2020

rd 63 Annual

Presentation Ceremony

Report

2020 Principal’s Report

2020 has been a year like no other in our school’s history. Staff, families and students came together to ensure the continuity of quality learning through the COVID crisis. Cleveland District State High School was recognised by the community for this success due to the professional commitment, expertise and experience of staff. Central to this, was the support of families and the positive engagement of students. Together we weathered the storm.

2020 was also memorable as our Year 12s were the first cohort to graduate under the new Queensland Certificate of Education (QCE). For the first time in 50 years, students had external exams as part of the Australian Tertiary Admission Rank (ATAR) system. Everyone worked very diligently to limit the disruption caused by COVID and our Year 12s can be proud of their resilience and focus on their studies.

2020 was also the first year that high schools in Queensland had six full cohorts which resulted in our enrolments increasing to 2140. A result of this, was the need for a new building and an exciting part of 2020 was the official opening of V Block. The building features classrooms and an environment that has been designed to take advantage of the light and bay breezes. There is an amazing ambience and style which contributes to optimal learning. The state-of-the-art STEM and Dance Studio, which are central features of the building, provide areas for high quality, innovative learning and collaboration.

Our student-centred focus continued in 2020 and was highlighted by the large number of students who received awards at our special presentation events. The priority of our presentation ceremony and indeed our whole school’s focus, is always student excellence and achievement. This is reflected across all of our events throughout the year and although opportunities were decreased during 2020 because of COVID, I congratulate students who were recognised for their diligence and achievement.

As well as witnessing the receipt of Excellence and Special Awards in the above areas, you will be provided with a glimpse of our school through a number of student items. We are proud of our students and the active role they play in the running of our school. At Cleveland High, we try to give our students every opportunity to demonstrate the range of their talents and celebrate their achievements.

I would like to thank publicly our Heads of School and Deputy Principals, Robyn Przewloka, Shane Mason, Grant Mitchell, Sam Porteous, Karen Abraham and Kerry Bevan. Additionally, I thank other members of our Senior Leadership Team for their support as well as their commitment to our students’ welfare.

We are fortunate that we have a group of highly capable staff members who have been willing to take on new roles working together to support our students, set strategic direction and be involved in the associated decision-making processes.

The following are staff changes that have occurred since our presentation night 2019 or are known for 2020 at this point in time.

Appointed Ben Ingersole

Retiring Livi Stevenson

Transfer Out for 2021 Sharon Tomana Gerard Marsh Mami Yoshino

Returning from Extended Leave Claire Cosovan Zorana Durdevic

Taking up extended leave Michelle Cleminson Athena Humphries Robyn Przewloka

Enrolments 2001 to 2020 Year Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Total 2001 199 199 215 205 179 997 2002 229 220 214 228 178 1069 2003 257 242 237 210 204 1150 2004 235 274 239 228 177 1153 2005 242 241 272 240 200 1195 2006 198 245 238 245 198 1124 2007 213 206 261 230 224 1134 2008 230 227 219 228 192 1096 2009 255 250 250 237 203 1196 2010 238 278 254 239 196 1205 2011 308 255 301 253 223 1340 2012 288 311 258 299 210 1366 2013 213 309 319 328 263 246 1678 2014 219 335 330 308 310 210 1712 2015 336 256 348 342 312 280 1874 2016 369 341 260 368 315 289 1942 2017 368 373 349 274 342 283 1989 2018 363 394 373 353 250 301 2034 2019 402 369 387 381 299 233 2071 2020 389 398 370 378 332 273 2140

Our enrolments continue to increase. There are currently over 400 students enrolled for Year 7 in 2021 with very limited spaces for enrolments in cohorts this year. Year 10 and Year 11 enrolments are also expected to increase as students are attracted to our reputation for developing a commitment to Global Perspectives throughout the school, our accreditation through the Council of International Schools, our authorisation to offer the International Baccalaureate Diploma, the school’s broad curriculum offerings, our Excellence programs in Creative Arts, Science, Sport Development and Languages, the high performances of our graduates and because of our reputation as a genuine community school with supportive student policies.

As an enrolment managed school, we have a challenging situation to ensure that we balance placements with in-catchment growth, while holding some positions for out-of- catchment students. We have continued to receive a very large number of enrolment applications through 2020. Out-of-catchment enrolments are approved according to strict criteria. Our enrolment and catchment area plan are on our website.

One of the most common reasons for choosing Cleveland High is one of which we should all be proud. Cleveland is seen as a school with high standards but also a caring school that supports the individual, involves students and parents in decisions about their learning and provides a welcoming environment. We are the only genuine International School in the Redlands and we continue to embed an understanding of global perspectives among our students.

We are a genuine community school with over 40 organisations using the school premises. Our facilities are in constant use by our school community. This is as it should be for all of our schools. They represent a significant investment by the community that should not remain idle for a major portion of the day.

Underlying all of our operations are three drivers:

Kaizen – Small continuous focussed improvement every single day.

Neoteny – This is a scientific word referring to retaining juvenile characteristics into adulthood. These require habits of: • Finding humour – retaining a sense of humour • Retaining a sense of awe and wonder • Remaining open to continuous learning • Listening with understanding and empathy • Creating, imagining, innovating • Thinking flexibly, persisting • Questioning and problem posing • Thinking interdependently • Applying past knowledge to new situations Our third driver reiterates our commitment to internationalism and interculturalism. Our concern for those around us and the importance of community.

Ubuntu – “you are therefore I am” A person with Ubuntu is open and available to others, affirming of others, does not feel threatened that others are able and good, based from a proper self-assurance that comes from knowing that he or she belongs in a greater whole. Ubuntu is the essence of being human. Ubuntu speaks particularly about the fact that you can't exist as a human being in isolation. It speaks about our interconnectedness. You can't be human all by yourself, and when you have this quality - Ubuntu - you are known for your generosity.

We think of ourselves far too frequently as just individuals, separated from one another, whereas you are connected and what you do affects the whole world. When you do well, it spreads out; it is for the whole of humanity.

Our students are aware of the importance of working hard and having fun at the same time. There is a genuine recognition in our school that “near enough is never good enough”.

Curriculum, Teaching and Learning is the major focus for our school and there has been much development, opportunity and achievement throughout 2020.

Strategic Priorities for 2021

Focus on Continuous Improvement (Kaizen) - Continuous focussed improvement every single day.

• Implementation of our new four-year Strategic Plan (2021-2024).

• Planning and implementation of the 2021 Annual Improvement Plan based on the Strategic Plan.

• Reviewing the Investing for Success (I4S) – 2020 plan to develop an action plan for Investing for Success (I4S) – 2021.

• Planning for the 2021 Council of International Schools review.

• Continue to improve teacher capability in curriculum design, assessment and moderation.

Teaching and Learning

• Continue the implementation of the Australian Curriculum through quality planning, incorporating our school’s philosophy.

• Continue to embed Indigenous culture into the curriculum

• Continue to shape the new Senior Secondary Curriculum and Assessment system – Syllabus Professional Development and backward mapping the Year 10 curriculum based on the new Senior Syllabuses.

• Continue to implement the International Baccalaureate Diploma Program with Year 10 Preparation Program, Years 11 and Year 12 Diploma Program.

• Implementation of the new Queensland Student Code of Conduct.

Information Technology

• Continue to optimise platforms for both targeted and personalised professional learning. This ensures our staff are best placed to integrate meaningful digital technologies into their teaching practices to improve student outcomes.

• Continue to invest in infrastructure and support. 2021 will see a significant upgrade to our school’s wireless network which will improve connectivity to support teaching and learning.

• Continue to invest in digital resources. These provide relevant and meaningful resources to support high quality teaching and learning.

Global Perspectives

• Embed an understanding and commitment to Identity and Cultural Diversity throughout the whole school community through continued emphasis on the principle of Ubuntu and moving from the local to the global. • Embed the units developed in conjunction with the Global Learning Centre that explicitly teach the five global pillars in Years 7-9

• Enhance student engagement with Asia

• Endeavour to celebrate and promote the successes being achieved in existing programs and opportunities to improve international mindedness.

Aboriginal and Torres Strait Islander Perspectives

• Promote pride for Indigenous culture within the school.

• Investigate ways to embed Aboriginal and Torres Strait Islander perspectives in learning programs.

Facilities

• Continue to invest in facilities to improve resources available to teaching and learning and the positive campus experience for students, staff and families.

Leonard McKeown Acting Executive Principal

Parents and Citizens’ Association Report

What an interesting and unexpected year 2020 has been, but the manner in which our school community has worked together to navigate these difficult times has been extremely heart-warming. Although we were unable to proceed with most of our general meetings, the support of our students remained our top priority. Thank you to our parents, carers and community members for attending where possible.

Thank you to the Executive team Julie Prinsloo (Vice President), Leigh Morrice (Secretary) and Tania Frost-Jones (Treasurer) for continuing to volunteer their time and efforts in a difficult and challenging 12 months. COVID certainly changed the direction of some of our initiatives, however I feel we have still had many positive outcomes for 2020.

Investments and contributions made by the P&C include:

• Chaplaincy Support $28K • Grounds and Equipment $7.2K • Year 12 Formal Donation $2K • Awards Sponsorship $850 Fortunately, the CDSHS P&C qualified for JobKeeper, which allowed us to support employees of the Tuckshop and Uniform Shop. This reduced the financial pressures that we would have been exposed to as a business, so we are extremely grateful for the assistance we received. The work of our dedicated Convenors, Karen Cranidge (Tuckshop) and Melissa Murray (Uniform Shop) in supporting our students and families continues to amaze me. Their contribution to our school community is invaluable and is possible thanks to the unwavering support by their committed and efficient team of assistants (thank you to Tina, Lisa, Andrea, Caroline, Wendy, Rachel, Leia and Kym). Our Operations Manager Kellie James has played an integral role in maintaining the smooth running of these essential services. Her experience in business operations and management are an asset to our organisation, and I thank her for all that she does.

The P&C community would like to thank Acting Executive Principal Leonard McKeown, Deputy Principals Sam Porteous and Shane Mason, and all teaching and support staff. Furthermore, we extend our thanks to our Business Manager Keryn Smith-Harvey, Executive Assistant Colleen Wharton and the school administration staff for their highly valued support once again this year. Ryan Khatri represented the Student Council in the position of Executive Officer with commitment and maturity, and was a pleasure to have in attendance at our meetings.

Unfortunately, 2020 denied our Sheep Show Team the opportunities to attend competitions, including the EKKA. They were fortunate enough however, to experience the birth of a number of lambs, in addition to the purchase of new sheep, and the chance to showcase our sheep at Multicultural Day in Term 3.

As we look towards 2021 with renewed hope and optimism, the Executive Committee welcomes all members of the CDSHS community to consider becoming involved in the P&C Association.

Amanda Miles CDSHS P&C President 2020 School Council Report

It is with much pleasure that I write the School Council Annual Report for 2020.

2020 has been a challenging year for the school community, students, parents and School Council and I am pleased to report that everyone has risen to that challenge and shown great professionalism and innovation throughout the year.

As is usual during September 2020, I was privileged to be invited to sit on the panel to determine the student leaders for 2021. The students who were shortlisted gave their all to achieve a place on the leadership team. Their dedication and commitment showed through the nerves and the students managed to come through with flying colours and give the panel an insight into their capabilities and aspirations for the school. Once again it was a difficult choice given the high standard of the cohort and I offer my congratulations to those who succeeded in attaining a role.

Early this year I and several members of the Council met with a representative of the School Improvement Team. The purpose was to identify any areas of improvement that may have become evident to parents, students and School Council. It was pleasing to note that the Council members echoed the sentiments of the students in that Cleveland District State High School is continually evolving and is committed to looking for areas to improve as part of our KAIZEN philosophy.

The Annual Implementation Plan was recently presented to the School Council. The plan covers three areas:

• Ensure the quality implementation of the Australian Curriculum • Implement the new Queensland Certificate Education (QCE) • Improve student engagement

The School Council enthusiastically supports this document and details can be viewed on the school website: https://clevelanddistrictshs.eq.edu.au/

Another addition to the school building assets has been the construction of our new classroom and offices facility known as “V” Block. The official opening of this facility was held on Thursday 27th August 2020 with invited guests and attendees making great use of the amphitheatre for the proceedings.

I would like to reiterate my appreciation of the enthusiasm and professionalism of the school teaching and administrative staff over the last 12 months resulting in an efficient and effective running of this campus. This enthusiasm is ever-present during our Council meetings with teachers, administration staff and student representatives eager to report on the activities and outcomes that have occurred since previous meetings. My thanks go to our student representatives who give freely of their time to attend these meetings. I see this as a two-way street in that the students gain an insight into the running of the Council and members gain an understanding of the students' views from a "younger" perspective.

Once again, I would like to thank the members of the P&C Committee, for their tireless efforts and contribution to the school. The Council also expresses its gratitude to the many volunteers and appreciates their achievements throughout 2020. I look forward to working closely with the P&C to further benefit the school and its students through 2021.

On a personal note, I would like to thank the members of the School Council for their contributions and hard work during 2020. As an important part of the schools' activities, these contributions towards the development of this campus and students are very much appreciated.

My sincere thanks go to the Secretariat of the School Council: Robyn Przewloka (Head of School / Executive Officer) and Karen Abraham (Deputy Principal / Observer).

In closing, I would also like to thank the following members of the School Council for giving of their time and effort at our meetings and look forward to a close relationship in 2021:

• Amanda Miles (P&C President), • Leonard McKeown (Acting Executive Principal), • Scott Forno (Parent Representative), • Linda Reeb (Parent Representative), • Julie Prinsloo (Parent Representative), • Louise Pack (Parent Representative), • Rebecca Eckersley (Parent Representative), • Joni Edwards (Staff Representative), • Kelly Lawrence (Staff Representative), • Sharon Hendy-Moman (Staff Representative), • Keryn Smith-Harvey (Staff Representative/Business Manager), • Habin Son (Student Representative), • Charlotte Tennant (Student Representative)

Grahame Young School Council Chair Faculty Reports

Sport Development Our Sports Development Program continues to provide our students with opportunities to improve their skills and talents within and beyond the school setting. Various links with community sporting groups have allowed our students access to specialised coaching and knowledge.

