful area of Trastevere in Rome. Their adaptability, enthusiasm, open mindedness and curiosity were evident as they eagerly absorbed knowledge and engaged with the art and culture around them. It was brilliant to see the students stroll the town squares, order their gelato in Italian and independently go shopping and converse with the locals.

The tour included visits to several renowned landmarks;

• Rome: The Colosseum, Roman Forum, Trevi Fountain, the Jewish Quarters and the Pantheon.
• Vatican City: St. Peter's Basilica and the Vatican Museums.
• Florence: The Uffizi Gallery and the Accademia, where they marvelled at Michelangelo's statue of David.
• Venice: The Doge's Palace and an enchanting gondola ride through the canals.
• Pompeii: The ancient ruins and the monstrous Mt Vesuvius that tell the story of a city frozen in time.
• Verona: The romantic Balcony of Romeo and Juliet.

Each stop on the tour offered a unique glimpse into Italy's artistic and historical heritage, making "La Dolce Gita" an enriching, memorable and truly “dolcissima” experience for all.

Maria Pennington

La Dolce Gita Testimonials

My experience of the Italian tour was enjoyable. My favourite part was admiring the artwork, the paintings in Venice as well as the scenery in Sorrento. Darcy

I made a lot of great memories on the Italian tour, especially with it being my first trip by plane. My favourite place we went was Sorrento, the views were stunning, and the local lemon gelato was fresh. I want to go back and have it again soon. The experience was very enlightening to the culture in Italy. It gave me a good opportunity to bond with and get closer to my peers. This trip was very busy, and we were constantly on the move, whether that was to move locations or to get to the next tourist site. Despite some of the complications we faced, I recommend this trip to anyone who is curious.    - Hayley

Travelling to Italy gave me a really good understanding of other cultures and different ways of life. The rich history and stunning architecture were the highlights of the trip, and I learnt lots. With it being my first time overseas, the travel was quite challenging, but the new friendships I made, made it all easier. I would recommend this trip to anyone who is looking to expand their cultural competency, however, be willing to leave your comfort zone and be open to trying new things.  – Elouise

My favourite part about the Italy trip was Venice, I loved the unique glass, the boat rides, and the gondola rides- Sanjay 

The Italian tour was an amazing experience. I made so many memories and I’ve learnt so much from it. I loved experiencing the culture, history and art of Italy. A highlight of the trip was Sorrento. It was so nice to be near the coast, and the views were incredible. I had so much fun travelling with my peers and I’ve made friendships that will last a lifetime. I hope one day I can go back. - Annabelle 

What am amazing experience the 2025 Italy tour was for Kalamunda students year 10, 11 and 12. We were so fortunate to experience Italian culture through sights, food and art. The Italian architecture was breath taking such as the Colosseum, Trevi fountain, Pantheon and the Leaning Tower Of Pisa. My personal favourite destination was the town of Sorrento famous for its lemons, Sorento had the most beautiful coastal views. Finally the Italian dinners were absolutely delicious not to mention the vast variety of gelato that the Italian streets had to offer. This trip was definitely a once in a lifetime opportunity which has given me a better understanding of the world around me specifically Italian culture. Thank you so much for all the teachers and parents that made this trip possible. Matilda and Saskia

The school Italian trip was an experience that we will all remember forever. It was sad but exciting to leave our parents at the airport. It was incredible first seeing the Italian cities. I was sad to leave after the 13 days but arriving home to our parents was amazing too! I wish everyone has a chance to experience an Italian tour.  My favourite memory was exploring the Vatican City and seeing all the massive ancient structures. Jace 

The 2025 Italian tour was an amazing experience and I enjoyed the history, especially the ancient ruins of Rome to the Ponto Vecchio in Florence. Adam 

I went on the 2025 La Dolce Gita tour. It was definitely the best experience of my life. I made so many memories in beautiful places like the Roman Forum, Pompeii and my favourite Sorrento. I loved wandering the city at sundown with my friend, all the beautiful views and the citrus trees. 10/10 recommended. I miss Italy so much already. Sophie

It has been a busy start to Term in English. Well done to our students who have recently completed their OLNA reading and writing tests. We wish you the best of luck with your results.

Our Year 12 General students have recently sat their Externally Set Task, and our ATAR students are beginning the preparation for their Semester One exams.

In Year 8 students have been writing stories about everyday heroes in their life. This story was written by Mia Warwick in Mrs Fitoussi’s AE class. It celebrates our wonderful school chaplain Desi, who we are so lucky to have.

In Year 9, students have been learning about famous protests. In Mrs Fitoussi’s class the students were asked to read a biography of the leaders of the Civil Rights Movement as part of their speech and persuasive/protest unit. They then used multimodality to capture their personality and achievements. This project was completed by Liam Hulcup who represented Martin Luther King Juniors personality through an Instagram page.  

FORENSIC SCIENCE

In General Science in Practice we have been studying forensics and specifically looking at blood evidence. The first few photos are of the year 11 class looking at blood typing (Angelica Bantay, Cai Scott, Sebastian Wilson, Thomas Walters and Korbyn Grindrod) and the remaining photo is the Yr 12s conducting their investigation on blood spatter patterns (Kalika Van Der Mescht and Chloe Jacobs). The ‘blood’ is in fact a fake simulation product, to protect the innocent.