The standard of our program continues to attract interest from across the Redlands evidenced through our Year 7 sports trials for 2021 with over 150 students involved across Volleyball, Football and Touch Football for 84 positions, thereby reinforcing the reputation that the Sports Development Program holds amongst the school community.

Football In 2020 the Cleveland District State High School Football program built from the successes in 2019 through the addition of highly qualified football staff to deliver quality session and opportunities for students.

These passionate football staff members consist of: - Kelly Crew - Mitchell Siebenhausen - Joanne Buckley - Martin Hampton - Sam Porteous - Alina Ryan - Joshua Harrison - Paul Eldridge Community Staff: - Daniel Baker – Technical Director at Capalaba Football Club - Graham Fyfe – Brisbane Roar Football Club

We also pride our school on the excellent facilities from which our program has grown. This year, Cleveland has hosted two Schools Premier League Cluster days, Metropolitan quarter- finals and Year 7 Gala Days which showcased the outstanding facilities our school has to offer.

At Cleveland DSHS, our Football students compete in the Schools Premier League (SPL) competition. This competition allows our football students the opportunity to play against the very best football schools and players in South East QLD. Despite a very disrupted season we congratulate our teams on their performances this year.

In Term 3, the SPL competition was adapted to include playoff clusters to ensure students got the opportunity to compete for the SPL Champion Title. Our cluster included Cavendish Road State High School and Helensvale State High School. The day highlighted the abundance of talent within the SPL and CDSHS showed off quality football against tough competition. Despite some excellent displays of football, classy goals, and determination, our teams did not progress through to the semi-finals. Special mention must go to our Junior Boys team which narrowly missed out on progressing after two close losses by one goal. Junior Girls also battled hard and came away with a draw against Cavendish Road who ended up progressing to the finals.

We congratulate Jordan Jones and Zeik Lavender who were selected for the Inaugural SPL Select Team. The SPL Select Team is made up of outstanding players across all SPL School. The boys select team will play against the U16 Brisbane Roar Academy and the girls select team will play the U16 QAS academy. The purpose of this game is to reward the efforts of players and provide them the opportunity to showcase their talents in front of Brisbane Roar and QAS selectors for future talent identification.

We have also had some significant personal achievements with our football students being selected in representative teams:

Chelsea Fairbairn – Under 15 QAS Kyla Hanson – U15/16 National Premier League Women’s Select Vincent Bowman – U13 Brisbane Roar Academy, U13 Talent Support Program Dominic Lavender – U14 Talent Support Program Ty Cobb – Under 15 Brisbane Roar Academy Damon Gorrel – Under 15 Brisbane Roar Academy, Australian Football Jordan Jones – U19 Metropolitan East Team

We look forward to seeing these footballers develop and progress further in their careers as well as having more of our students identified in this program in the future.

Through regular collaborative meetings the football staff members developed a two-year plan based around our school’s three drivers: Kaizen, Neoteny and Ubuntu. Based around the three drivers, the football students were exposed to superior opportunities by:

1. Developing a culture of continuous improvement and high expectations on and off the pitch through academic performance and football training sessions. 2. Implementing a unique opportunity to build football students’ individual skills and capabilities through an Individual Player Improvement Program with Brisbane Roar coach, Graham Fyfe. 3. Increased talent identification program through Schools Premier League select team and growing partnerships between Brisbane Roar Academy and the Queensland Academy of Sport. 4. Increasing our community partnerships with Redlands UTD and Capalaba FC. This year Daniel Baker the Technical Director of Capalaba FC, coached the Junior Girls SPL Team. 5. Paul Eldridge continues to implement a very successful Football referee program for our students, which sees a number of them, receive their Level 4 accreditation which allows them to referee at club level and earn money as a part-time hobby. We currently have over 6 students who have received their qualifications through this program and regularly referee SPL games and weekend fixtures at Iona College.

We believe our Football Excellence Program is the best in Redlands and South East QLD and we look forward to 2021 being even more successful.

Touch The touch development program was expertly co-ordinated by National team member and NRL Touch Premiership player, Mr Adam Pryde this year. Mr Pryde is assisted greatly by NRL Touch Premiership player James Courtney, Ben Ingersole, Jarred Corby and Tim McKennariey. Through this guidance, the touch program continues to strengthen and expand, with partnerships between Redlands Touch Association, South Qld Sharks, QLD and Touch Football Australia. The benefits of these partnerships have been evident in the success of the Touch teams and individual student performances this year. All of our interschool touch teams finished the Summer Sport Season in very strong positions, and were likely to qualify for Metropolitan Finals. Unfortunately, COVID regulations regarding interschool sport prevented our teams from competing in Bayside and Metropolitan Finals. Similarly, the School’s Touch League (STL) tournament, which CDSHS coordinates for schools within the SEQ region with Touch Football Development Programs, also had to be postponed, which prevented our students from playing in many competitive games against schools of similar ability. Through the school’s accreditation as a Touch Football Australia School of Excellence students in the grade 9 Touch class participated in a Level 1 Refereeing and Foundation Coaching Course, facilitated by Adam Pryde. Cleveland’s outstanding performances at Queensland All Schools in 2019 resulted in our qualification for the National All Schools Touch Carnival, which was also postponed due to COVID.

In October, CDSHS entered 6 teams into the Queensland All Schools Touch Carnival, which is recognised as the largest touch football carnival in the world in terms of sheer numbers (13 B, 13 G, 15 B, 15G, 18B and 18G). Our goal is always for our teams to advance from the group or pool stage through to the final series. This year, 4 of our 6 teams progressed to the finals, with our two other teams being unlucky to progress on for and against. Our final placings were as follows:

• U/13 Girls lost 4-5 in a drop off (extra time) to The Glennie School in the Round of 16 game (top 16 in QLD) • U/13 Boys finished 3rd in their pool on for and against, and did not qualify for the finals • U/15 Girls lost 6-2 vs Keebra Park SHS (eventual Champions) in the quarter final stage (top 8 in QLD) • U/15 Boys lost 7-2 to Coombabah SHS in the Round of 16 game (top 16 in QLD) • Open Girls lost 3-4 to All Hallows in the quarter final stage (top 8 in QLD) • Open Boys finished 3rd in their pool on for and against, and did not qualify for the finals

Our students were terrific ambassadors for our school, both on and off the playing field. We look forward to having more opportunities to play in touch football tournaments in 2021.

Volleyball In a year that presented many challenges with the organisation of sporting events, our Volleyball students were fortunate enough to still be able to participate in their respective State Championships. In August, our Senior teams competed in the Volleyball QLD Schools cup tournament. For the first time in history, CDSHS entered the prestigious Open Girls Honours division. The girls had some spirited performances across the weekend and the experience gave us a very strong foundation to build from for 2021 which has always been the long-term goal for this group of students. Our Open Boys team at this tournament consisted of several young players and the students definitely learned from the experience. Will D’Arcy (Year 12), Sharna Homer, Bethany Davis (Year 11), Ayla Harmer (Year 10), Kayla Cantrill and Genevieve D’Arcy (Year 9) were selected on their respective Metropolitan East regional teams. All of these students represented the region and our school with pride with Ayla, Kayla and Genevieve’s team placing 2nd in QLD. Kayla and Ayla were selected in the QLD Schoolgirls team after their exceptional performance at this event.

Cleveland sent eight teams to the combined Intermediate/Junior Schools Cup event in October. Noticeable results from this tournament were the dominant Year 10 Boys Division 2 team who won the Gold Medal, and the extremely talented Year 7 Boys who won bronze in the highest division for their age group. Our Year 8 Girls Honours team were unlucky to finish in fifth place where the only game they lost was the first of their tournament; unfortunately, this meant that the girls were unable to finish in the top two in their pool on percentage and could not finish any higher than fifth.

The volleyball program continues to grow each year and the early indication is that 2021 will be a successful year for Cleveland.

Health and Physical Education In 2020, the HPE department has modified its mode of content delivery to utilise the interactive capabilities of Class One Note. This has allowed staff to more closely monitor student work and to monitor both engagement with and understanding of class content. This year has seen a major focus on program redevelopment and curriculum in our department. As part of our focus on continuous improvement (Kaizen), HPE teachers have continued to embed the Dimensions of Learning and the Australian curriculum into the program. The alignment of all Junior Curriculum units with the Australian Curriculum has remained at the forefront of all planning and assessment within the HPE Department.

In line with the school’s AIP for 2020, a major focus has been on developing the writing capabilities of students within the HPE faculty. The school Literacy Liaison Officer was consulted and assisted in developing a subject specific PEEL Framework that aims to engage with students who are passionate about sport.

Professional peer observations, internal monitoring, data analysis and writing workshops have allowed us to share teaching strategies and resources with each other to further improve pedagogy in the school, while the development of rich learning tasks has also occurred. The department is keenly working on the redevelopment of the Senior Physical Education and Health syllabi, while the junior curriculum continues to be reflective of the development of student knowledge on issues that will affect them through their teenage years, as well as providing a comprehensive foundation for senior Physical Education, Health, and Recreation. It also seeks to build a community citizen who makes decisions based on their understanding of the impact on their local, national and global community.

Links with community groups and personnel have enriched the learning experiences of our students.

The inaugural year of study for students in Year 10 who selected the Fitness Certificate subject has been successful, with students completing a range of activities across the Sport and Recreation Industry. The self-paced and individually focussed nature of the online course materials allows students to manage their workload effectively, whilst the practical component of the course involved students coaching peers and younger age groups in a range of physical activities. This course aims to prepare students for a career in the Sport or Fitness industries.

Due to COVID restrictions, there have been several restrictions on interschool and representative sport. The entire summer season of Bayside School Sport had to be cancelled, along with the Metropolitan Finals for the summer season. An abbreviated and modified winter interschool season was arranged, however participation rates across all schools within our district were down. At the time of writing, a handful of CDSHS interschool teams had progressed through to the 4th Round of the Metropolitan Finals. We look forward to CDSHS sport returning to normal in 2021, with a range of representative opportunities available for students to compete at a district, regional, state and national levels.

Options Day On the final day of Term 3, a hybrid carnival, known as Options Day, was created to combine our Interhouse Track and Field Carnival and our Multicultural Day. The day commenced with a range of track and field events, including the 100m, 400m, 800m, 1500m, shot put and long jump as well as some novelty events, such as the speed soccer kick and the vortex throw. The modified carnival produced some outstanding results, including 19 new school records.

Name Event Age Previous Record New Record Preston Cockatoo-Collins 100m Open Boys 11.39 sec 11.20 sec Preston Cockatoo-Collins 400m Open Boys 54.32 sec 53.27 sec Laura McKillop 1500m Open Girls 5.21 mins 4.53 mins Laura McKillop 3000m Open Girls 11.31 mins 10.51 mins Lee-Challe Kriel Javelin Open Girls 30.34m 32.65m Will Higgins Triple Jump 16yr Boys 12.53m 12.56m Bryce Longland 400m 16yr Boys 56.90 sec 55.22 sec Kynan Coombes Triple Jump 14yr Boys 11.33m 11.68m Kynan Coombes 100m 14yr Boys 12.03 sec 11.66 sec Kynan Coombes 400m 14yr Boys 58.63 sec 56.12 sec Lachlan Sparkes Triple Jump 13yr Boys 10.33m 11.16m Lachlan Sparkes 100m 13yr Boys 12.48 sec 11.76 sec Lachlan Sparkes 200m 13yr Boys 25.42 sec 24.39 sec Lachlan Sparkes 400m 13yr Boys 62.46 sec 61.21 sec Ashleigh Jones Long Jump 13yr Girls 4.43m 4.63m Adam Wilson 100m 12yr Boys 13.34 sec 13.09 sec Adam Wilson 400m 12yr Boys 66.02 sec 64.00 sec Ava Hoffmann 100m 12yr Girls 14.70 sec 14.20 sec Ava Hoffmann 200m 12yr Girls 31.17 sec 29.91 sec

The Age Champions for 2020 were:

Age Group Boys Girls 12 Years Adam Wilson Ava Hoffmann 13 Years Lachlan Sparkes Charlotte Williams 14 Years Kynan Coombes Summer Thomson 15 Years Cooper McKillop Anika Clarke 16 Years Will Higgins Bethany Davis 17 Years and Over Jarrod Thompson Laura McKillop

The final House Points Tally was as follows:

Macleay (1st) 812. Moreton (2nd) 755. Russell (3rd) 742. Peel (4th) – 451

In the afternoon session, CDSHS staff and students were treated to a variety of creative arts performances and opportunities in and around the PBC precinct. The highlight of the afternoon session were the individual and group performances in bands and dance groups in the PBC and also in the amphitheatre behind V Block. The Student Council also provided some quality sustenance for staff and students, with all proceeds going towards future student-directed projects within the CDSHS community.

Creative Arts Creative Generation took their show online this year, presenting Creative Generation – The Show Goes On. We were very proud to have students representing CDSHS from Dance and Drumline. These students had a wonderful experience filming the show, which was broadcast on Network 10 to very positive reviews. Congratulations to the staff and students who worked hard to contribute to this event.

This year the Creative Arts Faculty presented the inaugural Arts Week, featuring workshops, performances, live art demonstrations, games and much more. During the week, students from across the school relished the opportunity to enjoy such a wide variety of experiences, and it was wonderful to see so many get involved.

The last day of Term 3, Options Day, featured the Creative Arts Faculty and Multicultural Committee working together to present an afternoon of fantastic experiences. The Amphitheatre was alive with music performances; the PBC was home to Cleveland’s Got Talent and multicultural demonstrations; and the V Block Lawn was filled with students trying their hand at various games and other activities.

This year we have been very excited to introduce a Musical Theatre Troupe. 50 students auditioned for only 21 positions, and their debut of selected scenes from Beauty and the Beast were showcased at Arts Week and also filmed for a virtual performance with our Dance showcase. Students rehearsed Tuesday afternoons, refining their acting, singing and dancing skills to perform with energy, enthusiasm, maturity and professionalism.

Dance Year 7, Junior and Senior Dance teams this year had the opportunity to explore alternative methods for performance. Our challenge was to create a Fusion Dance showcase for a virtual audience, with staff and students accepting this challenge with enthusiasm and persistence. The result was an outstanding example of the resilience of our school community, with our dance works being filmed, and site-specific Dance Films showcasing our students’ immense talent.

Our Year 11 and 12 dance students had the opportunity to work with Neridance director and choreographer Nerida Matthaei. Through exploring contemporary techniques and short choreographic repertoire, students were challenged and inspired by this incredibly unique choreographic voice, exploring the theme of “Isolation”. Our Dance students had the opportunity to perform selected works for our inaugural Arts Week and also were able to perform for our Options Day at the end of Term 3.

Drama Our Drama students learnt essential skills through seeing live theatre in order to gain a deeper understanding of Dramatic ‘elements and conventions’. Year 11 students viewed “The Neighbourhood”, a collaboration between Multicultural Australia, and La Boite Theatre. Students were inspired by the performance and contributed productively to the lengthy question and answer session. Our students gained a much deeper connection to the various perspectives of the refugee experience, while building their understanding of the conventions of Verbatim Theatre.

Shakefest looked different this year. Students performed entries virtually and we were fortunate enough for a student to make it through to state showcase, performing live at La Boite Theatre. Congratulations to all students involved as many hours of rehearsal have taken place to achieve this goal.

The Senior Actors Extension Program, held on Monday afternoons, created a street performance that was showcased at Arts Week.

This year students had the opportunity to showcase Drama work for the Virtual showing of F.A.M.E.D. Year 9 students showcased their Commedia Del Arte performances.

Film, TV and New Media It has been another creative and exciting year for our Film students. This subject continues to develop every year, with students producing high quality and innovative productions.

The Year 10 classes have learnt basic camera and editing skills, and used these skills to experiment with interactive media and produce a Vlog. Students have learned to analyse film and understand how films are marketed. Their final task for the year was to design their own short film and produce a trailer.

Year 11 learnt basic camera and editing skills and progressed to designing and producing Music Videos. Students’ responding tasks for the year investigated various topics, including film competitions such as Tropfest and television tourism advertisements. They finished the year exploring different film genres and designed and produced a short genre film.

Year 12 students investigated new ways of telling stories using moving image media products like virtual reality and various multi-platform products. They planned collaboratively online and then in person as they remained flexible creatives during learning at home. Once they returned they created documentaries that explored a variety of topics that ranged from global concepts to personal stories.

Our annual Creative Arts event, F.A.M.E.D was presented to a virtual audience this year and featured the incredible talent of our Film and TV students. Arts Week was also a highlight as our students were able to share their creativity in a lunch time film screening with students from Year 7-12.

Instrumental Music While performance opportunities were at a premium this year, the Instrumental Music team were very proud of their students for persevering and producing some excellent music. This was especially evident during Arts Week and our Music Showcase, both of which featured a high level of musicianship and a wonderful sense of comradery. Our students have risen to the challenge of a very different year in fine style, and should be proud of their achievements and continued development this year.

The Instrumental Music team was proud to have members of our percussion program hand- picked to perform as part of a 30-strong drum corps to perform in the half time show at the AFL Grand Final. This was an incredible opportunity for our percussionists.

We believe that playing an instrument and getting involved in the Instrumental Music program offers immense benefits for students. They learn to work as a team, achieve discipline in practice, enjoy the support of like-minded students, improve focus and explore their creative side.

Music, Music in Practice and Music Extension In Music, students looked at a wide range of material, including the music from the Classical Era to modern popular songs. Students composed with the intention of incorporating a theme or motif with some very pleasing results. Many of the students have been involved in a plethora of extra-curricular performances around the school with a special shout out to our very own Bloomfields who have been nothing short of brilliant in showcasing their talent and professionalism this year.

Our Music in Practice students have been building skills in keys areas this year, such as performance and composition. This cohort has gone from strength to strength and are becoming confident performers and much improved composers.

Music Extension consists of three strands: composition, musicology and performance. In 2020 we had one composer, one musicologist and seven performers, experiencing the new syllabus for the first time. Our students presented their work at two concerts to an incredibly high standard. Our composition student had the luxury of working with John Babbage of highly-regarded Brisbane composition cooperative Topology. For the first two assessments, 4 of 9 students had achieved a perfect 40 out of 40, which is an incredible achievement. The two concerts were very special events, with a wide variety of music represented, and our students should feel very proud of their achievements.

Visual Arts This year Visual Art students have worked tirelessly through trying times to continue creating, innovating and exploring their creative skills. In term 2, students across all cohorts adapted their visual arts skills and embraced non-traditional media and experiences while learning at home.

Year 12 students have completed their folio of works in which they were able to explore their chosen inquiry in depth and create meaningful works. Some of our Year 12 students represented the school at Creative Generation Visual Art Awards exhibiting their works at the state-wide virtual exhibition.

A selection of works from all year levels was displayed using alternative methods in an online virtual tour, for our annual F.A.M.E.D exhibition. The exhibit was elaborate and wide ranging, a great indicator of the wide range of visual skills our students possess. The D1 and D4 galleries housed the Year 12 Visual Arts and International Baccalaureate Art Exhibition; these spaces have been crucial in allowing the senior Visual Art and IB Art students to curate their own art displays and display major art works.

Our Year 11 Visual Arts students completed their first ATAR folio of works. Students had a year of innovative experimental practice, focussing on trying new media, materials and learning senior visual art practices and concepts. Year 11 Visual Art students completed an incursion day with guest artists Delvene Cockatoo Collins and Jacqueline Scotcher. This incursion day explored the concept of ‘The World Around Us’ where students conducted research-based projects with the support and mentoring of talented guest artists.

Upon the installation of the school’s new kiln, art teachers engaged in a regular training program with local ceramic artist Carys Martin. Carys provided key learning of valuable clay making skills that students have since learnt and applied to their own clay works. This process of upskilling has helped immensely in our ceramics practices for all year levels.

The school was very well represented at the regional Yurara Youth Art Awards, with 43 artists contributing to the exhibition. Students who participated gained a six-month artist mentorship to further develop their visual art skills. Eight students from our school received awards for their artwork including Best Painting and Best Miscellaneous artwork, which was an excellent result.

Media Arts in Practice The Media department participated in our annual F.A.M.E.D (FILM| ART| MEDIA| EVENING| DRAMA) event, with games, artworks and photographic series featuring in the display. The cohort produced some stunning media works and games this year. Some classes had more time than usual to create games, and there were some highly entertaining and visually striking examples which were enthusiastically played by younger students during Arts Week. The Media Arts in Practice program aims to build skills in all areas relating to media: from photography, graphic design, audio and video editing, animation, game design to web design and coding. We believe that our students will be able to apply these skills in many fields of endeavour. Social Science 2020 has certainly been a year like no other! Against the backdrop of significant and challenging circumstances our expert teaching team has demonstrated the power of resilience and collaboration, working together to ensure our students excel and reach their full potential. In a year of extraordinary events, let us celebrate the opportunities that have been created as a result.

This has been a significant year for our senior Humanities students and their teachers with the inaugural group of students completing the new SATE curriculum and achieving an Australian Tertiary Admissions Rank (ATAR). This is no mean feat given the range of General and Applied subjects available at Cleveland, including; Ancient History, Modern History, Geography, Legal Studies, Economics, and Tourism. We celebrate the successful completion of assessment Endorsement and Confirmation events, each requiring significant time and effort, and demonstrating the dedication and professionalism of our Humanities team. Such a successful result is the product of strong moderation and collaborative processes, and we are committed to improving and revising these to build on our success this year and ensure the continued achievement of strong outcomes for our students.

Our International Baccalaureate students continue to achieve success in their program of rigorous academic university preparation. This pathway encourages and supports students to engage critically and ethically with issues of global importance in each of their subjects, but specifically in their Humanities courses. This year History and Business Management students undertook individual investigations into areas of their own interest and passion, with a wide range of topics being considered. We look forward to sharing their success when final results are released early next year.

As members of an increasingly connected global world, we know our students require critical and creative thinking skills to engage in situations we may not have yet imagined. By placing the student experience at the centre, we have continued to develop and refine our Social Sciences and Humanities programs this year, ensuring that students from Year 7 through to Year 12 are honing their capacity to inquire, investigate, and critically consider new concepts and ideas.

Our Year 7 Geography students explored the impact of water in our world by engaging in a storm water audit of our school, seeking to understand the environmental impact of water movement, and propose solutions to improve and maximise the use of water across our school. Students in our Year 7 extension program similarly learned the power of agency and advocacy, engaging in Videos for Change, learning first how to develop and then express their voice with purpose and effect. Year 11 Economic students undertook authentic inquiry into to the share market world by playing the Sharemarket game, a simulated live market share trading experience. Engaging in authentic activities not only increases engagement, but allows our Humanities students to experience learning far beyond the classroom walls.

Experiential learning is integral to the Social Sciences, and though this was increasingly challenging this year, our students were still able to take advantage of a range of real-world learning experiences. Our Year 12 Geography students worked with the Toohey Forest Environmental Education Centre to investigate landcover transformations. Students were able to investigate primary data sources in situ and found the experience deeply rewarding. Hands-on learning was also a key feature of our normal classroom experience, with students using playdoh to recreate and explore the trenches of WWI, or understanding Egyptian mummification techniques by ‘embalming’ an apple. As a discipline, we seek to inquire into, and understand, how people and societies work. The more our students see and feel these real-world connections the more successful our programs become.

2020 has seen the trial of Education Perfect as a learning resource and tool for our Humanities courses. Students and teachers have had a chance to learn and play with this new online learning experience, with both groups reporting great feedback. We continue to find new and improved ways to support all students to engage in our programs, and we look forward to the increasing use of the Education Perfect platform next year.

Our Geography students again competed against their peers in the Australian Geography Competition. This is a challenging experience, and relies on students engaging critically with a range of data sets to draw reasoned conclusions. Our students achieved outstanding results, with a number of students achieving Distinctions and High Distinctions. Congratulations to all students who participated in this event.

This year, with its myriad challenges, has shown us the power of human connection and the importance of understanding what makes us tick. Studies in Social Sciences and Humanities, as the disciplines and learning area most interested in understanding human behaviour across times, places, and spaces, continue to be highly relevant and engaging for our students. We look forward to consolidating our new skills and continuing to improve our programs throughout 2021, with a continued focus on student engagement and fuelling curiosity, wonder, and awe.

Information Technology Information Communication and Technology at Cleveland District State High School has a whole school commitment to the continual improvement of educational practices through the support of digital technologies.

Our teaching and learning drives the use of technologies in the classroom where we engage students in a rich learning environment that draws upon an international perspective. As a school community we value the safe and ethical use of technologies – Our ICT Vision

We continuously embed contemporary pedagogical practices into our teaching that harness the power of Information and Communication Technologies (ICT). We prepare our students for the demands of an ever-changing technological world where students and teachers don't just learn about technology, they use it to improve learning outcomes.

2020 has definitely been a year of change. The year started as any year would, but as the impact of Covid-19 began to enter the school grounds, things changed very quickly. Thankfully, due to our long time commitment to digital learning, we were better prepared to take on on-line learning. We met the challenges we faced with this new paradigm and provided a curriculum to our students the best we could. We all learnt from this experience and we realised just how important school is in society.

This year, we continued the use of Digital Textbooks across all year levels which ‘lightened’ the load for our students. The digital platform provided students with equitable access to resources across our technological rich school. Allowing students to access their textbooks digitally at any time in any place and on any platform has opened up world of learning environments.

Digital resourcing and personalised approaches to learning remains possible at CDSHS through the continual success of the school’s Bring Your Own Device (BYOD) laptop program. This program is fully supported by our technical team and embraced by teachers to enhance classroom learning. We are proud to say that we have maintained our 95% of students that use a personal BYO device at school. The success of this program comes from the support from parents and students who regularly bring laptops to school on a daily basis. By using technology on a day to day basis, students begin to take technology in their stride and are not afraid when and as it changes. This was very evident during the Co-vid lockdown.

Blended Learning is a major component of how we teach at Cleveland District State High School. Blended Learning refers to a model that integrates student-centred, traditional in- class learning with other flexible methods using ICT and web-based online elearning in order to deliver the advantages that both have to offer for students. We embrace eLearning to deliver the benefits for a personalised program that assists in differentiation in the classroom. We believe this powerful technology combined with a strong pedagogy are key elements in engaging students and improving outcomes. Our staff use eLearning on a day to day basis with all students.

To enable student learning and to allow teachers to plan productive lessons, we have whole school site licences for Microsoft Office 365, Read & Write and many more. This software is available to all students to use on their BYOD laptops for all classes across the school.

The school’s ClickView digital video library continues to grow and is accessible to staff and students 24/7. ClickView enables our teachers to deliver and manage digital content to immerse students in vibrant multi modal learning environments.

The use of Daymap (Learning Management System) has continued to expand throughout 2020. This system allows students to access timetables, lesson resources and homework as well as assessment tasks in an easy-to-use format as well as being accessible on any device at any time. Daymap assists teachers by providing a ‘one-stop’ dashboard for managing lesson plans, attendance, student data, assessments and parent contacts. All students now submit most of their assessment through Daymap which has an embedded plagiarism checker to check all student work. This year, we have continued to roll out the Parent Portal for Daymap which enables parent access to more information about their student’s education than previously possible.