BIOLOGY 11 HERBARIA

Outstanding work by this class has been on show in the Library recently. Each folio showcases a selection of native and introduced flora from the Kalamunda region, carefully curated and displayed for your viewing pleasure, if you are quick…

Why Forcing Gratitude in Kids Backfires –

And What to Do Instead

By understanding how gratitude naturally develops in children, we can encourage rather than enforce thankfulness. Do you like being told what to do? (If you’re like me, the only time you appreciate it is when you’re too tired to pick a place for takeaway dinner). Kids don’t love being bossed around either. As adults, we guide - but trying to force feelings doesn’t work. That’s true of many things but enforced thankfulness can feel empty to kids and adults alike. When it becomes transactional, gratitude feels like a chore, something to check off a list rather than a source of goodness. Authentic gratitude, on the other hand, significantly boosts well-being, resilience, and social connections.

So how do we move beyond our well-intentioned efforts and shift from obligation to inspiration? We start by focusing on what’s within our control, trying to meet our children at their stage of development. Researchers Jeffrey J. Froh and Giacomo Bono have identified key developmental stages of gratitude:

• Infancy to age six: This is a foundational period for developing empathy, perspective taking, and emotional awareness, which are critical precursors to deep and authentic gratitude. Around age five, children begin developing theory of mind—understanding others have unique thoughts and emotions—which helps them appreciate the intentional kindness behind others’ actions.
• Ages seven to 10: Children begin to reliably understand how to experience and express gratitude. They also develop a stronger ability to recognize and appreciate others’ kindness.
• Ages 11 and older: Grateful adolescents tend to experience greater happiness, more optimism, stronger social relationships, and even better academic outcomes.

Since gratitude evolves as children grow, we can set realistic expectations and provide support that aligns with their development. Younger kids are still building empathy and perspective-taking skills, while older children recognize and appreciate kindness in more complex ways. Here are three ways to encourage the growth of gratitude over the long run.

1.  Make the case for why gratitude matters

As adults, we can set the stage for gratitude by modelling it and reinforcing its value. When kids see gratitude in our everyday interactions - through kind words, appreciation, and recognition of others - they naturally internalize it.

• Model. When we have a grateful thought, instead of keeping it to ourselves, we can say it out loud. This simple narration demonstrates gratitude in meaningful ways so kids can absorb and incorporate it.
• Express. Openly appreciating others fosters a sense of connection and belonging that children notice.
• Story-tell. Share our real-life gratitude stories to help kids connect with its profound impact.
• Normalize. Don’t keep the power of gratitude a secret. We can be clear about the advantages, including the positive impact on our health, mental and physical.

By regularly modelling gratitude and sharing its benefits, we create a foundation where gratitude is valued, understood, and encouraged.

2. Create the conditions

Gratitude flourishes in compassionate environments where kids feel safe and valued; the challenge is to design environments where gratitude can thrive. Offering flexible ways to experience and express gratitude makes it more accessible and meaningful.

• Invite. Create space without external pressure. For example, we could say something like, “If you’d like, you can take a moment to think about something that made you feel thankful today - big or small. You’re welcome to share or just notice it for yourself.”
• Encourage. Using the ‘Notice, Think, Feel, Do’ model, provides a simple way to guide reflection:
• Notice: What do I recognize in my life to be grateful for? Example: “I noticed that my friend shared their snack with me today.”
• Think: Why do I believe I have received these things? Example: “My friend shared with me because they care about me and wanted me to enjoy a snack, too.”
• Feel: How do I feel about the things I have been given? Example: “It made me feel loved and happy that I have such a nice friend.”
• Do: How do I choose to express appreciation? Example: “I can say thank you to my friend, share something with them next time, or write them a kind note.”
• Provide. We can offer multiple ways for kids to express gratitude (writing, drawing, voice recordings, photos, etc.). There is no one-size-fits-all in gratitude!
• Acknowledge. Validate all emotions, recognizing that gratitude can coexist with challenges.

When gratitude is framed as an invitation rather than an expectation, children have the space to develop it in a way that feels authentic. And when we welcome various forms of expression, gratitude becomes something they embrace, not just something they perform.

3.  Let them lead

What if kids stepped into roles as gratitude leaders, designing relevant practices that bring people together? When children have the freedom to take the lead, it becomes a lasting part of their identity.

• Respect. Trust kids to lead, make choices, and contribute in meaningful ways. Instead of assuming what’s best for them, we listen to their ideas, acknowledge their perspectives, and let their voices shape the process.
• Story-tell. Encourage kids to share their own gratitude stories to deepen connection and engagement. In doing this, they become gratitude mentors for others.
• Empower. Make room for kid-led gratitude initiatives by giving them the tools and freedom to create gratitude experiences for themselves and for others. For example, at home, let kids design and lead a family gratitude jar—they decide how it works, decorate it, and choose when to share notes. In a learning community, educators can invite kids to create a gratitude wall where they leave kind notes or shoutouts for peers in a format they choose.

When kids take ownership of gratitude, it becomes a natural, purposeful part of their world, which improves their emotional intelligence. So, the next time we’re tempted to prompt with “Ahem, what do you say?”—let’s pause. Instead, let’s model, invite, and empower.

When gratitude becomes something that children choose rather than something they’re told to do, it moves beyond a fleeting moment into a lasting disposition - one that strengthens relationships, improves well-being, and fosters a more compassionate world.

By Lainie Rowell | April 7, 2025

Greater Good Magazine; science based insights for a meaningful life

By Aundraea Stevens

Convenor of the Mental Health and Wellbeing Committee