Throughout 2020, we have been focused on ensuring students had access to the latest digital resources. In doing so, we have replaced several servers to ensure fast and efficient access to digital resources and files from across the school. The school’s equity laptop fleet has been fully refreshed with all of the devices being. The school has also continued to roll out its Data Projector replacement schedule with 15 projectors across the school being replaced. We have continued to invest more money in improving our wireless display technologies and touch panel control systems throughout the school.

In 2021, we are on track to fully upgrade our wireless infrastructure to improve the speed and reliability of our network for our staff and students, as well as again upgrading some of our servers. Our specialist graphics computer lab will start the year off with brand new computers that are highly spec’d ready to take whatever they throw at them. We will continue to improve our digital learning across the school and embrace new technologies that will improve the outcomes for our students.

At Cleveland District State High School, we believe the technology is transforming our school and the communication with our school community.

Junior Secondary Engagement Centre What a year it has been for our newly formed Junior School Engagement Centre! Established at the beginning of 2020, the Junior Secondary Engagement Centre is led by our Deans for Years 7, 8 and 9 - Mrs Jaclyn Yarwood and Ms Alina Ryan. Supported by the Assistant Deans: Mr Adam Engel (Year 7); Mr Jared Kerwin (Year 8); Mr Mitchell Siebenhausen (Year 9), Behaviour Support Teacher, Mrs Verena Pohlner and Assistant Ms Rhonda Gibson. 2020 has been an exceptionally busy year as our staff have worked hard to engage students in a year like none before!

The Junior Secondary Engagement Centre (JSEC) has proven to be an outstanding success this year, particularly as students and staff alike navigated through the challenges presented by the COVID-19 pandemic. The JSEC provides a safe environment to support our students who may struggle with a range of school-based challenges. Working closely with other support staff including our guidance officers, Aboriginal and Torres Strait Islander support staff, the learning support team as well as our school-based nurse, police officer and external support agencies we have successfully reengaged many students and achieved a clear improvement in many facets of the school including attendance data. 2020 has seen a number of students able to build on their skills through the highly successful Traction, Giddy Up and Global Impact Leadership Programs.

The JSEC also provides essential services to support our teaching staff in behaviour management, attendance and rapport-building strategies. Behaviour within classrooms is a high priority, so all students have the opportunity to participate and learn without distraction.

Being “Brilliant @ the Basics“ is key to the Engagement team’s role of upholding and insisting on high standards and expectations of uniform and behaviour, both inside and outside our classrooms. The JSEC aims to involve teachers, students and parents in strategies designed to assist students in achieving their very best. We ask parents to support our team as we encourage students to take pride in wearing their CDSHS uniform correctly, each and every day. Parents can also ensure students arrive on time, are prepared with the necessary resources, are sustained with breakfast and are well rested. Being ‘brilliant at the basics’ helps our students focus on their learning whilst at school and therefore ultimately achieve their potential.

Throughout the year we have created a range of positive initiatives to celebrate and encourage school/community kindness, using the ICARE philosophy based on our school drivers of Ubuntu, Kaizen and Neoteny. During the remote learning period, a large focus of the JSEC was on student wellbeing and students were provided with weekly ‘Wellbeing Challenges’ to assist with keeping spirits high in challenging times. The positive achievements of our students are celebrated with “Values Awards” presented on parades to students who contribute in constructive ways to the life of our school. We have hosted a number of lunches and pizza parties to celebrate outstanding academic performance, attendance, positive effort and behaviour in addition to fostering “positive playgrounds”.

Our Positive Playgrounds strategies have included lunchtime concerts, dance music, student vs staff sports games and other activities that align with significant events like “R U OK Day” and Queensland Mental Health week.

The transition of our Year 7 students into the high school environment is of the utmost priority and this process commenced 12 months prior to the students beginning at Cleveland High. The Cluster day initiatives including the Leadership, Public Speaking, Languages, Science, Creative Arts, the Cleveland Cup Volleyball Carnival and Orientation Day ensured students experienced a sense of familiarity before they joined the Cleveland High community. Our Year 7 students were welcomed into the Paul Bancroft Centre by their Homegroup teachers and Year 11 Representatives on their first day of high school and have since experienced various opportunities that allow them to explore their interests and individual pursuits. Our Year 11 Representatives have done a superb job in developing productive relationships with our Year 7 students throughout the year.

Fun and Friendship days were held in March for our Year 7 cohort to build new friendships, challenge themselves and most importantly to have fun. Kindilan Outdoor Education Centre allowed for the perfect experience for our students to participate in activities such as canoeing, raft building, abseiling and high ropes. The activities that students participated in at school revolved around team building and friendships. These activities were facilitated by our Student Support Team, including Chaplains, School Nurse, Guidance Officer, School Based Police Officer and Behaviour Support Teacher. Over the two days students forged new friendships and participated in fun and challenging activities.

Providing Junior School students with leadership opportunities is one of the six guiding principles of Junior Secondary. This years’ Junior Leadership team was superbly led by Sarah White, Erin Kennedy, Taleeya Purdew and Daniel Collett. These students worked tirelessly all year running the Junior School Student Council and attending and assisting at such events as the Anzac Day Remembrance Ceremony, the International Women’s Day breakfast, World’s Greatest Shave, Bandana Day / Day for Daniel and will host the 2020 Junior School Presentation Assembly and Junior School Positive Parade. The Junior School Captains and our eight elected Junior House Captains, along with 16 other motivated and interested Year 9 students formed our Year 9 Global Impact Leadership Team. Led by the team from ‘Unleashing Personal Potential’ and Assistant Dean Adam Engel. There were rigorous conversations about coming up with a project that would have an impact beyond 2020 and one that would see them not only having a high impact but also one that leave a legacy. The students have planned and constructed a peer-mentorship program, designed a marketing plan and application process and are looking forward to carrying out their first workshop with their aspiring student leaders.

Following in the footsteps of our Junior Leaders for 2020, Year 8 students were made aware of the roles and responsibilities of leaders within the school community and also the importance of being valuable role models to both fellow and younger students. The leadership selection process commenced for 2021 with student nominations and teacher feedback, followed by short listing of applicants and then interviews in front of a panel of selectors. The calibre of applicants was exceptionally high and it is therefore with great pleasure that we announce the following Junior School Leaders for 2021:

Junior School Leaders: Emily Gibson Mehedi Shaikh Samuel Patterson Ivan Lai

Junior School House Leaders: Macleay: Vincent Bowman & Sadie Green Moreton: Madison Neville & Alannah Itzstein Peel: Cody O’Toole & Abigail Rhodes Russell: Poppy Scott & Ella Tate

Junior school students have performed exceptionally well across all areas of the school in academic, cultural, sporting and citizenship arenas with many outstanding achievements. The culture of preparing students to meet the future means that our students strive for excellence in all activities they undertake. Congratulations to all of our students and thank you to the parents, staff and community members who provide the positive environment for our students to learn, achieve and thrive.

Languages This year has been a challenging, yet productive and rewarding year for the Languages Department. Continued growth in both junior and senior classes demonstrates that our students recognise the benefits of learning another language throughout their secondary education. Our Chinese, French and Japanese studying students continue to achieve high levels of academic achievement, particularly our Year 12 students under the new ATAR system. Despite restrictions imposed by COVID-19, students have participated in some cultural activities and competitions throughout the year enriching their language appreciation.

During our 5 weeks of remote learning, all Language studying students participated in the 2020 Language Perfect World Championship. Our school performed extremely well again, improving on last year’s result by achieving in the top 5% out of 2,155 schools worldwide. Congratulations to the following 30 students, which is also an improvement on last year’s numbers, who achieved Emerald, Silver, Bronze or Credit Award Certificates.

• Year 7 – Sarah McKeown, Rori Macnamara, Levi Topalovic-Sams, Cougar Jones, Mikayla Bell, Soumil Dhir, Rangrong Li, Jayah Dias, Macy Kerridge, Grace Sison, Heidi Driver, Brendan Blackburn, Teagan Bentley-Gibbons and Elodie Murray • Year 8 – Xian Millward, Tristan Viljoen, Natan Keyworth, Jackson Miles, Sam Bush and Lauder Briggs • Year 9 – Sarah Fenton, Aidan Villani and Charlee Webber • Year 10 – Charlotte Molloy and Tanisha Hodder • Year 10IB – Ashleigh Masani, Glenis Araja, Claudia Cutajar and Aizak Wong • Year 12IB – Deanne Stonehouse

In addition, the Confucius Institute QUT (CIQ) offered their support to students and staff involved in the teaching and learning of Chinese language and culture during the 5 weeks of remote learning by providing an Award Incentive up to the value of $260. These awards were designed to recognise student commitment and excellence to their Chinese language studies during Term 2, 2020. The successful recipients demonstrated a high level of dedication to their Chinese studies across a variety of platforms including OneNote, eLearn, Language Perfect and Daymap. Congratulations to the following students:

• 1st Prize $100 – Aizak Wong (Year 10IB) • 2nd Prize $50 – Sarah McKeown (Year 7) and Charlotte Molloy (Year 10) • 3rd Prize $20 – Soumil Dhir (Year 7), Zoe Iverson (Year 9) and Sarah Fenton (Year 9)

During Term 3, Education Perfect conducted a regional Languages Competition for all Queensland schools from 28 July to 4 August. Cleveland District State High School came 5th overall in Queensland out of 276 schools and 2nd overall in the 1001-2000 student category. Congratulations to Ms Tang’s Year 7A Chinese class who earned the most points within our school. Year 8 Japanese student, Xian Millward earned the most points within our school and achieved 47th place out of 24,264 students in Queensland, a remarkable effort.

During the June/July holidays, Hannah Villani (Year 12), Isabelle Miller and Aletta Fehr (Year 10), Montash Rana and Ivan Lai (Year 8) and Kaylah MacHunter (Year 7) were successful applicants in participating in a Junior Academy of Modern Languages course conducted by Global Opportunities, DE International in partnership with James Cook University Townsville. The 5-day online course offered an opportunity for the students to explore the world using virtual reality, experience second language immersion and develop digital literacy. The students thoroughly enjoyed the experience and gained a new appreciation of how technology can improve people’s lives whilst utilising and improving their languages skills.

The study of food and food etiquette is a popular and interesting component of the Languages curriculum and to coincide with this unit of work all 3 language areas organised a day in which students could purchase traditional Chinese, Japanese or French food. The students studying French could enjoy traditional French pastries from Le Caprice Bakery, Bulimba and the students studying Chinese and Japanese could order a take-away or obento (boxed lunch) for lunch from Cleveland Chinese Restaurant and Come on Mate! Restaurant, Arundel.

Towards the end of a busy Term 3, our junior Chinese classes were treated to some cultural performances through the CIQ including Kungfu, Erhu musical instrument and the Xinjiang Dance. Students were inspired by the precision and beauty of these performances, a wonderful opportunity for them.

During the September holidays, Leon Xu, Lily Shannon, Ben Mason, Limkyung Choi, Richard Qin and Zoe Wilson were successfully selected to represent our school at the Global Competency and Leadership Student Workshop for students in Year 10 and Year 11. This workshop was offered by the Global Opportunities (GO) unit within the Queensland Government of Education International (DEi), in partnership with the University of Queensland. This 1-day workshop assisted students with exploring the benefits of global networks, global engagement, and global experiences and opportunities for young people. In addition, the workshop highlighted leadership and leadership skills, as well as how this impacts student’s future employability.

In addition, Year 8 student, Xian Millward was successfully selected to participate in the 2020 September Holiday Language Program James Cook University Junior Academy of Modern Languages online course for Japanese. Year 11 student, Zoe Wilson was successful in placement on the September holiday UQ-IML Languages Enrichment Online Course for Japanese. Both students enjoyed this opportunity and are to be congratulated on their commitment to Japanese learning.

In Term 4, with the support of DEi, the Asia Education Foundation delivered a new series of online youth forums for primary and secondary school students. On Wednesday, 21 October, Year 11 students, Olivia Chissell, Ben Mason, Richard Qin, Kim Tran, Limkyung Choi and Zoe Wilson together with Senior SOSE teacher, Mrs Vanessa Blackburn, represented our school at the 2020 Australia-ASEAN Youth Forum.

The Forum was designed to deepen students’ understanding of Southeast Asia and Australia’s relationship with the region through role-playing. Bringing together more than 72 students, it challenged our students to discuss key issues facing Southeast Asia from the perspectives of Australia and the 11 ASEAN Member States.

This experience aligned extremely well with the International Baccalaureate mission to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

Students learning languages via Distance Education There continues to be a significant interest from students to learn languages not currently offered at our school or continue their language studies if there is a timetable clash through the Brisbane School of Distance Education. This year 4 students across various year levels are successfully studying French, Spanish, Chinese and Indonesian through this mode of education.

Mathematics What a year we have all had. We have worked to develop a culture of resilience and persistence across our school community. Knowledge and skill form the basis of success in Mathematics. This resilience was borne out in the way students stepped up during our remote learning. This is a direct result of parents/carers and teachers monitoring and supporting students in their pursuit of academic success. Maths is a subject that demands the revisiting of previous concepts in union with the practise of current class work.

The junior school continues to improve the academic fitness of our students in preparation for the rigors of the senior curriculum. We offer a mathematical experience that strives to cater for a wide variety of abilities. Maths has imbedded Numeracy Bites and Mental arithmetic at the beginning of lessons. These activities help students to revise and consolidate past numeracy concepts.

Our first ATAR cohort will leave us at the end of 2020. This has proven to be a period of concern for staff, students and parents/carers. Those students who can have adapted to these higher expectations will be rewarded in their year 12 exit results. Now more than ever before a student, who is proactive, open minded and self-motivated will have great opportunities in following their graduation.

I would also like to congratulate:

Tyra Bell-Brooks William Bloomer Peter Burgess Matthew Caruana Antonio Cavallaro Ruby Farr Ashleigh Green Phoebe Hoyle Rhiannon Jones Nikhil Khatri Ivan Lai Aliyah Mierswa Luke Mourilyan Dhisha Naicker Sienna Nixon Michelle Osberger Alesha Taiapa Drew Tenkate Cody Warburton Hayden Will for achieving Gold certificates in Mathletics.

The maths department teachers share a common agenda of improvement for student outcomes through attention to pedagogies that meet individual student needs. Their efforts centre on the emotional welfare, equity and academic success of each of their students. This teaching group shares their educational knowledge and works together to create a supportive environment for the student and their parent/carer.

I also acknowledge the contribution of the maths teachers who are located in the Departments of HPE and Science. It is through the combined efforts of all of these teachers that Cleveland District State High School provides a quality maths education for a wide variety of students’ needs.

The maths staff are continuing to integrate ICTs into the classroom. This year we introduced online texts into year 10. Mathletics is another tool used to encourage students in homework, concept consolidation, numeracy and track student progress.

The International Baccalaureate Diploma program has moved into its fourth year with the third cohort graduating at the end of 2020. This diploma course provides two maths courses in year 11 and 12.

Finally, I would like to thank all those parents/carers who persist with encouraging their students to complete their homework and study. As a busy parent/carer, it is not an easy assignment to monitor a student’s homework and assessment. Quality study is a fundamental piece of the puzzle that contributes to mathematical success. I also thank those parents/carers who support their students’ learning through the resource hire and BYOD schemes.

Science, STEM and Agriculture 2020 been a remarkable opportunity for our students to overcome challenges to achieve great things in Science, STEM and Agriculture.

In term 1 our STEM and Physics classes were excited to be among the first to use our new STEM space in V block. Equipped with a huge range of premium learning resources, the STEM space has allowed for collaboration, innovation, exploration and experimentation. The room was also the location for our first “Bridging the gap” STEM event in collaboration with the University for the Third Age. Our students took on the role of tutors, guiding our U3A guests in a range of robotics, programming and drone activities.

In February, our STEM Girls Ambassadors attended the United Nations Women in Science Breakfast, in recognition of the International Day of Women and Girls in Science, at QUT. Jemma Griffin, Georgia Pearson and Samantha Gibson participated in a panel session with prominent female scientists and researchers from around Queensland.

Our Year 12 Biology students conducted a field study on Moreton Bay, aboard Education Queensland’s research vessel, with the Moreton Bay Environmental Education Centre. Students collected data on water conditions and biodiversity in two zones within the Moreton Bay Marine Park, and learned valuable data analysis and interpretation skills.

In term 2, Science teachers put in an exceptional amount of work preparing learning-from- home materials and Web Conference lessons. They were impressed to see how enthusiastic their students were to participate in remote learning, and to share the work they were completing at home. In particular some fantastic work was done by our Agriculture students – planting gardens, mowing lawns, germinating vegetable scraps and producing animal (pet) care journals while learning from home. In Science, students were conducting their own simple experiments, and analysing video footage and photographs of experiments their teachers were conducting at school on their behalf. We also saw a surge in completion of Education Perfect tasks, which allowed our Science students a smooth transition from school-based to remote learning and back again.

Year 8 students were invited to purchase a BBC Micro:bit to support their learning in Science & Technology in Term 2. Students learned to program the tiny device to display messages and play games. Many students also explored the possibilities of using the devices to communicate, and to measure physical and environmental factors, which will be useful for future investigations.

In Term 2-3, Year 10 students Jemma Griffin (STEM Ambassador), Bella Mierswa and Jaleyna Ferrer participated in the STEM Girls Leadership Workshop, which used the online collaboration platform iSee to connect our students with others from all around South-East Queensland. The teams worked with facilitators from Young Change Agents to prepare a response to the “Blue Ocean Youth Design Challenge”, which culminated in a presentation evening during National Science Week in August. The presentations were live-streamed around the globe, and the girls gained valuable feedback on their ideas from scientists across Australia and Nigeria, including the Australian Chief Scientist Dr Alan Finkel.

Science Week also saw our students participate in the Education Perfect Science World Championship. Over the course of a week our students spent 435 hours and answered 63,151 questions, placing our school 2nd in Queensland in our category (1001-2500 students) and 4th in Queensland overall. We ranked 74th globally out of 1,874 schools and 42nd overall in Australia. Congratulations to all students who participated, particularly award winners:

Credit (>500 points): Michelle Osberger (Year 8), Ella Coop (Year 8), Sophie Philips (Year 7), Chloe Schutte-Kriel (Year 8) and Sarah McKeown (Year 7) Bronze (>1,000 points): Xian Millward (Year 8) and Samuel Patterson (Year 8) Emerald (>5,000 points): Ruby Dixon (Year 8) and Abigail Pang (Year 7)

In term 3, students in Year 11 Marine Science and Year 10 IB Biology attended fieldwork excursions to North Stradbroke Island and Indigiscapes to collect and analyse ecological data. Year 9 STEM students hosted two arcade events in the STEM room, sharing the games they built using formulas and functions in Excel. Agriculture students were treated to a special demonstration of ultrasound diagnosis by local veterinarian John Chopin, as he examined the school’s ewes. Agricultural Practices students have been working to establish a new garden for indigenous bush tucker plants, and we welcomed two new kittens “Benny” and “Jet” to the farm.

On the last day of Term 3, as part of the cultural celebrations, our Show Team students were given the opportunity to compete in a mini-Ekka challenge. Due to the pandemic, there have been no agricultural shows to attend this year, so Miss Bailey along with representatives from the Ekka and Agricultural organisations set up the event for our students, based at our Agricultural farm. In the show, students competed in Junior Judges and Junior Handlers events.

Congratulations to all students who participated, particularly those who were awarded ribbons on the day:

Junior Judges: 3rd place: Thomas Croucher (Year 9) 2nd place: Kasey Knight (Year 12) 1st place: Patrick Day (Year 11)

Junior Handlers: 3rd place: Macayla Shambrook (Year 8) and Kasey Knight (Year 12) 2nd place: Patrick Day (Year 11) 1st place: Thomas Croucher (Year 9)

Our Year 12 students in General Agricultural Science, Biology, Chemistry, Marine Science and Physics have put some outstanding work into their summative Internal Assessment tasks, setting them up well for their External Exams. We are very proud of their efforts as the first graduates of a new system, particularly amongst the challenges of 2020. Special congratulations should go to Eden Gorrel who achieved 100% for her Internal Assessment for Biology.

Despite the challenges, 2020 has been an action-packed year across Science, STEM and Agriculture. Our teachers should be commended for the professionalism and adaptability that they have shown to offer such fantastic learning experiences to our students both at school and at home. And a huge thank you to our Scientific Assistants, who prepare all of the materials needed and support our teachers in the hundreds of practical experiments that our students conduct each term.

Student Support Services 2020 has been a year unlike any other in education, but for the SSS department we’ve seen a number of positives not least the new teachers and teacher aides who have joined the team. We have continued to implement a number of new programs which support the 116 verified students at Cleveland District State High. In addition to our core services of supporting students involved in mainstream and alternate programs, 2020 also saw the introduction of a number of personal development programs specifically aimed at supporting students to develop socio-emotional skills and get ready for life after school.

Due to Covid19 this year was particularly challenging for our senior transition program with restrictions limiting opportunities for our students to participate in our work experience program. However, those students that were able to engage with local businesses gained some valuable experiences and were very grateful for the opportunities. Students were placed with employers operating in a range of industries including dry cleaning, business, mechanics, construction, electrical, web design and retail. 6 of our senior students have also completed, or nearly completed traineeships in IT, Business or Conservation and Land Management.

Our students in intensive intervention programs have continued to work towards their Individual Curriculum goals across a range of subjects including English, Maths, Science, Geography and History. Students have participated in a number of field trips to help support their learning including a trip to the Redlands Museum and Stradbroke Island.

In Term 3 we delivered the Equine Therapy program. This provided 6 students with an opportunity to work hands on with horses in the Equestrian Australia approved Giddy Up program. Students learned to read the horses’ emotional queues, establish a trusting relationship, regulate emotional responses, conduct horse grooming and stable hand activities. Mrs Strachan, the program coordinator, with the support staff were excited to see the progress being made by students, both in respect to their confidence working with animals and also the development of their social skills, anger management and adaptation to change.

Success in high school for many students is strongly linked to how students are able to interact with their peers. To help improve these skills this year we have implemented a number of lunch time activities to foster healthy relationship between peers in a supportive environment. Three days a week a girls group meet to discuss all aspects of life with the support of staff who facilitate connections and learn social emotional strategies in a safe supportive environment.

Bucketeering has become another exciting venture for students to develop their musical skills and make lots of noise. Students are learning about rhythm and percussion and working collaboratively with each other to create a musical masterpiece using plastic containers as drums.

We have also implemented a Dungeons and Dragons Junior Sports program with the support of Mrs Zawila and Mr Pertovt. The group explore fantastical situations in the game to learn valuable life lessons around social skills. Not only have participating students been able to create their own characters and figurines but they’ve also been developed creative and critical thinking skills to stretch and grow their social awareness. Aboriginal and Torres Strait Islander Support 2020 has certainly given us the opportunity to practise and expand our resilience, flexibility adaptability and care.

The year started on a high note with our Year 12s receiving their Senior badges in recognition of their leadership position in the school. Congratulations also went to our Year 11 and 12 students who were awarded QATSIF Scholarships for meeting criteria such as: passing all subjects; 85% attendance and meeting the “good standing” expectations. QATSIF scholarship awardees appreciated elders from Cooee Elders sharing information about the stolen wages campaign that funds their scholarships. In addition, Kasey Knight received the QATSIF Young Indigenous Leader Award that is awarded to students who have demonstrated great leadership and have made a significant contribution to their community. Kasey has been an excellent role model for her peers and an inspiring mentor particularly in the areas of Instrumental Music and the school’s Agricultural Show Team.

Covid 19 saw us adjusting to remote learning. Support staff travelled to Minjerribah to support students with this form of learning. Covid 19 also meant that there was no Multicultural Festival this year but NAIDOC week saw celebration of culture with inspiring guest speakers such as Patrick Dillon and wonderful workshops led by Delvene Cockatoo- Collins and Saraya Stewart. Traditional games were played by many students and staff. Students rehearsed for many weeks perfecting the Quandamooka traditional dances that they performed for the Year 7s. Events such as Close the Gap Day, Sorry Day, Indigenous Literacy day, National Aboriginal and Torres Strait Islander Children’s Day and Reconciliation Week were celebrated in a variety of ways. Attendance/Achievement and NAIDOC Awards recognised the contributions of staff and students to the positive culture of the school. Congratulations to those who received these awards.

The Beyond the Broncos Girls Academy program has provided students with support from the Student Support Officers - Beryl Friday and Sarah Shelper and Student Support Teacher Kristina Berrigan Lacey. Other Beyond the Broncos staff such as Scott Prince, Justin Hodges and Ali Brigginshaw, presented quarterly workshops on topics such as goal setting, resilience, culture and identity. Congratulations to the many students who received rewards for 90% and above attendance each term. Jasmine Kitchener participated in the Beyond the Broncos Leadership Camp in the June/July holidays. She was able to network with other senior students from across Queensland while sharing and learning about leadership with Beyond the Broncos staff and guest presenters. Students received a lot of value from the workshops presented and are looking forward to future camps.

Students celebrated success in programs such as Deadly Choices and Traction. Four students participated in the Traction Program in term 3. Traction provides the opportunity for young people to get hands on experience in bicycle building, repair, restoration and maintenance. Participants create their own custom bike designs and keep the bicycles they build. Participants build self-esteem, confidence, and practical and job ready skills working in teams. Thanks go to Jason Kitchener for his wise mentoring during this program. Year 8 and 9 students have enjoyed improving their cooking skills in the Good Quick Tukka program facilitated by Grayson from Deadly Choices.

Our students have performed well in the sports arena, making finals in their various sports and representing the school at district athletics and swimming. These outstanding achievements were celebrated at the Sports Awards event. We have some outstanding sportspeople in our midst. A particular congratulations to Preston Cockatoo-Collins, who broke the 100m and 400m record at our athletics carnival.

Congratulations to our students who will have their successes in the academic and citizenship arena recognised at the 2020 Presentation Event. Many of our students have earned merit and excellence awards. Well done to our senior students who have also completed school-based traineeships and apprenticeships in a variety of fields. We wish our Year 12s well as they head out prepared for their future.

We look forward to welcoming our new Year 7 students in 2021 and transition activities are in progress. Support staff recently travelled to Minjerribah to support families in the lodging of enrolment forms.

Successful partnerships with other organisations such as: Yulu-Burri-Ba Health Services; Institute of Urban Health; Minjerribah Moorgumpin Elders In Council Aboriginal Corporation; Quandamooka Yoolooburrabee Aboriginal Corporation and Cooee Elders, have continued to provide wonderful support, enriching the schooling of our students.

Thanks goes to our support staff, Jackie Yarwood, Wendy Ingram, Jason Kitchener, Todd McDonald, Adam Engel and Beyond Broncos staff Sarah Shelper, Beryl Friday and Kristina Berrigan Lacey. We continue to work together with staff, students, parents and community through the Moving Together cluster and our EATSIPs (Embedding Aboriginal and Torres Strait Islander Perspectives) Committee and in other forums to ensure the best educational outcomes for our students.

We look forward to continuing to celebrate further successes in 2021.

Technology Department 2020 proved to be busy and challenging year as we navigated the first Year 12 cohort in the new QCE system, ongoing improvements to J and S blocks as we settle into the refurbished workshops and a few weeks of home schooling thrown into the mix to keep this interesting!

Our team this year consisted of: Susannah Allan, Naomi Birmingham, Alison Bowser, Brian Brennan, Kiran Chandra, Bill Connelly, Joni Edwards, James Elcock, Ben Ingersole, Damien McKenzie, Debbie Newitt and Kym Whitfield. We also had Leesa Richardson and Luca Bianco Prevot teach in our area along with a special cameo appearance from Lyn Finnimore to help out with 10 Accounting.

Business Education While a number of the extra-curricular activities and excursions were not able to run this year, we still were still able to run in-school business ventures.

Year 9 Business Studies students learnt about managing their finances, marketing a product and running a business. The Sundaes and Spiders Venture is always a big hit with the students. Despite the extra challenges raised for food service this year, both classes still managed to turn good profits on their stalls.

Our Year 12 Business classes have been a strong cohort and we look forward to their final results after the external exams. Their main focus this year has been the Maturity and Post Maturity stages of the Business Life Cycle.

Mr Bianco Prevot worked with an enthusiastic group made up primarily of Accounting students to participate in the Nextgen Entrepreneurship Program. Over a week of intensive after school work the group presented their proposal of a service called ‘Haveachat!’ – an online service that seeks to draw students closer to the support services that are already on offer to them, but students may not be aware of.

Food Technology 2020 Year 9 Food and Nutrition have worked exceptionally well this year and adapted to the challenges of remote learning during Term 2. In Term 2 students created food products for the local football club that focused on reducing the fat, salt and sugar in the local football canteen menu.

During Term 3 the challenge was for students to create a nutritious meal using 2-minute noodles as the starting point. Students were shown stimulus from the MasterChef 2-minute noodle challenge to give them inspiration. Some of the creations have included noodle rolls, noodle lasagne and noodle pancakes. The highlight for the students and myself was the sensory profiling (taste testing) of their products. Students enjoyed tasting the dishes and providing feedback to their peers. Staff were also invited to give feedback, with some staff requesting copies of their recipes.

The Year 9 Practical Textiles & Cookery students embraced the “Let’s Learn to Cook,” unit in Semester 1 applying their hygiene and safety skills when preparing a variety of dishes to take home. Students prepared dishes including Quick Quiche, Hamburgers, Chocolate slice and Easter treats. With basic cooking skills mastered they turned their hands to the Design- a-Healthy muffin challenge. The muffin had to include a fruit or vegetable to help increase the fibre content of their diets.

In the textile’s unit students have embraced the theme, “reduce, reuse, recycle” aspect of the course. This year we have used recycled materials to make Joey pouches and bags for the local wildlife rescue. The students are so engrossed in their sewing they do not want to go to their next subject and have even identified how many lessons they will miss due to student free days and other scheduled activities. Students are very proud of their growing confidence and skills in using the sewing machine, they have learnt some excellent life skills. The class has just started on their design challenge where they will design and produce a pencil case for themselves or a family member. A number of students are also halfway through completing their reversible bags; a beautiful class who all deserve a special mention.

Year 9 Hospitality students completed 2 practical assessments this year. In the Let’s Have a Party unit birthday cake designs ranged from Princesses to Under the Sea and Superheroes. Jenna Rheeder is to be commended for her Marvel themed cake. In the Food in the Fast Lane unit a vast array of convenience food products and packaging were presented, ranging from curries to pizzas and wraps. Hannah McKenzie is to be commended for her innovative Greek Yeros, with home-made flat bread.

Year 10 Hospitality Practices students have enjoyed creating dishes from each course of a traditional menu during Semester 1. Their 21st birthday appetiser platters were excellent. The class work well as a team and are supportive of their fellow classmates. The students are currently completing a trial for an eat street style market. Working in groups’ students created dishes from Poland, Greece, New Zealand, Spain and Italy. The Eat Street Market trial was big hit with the class and our guests. The entire class should be congratulated on their efforts.

Year 10 Early Childhood gives students an insight into what to expect when working in the childcare industry. Foundation knowledge of the four areas of child development, the importance of workplace health and safety, nutrition and the impact of using screen time to occupy children have been explored. During term 3, students enjoyed spending class time learning to make nutritious meals and snacks that would be suitable for young children. They then applied these skills to creating their own lunchboxes suitable for a prep student. They also produced an informative brochure for parents on Nutrition for 4-5-year olds.

Year 10 Food and Nutrition students have learned to apply the Problem-solving process to real world problems and have created some amazing solutions. In their first project, students created a recipe and snack food that could be baked at home and was nutritionally beneficial for either a working pregnant woman or a primary school aged child. Zoe Duddridge and Elenya Glidden are to be congratulated on the very high standard of work they have presented this year (both girls achieved 24/25 for their project). Their work is well researched and beautifully presented.

Students will complete their second project in Term 4. This will prepare them for Year 11 and 12 expectations for project work. Their task will be to develop a line extension product for the tuckshop that removes, reduces or alters the amount of hidden fat in tuckshop products.

The highlight for the Year 11 Hospitality class this year was “The Coffee shop”, unit. Students have learnt to use the two new industrial coffee machines to produce a range of coffees. Once they got over the initial trepidation of the operating the machine they are now producing cappuccinos, lattes and mochas to name just a few. The feedback from staff has been positive and students are gearing up for their first practical coffee assessment on next term.

Year 11 Food & Nutrition is a small class who are working well. Students have applied the Food & Nutrition Problem solving process to real world problems and have created some amazing solutions. In their Unit 1 project, students created a 2 course, ready to eat vegetarian or vegan meal that would be suitable for sale at a local supermarket. In Unit 2 students have honed their skills in regard to sensory profiling of various food items. I look forward to seeing what they create for Project 2 where they need to develop food solutions for solo and time poor consumers.

Year 12 Food & Nutrition students have continued to build on the knowledge and skills gained during year 11. Students are applying the Food & Nutrition Problem solving process to real world problems and have created some amazing solutions. In their Unit 3 project, students created a carbohydrate-based snack suitable for a young adult to eat “on the go”. Antonia Hollin and Laura McKillop are to be congratulated on their excellent project work, trialling and final solutions. Both girls achieved 25/25 for their work.

The highlight for the Year 12 Hospitality students was the planning and presentation of Cleveland High’s My Kitchen Rules, where students worked in groups of 3 to deliver a 3- course menu to family and staff. Social distancing rules meant that our usual service to parents and teaching staff couldn’t happen, but that didn’t stop students from creating some delicious, well-balanced menus. During second semester the students are working on their Beverage Production unit that also incorporates the production of finger foods. Students will showcase their skills in their final project where they will host a mocktail and finger food function to conclude their study.

Senior Early Childhood Studies focusses on learning about children aged from birth to five years. The Year 11 Early Childhood class have completed the units ‘Foundations to a Child’s Identity’, ’Thinking and Talking’ and ‘Playing is Learning’. The Year 12 class have studied units ‘Keeping the Play Environment Safe’, ‘Playing to Learn, Learning through Play’ and ‘Stop, Look, Listen’.

The Year 11 students have enjoyed completing projects requiring them to plan and prepare play-based learning activities to promote literacy, creativity and self-expression for children aged 4-5 years. The Year 12 class has focussed on planning and preparing learning activities promoting early childhood numeracy, as well as practicing observations of children in child care settings.

This year, our usual visits to work with the children at St James Kindergarten have not been able to go ahead due to Covid-19 restrictions, so Year 11 and 12 students have instead put their play-based learning activities into practice with classmates, family and friends. Both classes have worked well completing their units of work and should be commended on their ability to adapt to change.

Industrial Design & Technology 2020 was the first full year that IDT classes could enjoy our refurbished facilities in J & S Blocks. It was great to see students using and enjoying these high-quality facilities and resources. It has allowed us to increase the scope of practical work that we can offer. The work still continues, with room specific storage slowly being incorporated into each of the spaces.

The two Year 9 Technology Wood classes enjoyed the increasing difficulty of projects this year, completing jobs such as pencil case, spice rack and folding table. The folding table was a special highlight, as those who spent time on the details being rewarded with a satisfying click as the legs locked into place.

Year 9 Technology Metal had another group of students keen to learn metal work. We have had some very good results so far with students showing great interest and skills in manufacturing. Favourite jobs so far have been the sheet metal carry all and the junior hacksaw.

This class really worked well during the learning from home model at the start of term 2. Here students were given plans of sheet metal projects and instructions how to find an alternative material at home and construct the piece. The exercises certainly helped improve the class’s measuring, marking out and fabricating skills. Two students in particular stood out; Aidan Smith and Malakai Keen created a workshop in Aidan’s garage and under the supervision of Aidan’s father created quality metal work products that matched the supplied plans. This was an effort above and beyond all expectations.

A swap of teachers during term three saw Mr Conolly take over the class from Mr Brennan, fulltime for the remainder of the year. The class has responded well to the change and are enjoying sharing Mr Conolly’s extensive experience in metal work.

Our Design course continues to be popular. The first group of Year 12s will exit this subject this year. It certainly has been a long road for them as the original group that start the subject when it was brand new in Year 10. The course has taught them to think outside the box and to work outside their comfort zone.

One of the really noticeable changes about the group is the ease and confidence that they now have when presenting an idea or concept to the rest of the class. In particular Paige Kirton has developed into a confident speaker about her design concepts across the years. Alina Eather and Shaylee Beveridge have really excelled in this subject and continue to produce sophisticated and thoughtful design solutions.

We have a very strong cohort of students moving through the Design ranks in Years 10 and 11. We are really looking forward to what they produce in Year 12.

This year’s Year 11 Furnishing class is a particularly engaged group. They all strive to produce great work and most of them always have a real reason for making the jobs. One anecdote from Mr. Brennan sums this group up nicely: “Earlier in the year we were packing up our 10A class at about 3.15. I was having trouble stopping the class from working and to start packing up. Eventually I said you lot would keep working if I let you, wouldn’t you? Immediately one of the boys said well I don’t have to be home till 5.00. Upon hearing this most of the class began saying they could stay back and yes, they would happily keep working if allowed”

A lot of the class have had Mr. Brennan since year 9 and have developed a really good working relationship with him. Brendan Lewis in particular is excelling in his work and continues to produce beautifully made pieces displaying fantastic quality.

Industrial Graphics Skills in Year 9 goes from strength to strength with two classes being filled again this year. At the start of the year the students witnessed firsthand just how much technology has assisted the production of drawings when they compared their pencil and paper output to that produced via AutoCAD. With units focused on the production of engineering drawings and digital modelling, students may never look at a castor wheel the same again. Term 4 will see the students experiencing the challenges of using Autodesk Revit Architecture software to begin designing and creating their own building proposals.

Year 10 Industrial Graphics has enjoyed the many different software applications throughout the year. Of particular note was the fantastic work created during 3D modelling units, where the students created modelled complicated plumbing fittings and then used these to create pieces of industrial styled furniture. Students of note in this class where Tyrell Raine, Jack Duffey, and Noah Stelzl.

Year 11 Industrial Graphics is another nice group of young adults. The class has tackled some new and difficult work and as a class have worked through it. The class is very good at peer assistance and coaching and it is a very common thing to see the group helping each other and collaboratively problem solving.

Three students in particular have stood out for the quality of their work and the constant willingness to share their knowledge and skills with the rest of the class and teacher. These students are Patrick Day, Curby Barwick and Ben Baguley. This class responded well to the learning from home model we put in place in Term 2 and this was evidenced by the large numbers of students who joined our live web conference each week. This different learning style and experience has helped a number of the class to become more interested and independent learners.

Senior Schooling Highlights 2020 for the Senior School has been a year full of flexible thinking, resilience and determination, which has led to positive student outcomes across the board. This year the Senior Engagement Hub was established in A Block as a central location for students to access Vocational Education and Training (VET information), track their academic progress, receive help and support with studies and plan for life beyond school. The introduction of the Senior Engagement Hub has developed a culture of students taking ownership of their learning and sourcing support when they need it, even if it is simply for a cup of tea and a chat.

Our students in Years 10, 11 and 12 have taken advantage of the range of VET offerings available to further enhance their schooling and contribute to their work and employability skills.

The Monday Options Day, a unique and very successful program, offers our Senior students the chance to gain nationally recognised qualifications that will set them up for success post- Year 12. In the table below, you can see some of the amazing qualifications and diverse areas of study that students are undertaking.

Course Number of students enrolled Diploma of Business 40 Certificate III in Aviation 24 Certificate II and III in Conservation and Land Management 9 Certificate II in Tourism – Axiom College 24 Certificate II in Logistics – Axiom College 17 International Baccalaureate Diploma + Certificate II in Sampling 23 and Measurement + Certificate III in Laboratory Skills Music Extension 9 Foundation Skills for Work 10

The hard work of our Senior Engagement Team has seen a significant rise in students successfully completing vocational qualifications to enhance their studies. Special mention must go to our Industry Liaison Officer, Deb Mansfield, who manages the sign-up of students entering School-based Traineeships and Apprenticeships as well as working with our Registered Training Organisation partners. The following Year 12 data shows just how significantly our participation numbers have risen over the past three years:

Year Year Cert I Cert II Cert III Cert IV Diploma Cert III + 12 2020 264 8 118 90 2 15 107 2019* 217 8 48 17 2 17 36 2018 281 11 55 32 3 16 51

In 2020 certificate courses undertaken by our students cover a diverse range of industries such as: Business, Conservation and Land Management, Aviation, Childcare, Fitness, Crime and Justice, Baking, Electrotechnology and Health to name just a few.

Members of the Senior Engagement Team are dedicated and enthusiastic educators. They work extremely hard to assist our students to make good choices and enhance their learning outcomes. This year, Year 10 joined in to make it a seamless process for accessing academic support and pastoral care in the one place. Our team consists of:

Dean of Students -Years 10, 11 and 12 Jodie Preston Assistant Deans: Year 10 Mr Ash Brown Year 11 Mr Ranbir Sarai Year 12 Ms Victoria Sadleir Teacher Aides: Ms Jacquie Boumford Ms Amanda Wilkins

Industry Liaison Officer: Ms Deb Mansfield

We congratulate our graduating seniors and wish them every success for their future endeavours. Be proud of the school you’ve come from and make the most of every opportunity that comes your way!

International Baccalaureate In so many ways, 2020 has challenged us all like no other. I am so proud of the way our Year 12 International Baccalaureate students have handled the challenges to maintain their focus on successfully completing their Internal Assessments and prepare for their external exams in Term 4, despite the uncertainty throughout the year.

IB students in Years 10, 11 and 12 have also worked hard to complete a Certificate II in Sampling and Measurement as well as a Certificate III in Laboratory Skills. These amazing qualifications will enhance their skills in a science lab as well as value-add to their resumes and university applications. They enjoyed the practical component of the course which included a day on North Stradbroke Island to undertake water quality sampling, as well as lunch and a walk around the gorge at Point Lookout.

One of the core components of the IB is Community, Activity and Service or, CAS. This has been another challenge for our students who are normally visible in the community volunteering their time and skills to help others. Where it could be done safely, students have still offered their time to mentor other students in sport and music, help younger students involved in the Ignite Program as well as fundraise for community groups. Well done students!

At the start of the year, we joined with two other IB schools in South East Queensland, Benowa State High and Calamvale Community College, to take our three year levels to spend the day at University, interacting with academic staff, undergraduates and their colleagues. Year 10 students went to Griffith University on the Gold Coast, Year 11 to Queensland University of Technology and Year 12 to the University of Queensland. This day is a great opportunity to have a taste of University life and boost their skills for the year ahead. We have our fingers crossed that we can organise this excursion for early in 2021.

As another year draws to a close, I would like to acknowledge the work of our IB staff who take on extra training to teach our students and thank them for the commitment, professionalism and enthusiasm they bring to their classes. We all wish our graduating Year 12 IBDP students all the best as they move into the world of tertiary study and congratulate them on their successes.

Chaplaincy Despite all that 2020 threw at us, Cleveland High Chaplaincy has continued to serve the community at Cleveland High. Chappy Neale (4 days per week) has now been at the school 19 years, and Chappy Sarah (2 days per week) has been at the school 3 years. Together we continue to keep the Chaplaincy Drop-In Centre open on most school days throughout the year.

Some of the highlights in Chaplaincy this year are:

• The Drop-In Centre is a fun, vibrant, safe place to spend morning tea and lunch to hang out, play games, and connect with other students. It is the hub and meeting centre for all the groups and programs chaplaincy runs. After the lockdown Term 2, we noticed the value of the social interaction this room affords. Many Year 7 students found the chaplaincy centre a safe place during their first few months of high school and it continues to be very popular with the Year 7 and 8 students. It is also a great place to get a piece of toast for students who forgot to bring their lunch!

• The most important part of our service is to be available to students, staff and parents to offer support where it is needed. We have seen many students throughout the year and have been able to provide guidance and support through many difficult issues, referring on where necessary.

• Our Student Chaplaincy Committee has continued this year, with a committed and hard working group of students, ranging from Year 7 to 12. The purpose of this committee is to develop leadership skills and encourage students to make a difference in our wider world. The Committee had to adapt their activities for part of the year, organising a variety of fun activities on a fortnightly basis including a games days, popcorn and movie lunch and a Mental Health Treasure Hunt.

• The Student Committee held many small fundraisers through the year, selling ice- blocks in support of The Library Project Vanuatu, Father’s Day Stall and Doughnut Sale to support our sister school, Pango Centre School in Vanuatu, and Canteen’s Bandanna Day, supporting kids with cancer.

• Vanuatu Gift Shoe Boxes. Students and staff participated in the shoe box appeal, providing gift boxes for children in Vanuatu. These will be distributed when we are once again able to take our school teams to Vanuatu.

• Chaplaincy week including Live ‘Angry Birds’ Game, Pool Challenge, Teacher’s Appreciation Coffee Day and Chappy Pancake Breakfast.

• We ran our first ever Redland’s Epic Day Out this year, organised by local chaplains and youth leaders. It was a massive day including Tubing at Coochiemudlo Island, Laser Skirmish in the Mt Cotton Forest, Night Games, band and inspirational stories at Cleveland Baptist Church Hall and late-night movie at the Cleveland High Amphitheatre. It was a great experience for high school students from across our city.

• The Hi-Jump Program where we visit 6 primary schools and help year 6 students address their fears and questions about High School. It also allows us to be a friendly face for students coming to Cleveland. This is a continuing success, as many of the Year 7 students we connected with during Hi-Jump, have become part of our student committee and continue to visit the chaplaincy centre during break times.

We would like to thank the Student Council for their donations to many of our fundraisers. We also thank our Local Chaplaincy Committee for working so hard at the Trash and Treasure Sale, Trivia Night and Spin-Off, in order to raise funds for chaplaincy.

All our fundraisers had to be postponed this year, so we have had to rely on the ongoing support of our donors as well as Job Keeper. So we would like to say a very special word of thanks to our biggest supporter, The CDSHS P&C, as well as the many local businesses, churches and dozens of individual donors and volunteers for their support for Chaplaincy. We are a charity, totally dependent on our parents and community for support. Your donations have ensured that we continue to be open all week, and are always ready and available to all students and staff when the need arises.

Thanks to everyone who has supported us in so many ways. We look forward to another year of service to our school community.

Council of International Schools (CIS)

In 2020, Cleveland District State High School continued our commitment to Council of International Schools membership and the accreditation process. The CIS community includes more than 1360 institutions - 740 schools and 610 colleges and universities representing 122 countries.

The Council of International Schools is a global non-profit membership organisation, CIS provides services to primary and secondary schools, higher education institutions and individuals that share these ideals:

• a desire to provide students with the knowledge, skills and abilities to pursue their lives as global citizens; and • a commitment to high quality international education. To achieve this goal, Cleveland High delivers programmes and offerings with an international and intercultural perspective so that students can move forward with the attitudes and understanding that will provide them with a solid base wherever their studies or work may take them.

Our last accreditation visit was in 2016. In 2018 we submitted our progress report on the areas identified. In response CIS was pleased to learn that there has been considerable progress in many areas since the Team Visit. In March 2020 the school was scheduled to undertake a preparatory visit from the Council of International Schools. Unfortunately, due to COVID-19 restrictions, the preparatory visit was unable to go ahead as planned.

In response to ongoing travel restrictions, in 2021 the school is scheduled to complete a preparatory evaluation through the newly developed CIS virtual evaluation protocols. Evaluators from CIS will visit the school virtually to give commendations and recommendations on how effectively the school:

1. fulfils its stated purpose and direction 2. ensures effective student learning 3. fosters student well-being; and 4. develops global citizenship. Cleveland District State High School has been a member of this prestigious organisation for over 10 years and much of our success across all measures can be attributed to the Council of International Schools’ accreditation process.

High Performance Learning The High-Performance Learning Program continues to provide students with exciting opportunities for growth. At Cleveland District State High School, students are invited to participate in a range of academic extra-curricular activities, including the Ignite Program for high achieving students, Lions Youth of the Year, and the Queensland Debating Union competition.

Catering to the top 10% of students in grades 7, 8 and 9, Ignite provides high performing students with educational opportunities that go beyond the realms of the classroom. Students invited to join in the program participate in a series of exciting excursions and after- school workshops.

Highlights from the 2020 workshops included designing and creating bird beak prototypes; using the power of ethos, pathos and logos to convince the school to show a movie every Friday afternoon; and saving the world from almost certain destruction during the Cuban Missile Crisis.

The Junior Ignite Program had a successful start to the year, with 35 high achieving year 6 students from our feeder schools visiting CDSHS to help solve a Medieval murder mystery. The purpose of this program is to foster and develop the abilities of these students, and to help make the transition from primary school to high school easier. Unfortunately, we had to pause this program for the remainder of 2020, but we look forward to welcoming year 6 Junior Ignite students back to our school in 2021.

2020 also saw the introduction of the Year 7 Ignite Writers Program, which aims to improve the writing capability and confidence of Year 7 Ignite students. Held over nine weeks, students used their extraordinary imaginations, creative language skills and editing techniques to construct wonderful short stories.

In the senior school, students were given the opportunity to compete in the Lions Youth of the Year competition. For the second year in a row, Cleveland won the competition, with Year 11 student Olivia Chissell taking home the top prize.

The debating program continues to grow at CDSHS, with five teams entered into the 2020 Queensland Debating Union competition. Although only three teams had the chance to debate before the competition was cancelled for the year, all students appreciated the opportunity to practice constructing arguments and writing their speeches – skills which they’ll hopefully get to use when the competition resumes in 2021.

Although we didn’t get to hold many of our usual High-Performance Learning events, 2020 has still been a fantastic year for the program. There are many great opportunities for our students and we are looking forward to the continuing the growth of our program in 2021.

Guidance and Counselling Service Guidance Officers in Queensland State schools have a teaching background and classroom experience. They have furthered their professional knowledge through additional postgraduate studies and specialist training in guidance and counselling.

Guidance Officers in high schools provide assistance to students and parents or caregivers regarding any issue that impact on the students’ learning engagement and smooth progression through school studies or their transition to further study or training and/or into the world of work.

Guidance Officers offer a confidential counselling service to support students to make informed and realistic decisions to assist them whilst they are studying at school and to prepare them for post-school options. This service involves working with students, parents or caregivers, often in conjunction with teachers, specialist support personnel and/or other community agency or medical professionals.

The Guidance and Counselling Service provides assistance in three main areas:

Educational Counselling assists students to monitor and understand their own learning needs, progress and development through a process of planning and goal setting. This process includes educational planning through the provision of subject selection advice; SET Planning, ATAR and Queensland Certificate of Education (QCE) information; post-school study and training options; advice on time management and study skills. It also involves providing assistance with any matter that affects a student’s educational performance.

Personal Counselling is a responsive service designed to address the immediate concerns of students, parents/caregivers and staff through discussion and understanding of personal matters affecting their wellbeing and/or learning. This is achieved through a process of prevention, counselling intervention or support, and focuses on areas such as academic, school related and/or relationship concerns as well as self-esteem issues; anxiety and stress management; health issues; family issues; grief and loss; or other personal issues. When concerns of a more serious nature arise, referrals to community agency professionals can be arranged and actioned.

Career Guidance encompasses career investigation and subject selection programs for students across the school. Senior students can be involved with a tertiary study application program for Year 12 students applying to QTAC and the provision of information to all students and parents or caregivers about post-school education, training and employment options. The guidance officers have led the design and implementation of the whole school Career Development Program and the SET Planning processes for students in Year 9 transitioning to Year 10 in 2021. New digital resources have been developed and provided to support students and their families with the decisions regarding study pathways for senior school studies. Career information and training opportunities have been communicated to students throughout the year.

This year the Guidance Officers subscribed to a careers service, which provided newsletters with updates on career news and events. The newsletters have been very popular with students, with many students contacting the Guidance Officers to follow-up on newsletter information.

Parents, carers, students and staff are always welcome to contact the Guidance Officers regarding any issue or concern or to celebrate achievements or obtain information or advice.

International Student Program Cleveland District State High School’s International Student Program (ISP) has hosted students for over twenty years. The program has grown from just one or two visiting students per year to over forty students in 2020 from countries including; Belgium, India, Papua New Guinea, China, Japan, France, Italy, Vietnam and Germany. Whilst some students came for the social and cultural experience of Australia (Study Aboard) others came to participate in our academic program (Graduate Program) with a view to progressing to tertiary study in Australia.

In 2020, we supported our international students to navigate the Covid-19 global pandemic, a challenging time of complicated scenarios which tested student and staff resilience in ways we could not possibly have imagined at the beginning of the school year. Ongoing flight delays, lockdowns, restricted travel, remote digital learning, concerned natural parents and a plethora of cancelled plans designed to experience our Aussie lifestyle provided roadblocks at every turn. The International Student Program staff were overwhelmingly impressed by the way in which our international students took every challenge in their stride, making the best of frustrating circumstances. It is a year not easily forgotten in the CDSHS International department.

The International Student Program acknowledges the real stars of 2020; our homestay families who went ‘above and beyond’ to provide exemplary pastoral care of our international students in an unpredictable social climate. Our homestay families are perhaps the most important element of a successful International Student Program – without caring homestay families the program would not exist. The benefits are shared equally. The homestay family gains a family member – sometimes a friend, big brother or sister for their own children and sometimes, a person to fill an empty nest. Many times, there are strong and lasting links forged between host families and natural parents as they share parenting duties across continents. This year was no exception. We acknowledge the outstanding work of Mrs Carol LaRoche, CDSHS Homestay Coordinator, in supporting our international students and homestay families throughout 2020.

Understandably, all confirmed 2020 Study Tours from different countries including, Japan and China, were cancelled due to the pandemic. Whilst this was terribly disappointing for all concerned, it provided the ISP staff with an unprecedented opportunity to devote time to developing superior Study Tour programs for when Australian borders finally open in the future.

Out of adversity comes opportunity. This year, the CDSHS International Student Program was pleased to develop a very special relationship with the Rotary Club of Cleveland. Covid- 19 restrictions meant the club was unable to host its annual student through the Rotary International Student Exchange Program. Together, our programs realised the opportunity to sponsor one deserving CDSHS graduate student from Vietnam. This partnership resulted in generous opportunities for our student to engage in volunteer community projects ensuring the development of a strong personal portfolio for future university scholarship applications in Australia. The benefits of the partnership for this student have been outstanding. The International Student Program looks forward to identifying further opportunities to support our international students through our Rotary partnership.

Today, we acknowledge the outstanding achievements of our international students who are receiving awards. Your dedication to your studies never goes unnoticed. That you achieve so highly in your second (or even third language) is commendable. Congratulations on your achievements in 2020. The CDSHS community is proud of your exceptional resilience and determination to succeed no matter the circumstances.

Looking to 2021, we plan for the International Student Program to continue to expand. Despite Covid-19, we have many applications from international students patiently waiting for their opportunity to travel to Australia. Despite the pandemic, the Cleveland District State High School International Student Program remains steadfast as an unrivalled initiative for the sharing and strengthening of understanding between cultures across the globe.

EAL/D Support In 2020, the English as an Additional Language or Dialect (EAL/D) Support portfolio transitioned across to the International Student Program department for improved alignment of resources, focus and strategic improvement. At any one time, almost 10% of our Year 7- 12 student population identify as EAL/D. Students come from a variety of backgrounds, including: domestic or migrant, International Student Program (ISP) - Study Abroad Program for short stays at our school; and ISP Graduate Program for long stays at our school until they graduate.

Students are supported by EAL/D educators, Mrs Madden (senior school) and Mrs Webb (junior school. Both case managers are highly specialised and support our EAL/D students according to their prioritised needs. In Term 2 2020, Mrs Muscat joined the EAL/D team as support administration officer to review and proactively develop core procedures which synthesise lines of regular reporting and accountability across all year levels.

This year, our schoolwide EAL/D policy was reviewed, aligned more clearly with Bandscale Levels (QLD Standard English Language levelled descriptors of attainment) and our school reporting framework. As EAL/D coordinator, Mrs Hendy-Moman completed 29 hours of online training via the Australian EAL/D Hub to support the provision of high-quality education to our students, building knowledge and capabilities in the Australian Professional Standards for Teachers and the Capability Framework. – Teaching Aboriginal and Torres Strait Islander EAL/D learners.

Year 7 97% Year 8 80% Year 9 92% EAL/D student progress is measured by English Language grade level (‘C’ + achievement) improvement/sustainment each Year 10 97% semester. At the time of writing this report, the following has Year 11 96% been measured in terms of percentage of EAL/D students Year 12 80% achieving an English grade of ‘C’ and above in 2020.

We are pleased to report, one of our international students completed the highly regarded Cambridge English Exam achieving the highest ranking possible under the tutorage of Mrs Madden. Three other year 12 international students achieved excellent results in the IELTS English skills exam (internationally recognised) and will use these results to support their application to Queensland universities in 2021.

Student Council Report This year the Senior and Junior Leaders and all representatives have once again have made an outstanding contribution to our school and wider community demonstrating our citizenship awareness. It has been a privilege to work with this group of dedicated students. The Senior Executive consisted of Charlotte Tennant as Student Council President, Ryan Khatri as Executive Officer, Ruben Grobbelaar as Public Relations Officer. The School Captains consisted on Hayley O’Connor, Rishen Krisha, William D’Arcy and Trinity Bobnar. The Junior leaders were: Sarah White, Erin Kennedy, Daniel Collett and Taleeya Purdew. With this team of 12 wonderful students the Student Council Representatives have done fantastic job in 2020.

Throughout the year the Student Council organised a range of fundraising activities which raised money to benefit our school and the wider community. Due to Covid 19 this year we haven’t held as many events as previous years. We still sold Roses for Valentine’s Day, held our famous Easter Raffle, held our Sausage Sizzle on the Options Day. Supported the Redlands RSL with Honour the Fallen, selling of ANZAC badges, attended End of World War II – VP Day Celebrations, Vietnam’s Day and Remembrance Day. This year with the assistances of the wonderful Library Staff we organised a Display of veterans from our school’s community to knowledge their efforts in World War II.

Shave for Cure was postponed from March to August due to COVID guidelines, but finally held in August.

We held our regular meetings throughout the year. It has been an interesting year, but the Student Council did a wonderful job and they are assets to our school.

Year 10 2020 has been an extremely successful year for the Year 10 cohort. Our Year 10 students have strived to live up to the standards expected of students entering the senior school by ‘Being Brilliant @ the Basics’. This has seen a strong emphasis placed on demonstrating the desire to be an active citizen within Cleveland District State High School. As a result of this focus, there has been significant uptake by the students in terms of living the three fundamental drivers, Kaizen (continuous improvement), Neoteny (finding the fun and joy in learning) and Ubuntu (selflessness and concern or others), of our school culture.

Year 10 can be a period of profound adjustment, as the students begin the transition from being junior students to fully ledged members of the senior school. Overall, the cohort has managed this transition successfully. This transition sees students being encouraged to become more active participants in their learning, take ownership of their study, and become positive role models that members of the junior school can look to for an example. The cohort has taken up a variety of opportunities to be active leaders within our school and wider community as they continue their journey into young adulthood.

Year 10 students have undertaken Senior Study Skills for the first time this year. This is a program that provides the building blocks for success in Year 11 and 12, as well as into the future. Here students participate in practical lessons focusing on issues such as combatting procrastination and stress management, all the way through to looking at different careers that may become future pathways.

This is the first year that Year 10 students have been able to undertake a variety of industry certificates and traineeships. This has seen a number of students engaging in meaningful career pathways and earning certifications that are going to make them extremely employable moving forwards. It has also seen them make the beginnings of progress towards the attainment of their Queensland Certificate of Education.

It has been my great pleasure to be the Assistant Dean of Year 10 in 2020. The Year 10’s have continued to grow into the people that we knew we there all along. They have become more confident, mature and engaged in their learning as the year has progressed. They have represented themselves, their families and the school in an exemplary manner.

At this point it becomes proper to thank those involved in this growth. There have been a range of people who have had a direct hand in this growth. The Year 10 cohort has benefitted from the knowledge and experience of the entire Admin team, but special thanks needs to be paid to both Sean Curtis and Jodie Preston as the Deans. Their patience, guidance, innovation and understanding have been key in the Year 10 cohort achieving the successes they have. I look forward to seeing the Year 10’s moving into the senior school and taking on the challenges of Year 11 and 12.

Year 11 For a year filled with new systems and pathways, a global pandemic could have derailed our Year 11 students in a vital senior year of their schooling. What makes this particular group exceptional is the manner in which they banded together, tackled these challenges, exhibited leadership skills, and excelled in their studies.

For some, the transition to Year 11 has been relatively straightforward and is testament to the great work we are doing in Year 10 at Cleveland District State High School with regard to our Senior Phase of Learning. For others, Year 11 has been a chance to re-evaluate their future direction and make meaningful changes to ensure a successful transition in to future study and work. The new model for student engagement has meant that these students have found a safe haven in the Senior Engagement Hub to consolidate their plans and consider their opportunities. The uptake in TAFE certificate courses and apprenticeships, even without the current circumstances, is a testament to the manner in which our students have been proactive in approaching their studies and available pathways.

With many of the co-curricular activities curbed this year, our students still found opportunities to be active and achieve success. The results in areas such as agriculture, music, dance and sport have been outstanding, as well as the range of volunteer activities that have assisted our community at large.

In preparation for next year, the leadership selection process has been an extremely important and exciting aspect of Terms 3 and 4. This year we saw 23 applicants for school leadership positions out of our cohort of over 300. All student leader applicants were of an extremely high calibre and should be commended on their professionalism in their interview. It is with great pleasure we announce that the following students were selected as the Student Leaders of Cleveland District State High School for 2020:

Tiana-Lee Adamson (School Captain), Charlie Fairbairn (School Captain), Olivia Chissell (School Captain), Lachlan Forno (School Captain), Alex Macnamara (Student Council President), Richard Qin (Student Council Executive Officer), Gurkirt Singh (Student Council Public Relations Officer) and Limkyung Choi (Student Council International Student Liaison Officer).

These students will be involved in a variety of leadership conferences and courses toward the end of the year and in early 2021 to further develop and refine their leadership qualities. Selection for students wishing to be Sports House Captains in 2021 has also commenced. Year 11 students will also have the opportunity to train as Student Harassment Referral Officers (SHRO) towards the end of Term 4.

With 2021 being the Year 11 students’ final year of formal school education, these students will have many expectations of hard work, diligence and time management placed upon their shoulders. We are exceptionally confident that this trying year has enabled our students to build resilience, communicate effectively, and equip themselves for the trials of our ever- changing world.

It is therefore with great anticipation and excitement that we watch these Year 11 students develop into confident and responsible young people who are prepared to accept the challenges that lie before them with enthusiasm, determination and dedication.

Year 12 Our Year 12s are a part of the first students to graduate from six years of high schooling, being some of the first in Queensland to have Year 7 as a part of their high schooling experience. Added to this, they are the first Year 12s to exit through the ATAR: Australian Tertiary Admission Rank system of senior education.

Each year, the Year 12 cohort faces many challenges and opportunities. 2020 has certainly been an amazing feat for our graduating students to tackle, with their studies being shifted from face-to-face classrooms, to online learning, which these amazing individuals adapted to with vigour. They were so conscientious of ensuring the best outcomes, that they all should take a moment to reflect and congratulate themselves. BRAVO Year 12s, this final year of your schooling has certainly shown you that when life throws you a curveball, you certainly know how to hit it out of the ballpark!

In particular, special mention must go to the 2020 Student Leaders: Trinity Bobnar, William D’Arcy-Miles Ruben Grobbelaar, Ryan Khatri, Rishen Krishna, Hayley O’Connor, Habin Son and Charlotte Tennant. These students should be acknowledged for their achievements both in the school and for their representation of the school in the wider community. This was a huge undertaking and these students should be exceptionally proud of their efforts. Our Senior Leaders have also given considerable personal time raising awareness for “school, community and camaraderie” through Student Council fundraising.

As well as the eight School Leaders, House Captains and all Year 12 students, were presented with their Senior badges at our Badge Ceremony in February. All of our Year 12 students are considered leaders of our school and wear their Senior badge and Senior jersey with pride. By signing a contract and wearing this badge, Seniors agree to uphold the reputation of Cleveland District State High School both within the school and in the wider community.

Despite the change to some of our school routines, the Seniors of 2020 have also experienced and shared great success outside of the classroom. Many individuals and teams have achieved on the sporting field with outstanding results at district, regional, state and national competitions. Our Seniors have set an excellent example to younger athletes and have always demonstrated the importance of participation and sportsmanship to other students, officials and coaches. Many Year 12 students have also been heavily involved within the Creative Arts Department and have participated in a variety of performances such as Creative Generations, Dance Fusion, Music Showcase and many more community based events. The Year 12 students involved in the Creative Arts have always set a high standard and have shown younger students the importance of commitment and hard work.

This year, the Senior Formal was held at the Paul Bancroft Centre, a shift away from our previous tradition. The students enjoyed a fantastic night of magic, celebration and friendship; with the highlight of the night being provided the opportunity to dance at the last minute. Our Seniors will be farewelled at their Graduation Ceremony in the Paul Bancroft Centre over two ceremonies on November the 20th; a day when tears may be shed, with many friendships which will last forever.

As always, it is with mixed emotions that we will say farewell to our 2020 Seniors. Our initial melancholy is soon replaced with hope for their future and confidence in the skills they have developed and fine-tuned during their time with us. The potential of our Seniors is restricted only by their imagination and we wish them every possible success in the years to come, in the endeavours which they challenge themselves.

Take what you have learned throughout the last 12 years and put it to good use.

And a last request to Pay it Forward … leave behind that which isn't helpful to you anymore. Give your school jumper or uniform to someone in a younger grade and donate your Wiggles lunchbox to the Chaplain’s to send to Vanuatu. Bring forward with you the lessons and skills you have learned that will be the working parts of your greatest invention ever, YOUR LIFE! Congratulations!

School Based Youth Health Nurse This year Cleveland District State High School has been fortunate to have a School Based Youth Health Nurse (SBYHN). School Based Youth Health Nurses work in secondary schools across Queensland, with their focus being on preventative healthcare, early detection and brief intervention for all the students in years 7-12. They also work with the whole school community (including students, teachers, parents and carers) and provide:

✓ confidential health consultations ✓ health information to students, teachers and the school community ✓ classroom health lessons ✓ interventions and links to other services as required.

Confidential Student Appointments

Students can make an appointment with the SBYHN directly or via the student counter, to discuss their health and wellbeing. These appointments are confidential, and the nurse will not share any information without the student’s consent, unless there is a significant risk to the student’s health or safety.

In most cases, the SBYHN encourages students to talk to their parents or carer about their health and wellbeing, and often the nurse support students to do this.

Individual health consultations may include:

✓ Early detection of actual or potential health problems. ✓ Providing information, brief interventions, or referrals to relevant health services to provide them with further assessment, treatment and/or support.

Some of the main issues for which students have accessed the SBYHN this year are mental health, including social and emotional wellbeing, relationships, family issues, stress, eating issues; sexual and reproductive health; drug use (including tobacco and alcohol) and growth and development.

If you feel that the young person in your care may need advice or support, please encourage them to contact the nurse for an appointment. The SBYHN can also take referrals from teachers and parents.

The University of the Third Age U3A is an international organisation which started in France at the Faculty of Social Sciences, Toulouse in 1978. Our own U3A Redlands District was established in 1998 and continues to provide academic, cultural, physical and recreational activities for retired and semi-retired people in our community.

Our Office has been located within the grounds of Cleveland District High School for many years and we enjoy a very harmonious relationship with the staff of the School.

This year has been challenging for us but we are proud to offer over 100 courses to more than 1500 seniors.

On 6 March our members were invited to a Robotics session run by a group of very enthusiastic STEM students. We thank their teachers and them very much for that glimpse into the future.

The Executive Principal, Leonard McKeown and the Business Manager, Keryn Smith- Harvey, have also generously assisted U3A Redlands with our new signage.

We celebrate this partnership that spans generations.