Liverpool Boys High School · 2019-10-23 · Term 4 6 November 2015 Respect, Responsibility and...

Term 4 6 November 2015

Respect, Responsibility and Learning

Liverpool Boys High SchoolExcellence, Innovation, Opportunity, Success

Forbes Street, Liverpool NSW 2170 T 9602 7979 F 9821 4068 E [email protected]

Welcome to the LBHS Newsletter for Term 4, 2015!

In order to showcase the commitment, hard work and excellence of the staff and students at Liver-pool Boys High School, our newsletter will be ex-panded to report on faculty news, student work samples and the great things that go on in our school and community each and every day. Once per term, our newsletter will be extended to in-form our readers of the amazing accomplishments of our students and faculties. Thank you to all of the staff and students who have contributed arti-cles to this edition.

As well as celebrating our wonderful students, we have recently celebrated success with our staff. Ms. Safar was awarded the Rotary Pride in Work-manship Award for her work in providing excel-lence in VET work placements, and Ms. Craig was recognised for her fantastic work in leading Project Based Learning (PBL) in Year 7.

PBL will continue into Year 8 next year and Ms. Sloan and the team have been busy preparing pro-jects to commence in week 8 of term 4. Year 8 will be undertaking three project classes from week 8 in the areas of Humanities, STEM (Science, Tech-nology, Mathematics and Engineering) and TAS/CAPA, as well as traditional literacy, numeracy and sport classes.

On Friday the 6th of November, we will end our 2015 academic year with the ‘Big Day Out’. Stu-dents will be going on excursions to Imax (Year 7), Flipout (Year 8), the cinemas (Year 9), Homebush (Year 10) and College 1 students will be on camp in Forster.

We look forward to another year of learning, inno-vation and success.

Mr. SaxonPrincipal.

Calendar

5-7 Nov College 1 Camp6 Nov College 2 Sign Out Day9 Nov New Academic Year Commences10 Nov Year 6 to Year 7 Transition 17 Nov VET Work Readiness Program College 2 School Formal 20 Nov Year 7 Exhibition Day 26 Nov LBHS Presentation Day4 Dec V8s Excursion 8 Dec LBHS School Swimming Carnival16 Dec Last day of school year

Students present Woolworths Liverpool with a cer-tificate of appreciation for their fruit donations for LBHS Breakfast Club.



Mathematics Faculty News

Study Blitz

Every year, the Mathematics Department offer re-vision sessions in the form of ‘Study Blitz’ to assist our students in their preparation for their Trial Ex-aminations and HSC Examinations. This year we held three ‘Study Blitz’ sessions. These were free of charge and every college student was encour-aged to attend. Teachers used past HSC papers to revise Mathematics concepts and get the students familiar with HSC-type questions. The sessions were facilitated by Mr. Akkari, Mr. Touma, and Mr. Mohammed and about 40 students attended. The study blitz was a success and is increasing in popu-larity which is fantastic to see. It is recommended that parents always encourage their sons to attend and benefit from these extra tutorial sessions that the LBHS Mathematics Faculty offers. I would also like to thank Mrs. Sharon Kelly for recruiting three University of Technology, Sydney students to assist in the program.

Luna Park Excursion

On the 4th of September, about 60 Year 8 students took part in a Mathematics excursion to Luna Park. This excursion was designed to complement the students’ classroom learning through exciting and engaging activities. We left school around 9am by bus and returned around 4pm. It was a day full of fun and activities and it was an absolute pleasure to see our boys socially interact with each other in a different environment. The boys had lots of fun and behaved very well on the day.

Preliminary Mathematics

As we are about to embark on a new and intensive journey of College years, I wish the College boys of 2016 a successful year. I would like to issue a quick reminder that in October 2016, the boys will be sit-ting their HSC exam so it would be an integral part of students’ learning to set up a plan to constantly revise the work covered or missed in class. It is also imperative that the boys stay up-to-date with all the work and concepts covered and not fall behind in any of their classes. Best wishes to all our boys in 2016.

Important dates for Mathematics at LBHS: • Term 4 2015, Week 10: Half Yearly Preliminary Examinations College Students• Term 1 2016, Week 9: Preliminary Examinations College Students• Term 2 2016, Week 8: Half Yearly HSC Examina-tions College Students• Term 3 2016, Week 6: HSC Trial Examinations College Students• NAPLAN (Years 7 and 9 only): 10-12 May 2016• Australian Mathematics Competition: Thursday 28th July 2016

Thank you,

Mr. B. AkkariRelieving Head Teacher Mathematics



PE Faculty News

LBHS Sport Policy Reminder

All students are expected to have:

• Sports or 60th Anniversary Shirt• Black shorts / Black track suit pants• A pair of running shoes / sports shoes• School hat

In addition, HATS SHOULD BE WORN. Melanoma now ranks as the third most common cancer in the Australian population. The wearing of hats does assist in the prevention of Melanoma. • Sunscreen (supplied by the PD/H/PE staff)

THE APPRIOPRATE UNIFORM MUST BE WORN TO ALL PE / SPORT LESSONS

If you have a practical lesson you MUST bring all of the above.

If you do not have the correct PE uniform, you will be required to follow reasonable teacher instruc-tions. These instructions may include:

• Doing extra theory work• Environmental enhancement duty (gloves sup-plied)• Any other tasks which need to be completed

YOU WILL NOT BE ALLOWED TO PARTICIATE!

Notes: If a student is unable to participate in a PE / Sport lesson due to illness or injury, he must bring a signed note from his parent/caregiver stating the reason and possible length of illness/injury.

For prolonged absences from practical lessons, i.e. more than two weeks, a doctor’s certificate is re-quired, stating the reason for non-participation.

Sensitive Issues in PDHPE/PASS/SLR

As part of the LBHS curriculum your child studies Personal Development, Health and Physical Educa-tion (PDHPE). PDHPE is an integrated subject that aims to educate the whole individual by giving them the knowledge and skills to make informed decisions concerning their recreation, health and lifestyle. The PD/H/PE program at LBHS is based on the New South Wales Department of Education PDHPE Syllabus.

As part of their mandatory studies at LBHS, your child will be participating in, including but not lim-ited to: drugs, relationships, sexuality, contracep-tion, diseases, pregnancy, decision making and overcoming adversity.

Should you have any questions or concerns regard-ing the PDHPE program please contact the school to make arrangements for one of the PD/H/PE staff to speak to you.

Yours in Sport,

Mr. Reid (Head Teacher), Mr. Hatzis, Mr. Kitto, Mr. Elias, Mr. Williams and Mr. Reynolds.

Liverpool Library Excursion

On the 13th of October, Mr Williams’ Year 9 class attended the Liverpool Library and Council initia-tive, “Human Books”. Students engaged in conversation with people from many different cultural backgrounds about future studies, opportunities and working life in Liverpool. The boys talked to people with real life experiences, sharing their own learning experienc-es from the volunteers in the initiative. They were given information not available in all the books at Liverpool library and as a result, they thoroughly enjoyed this experience with other students and members of our community. Students’ behaviour and level of respect was exemplary: their atten-tiveness and participation in the groups made me very proud. Staff at the library passed comment on how well behaved the students were and the ex-cellent respect they showed to the presenters. Well done boys!

Mr. Williams.



School Website and Social Media

We are continuing working on improving our web-site and providing information to the whole school community. The school website is your first port of call to access general information regarding events, excursions and curriculum information. From the school’s home page you can also access our Face-book page without needing an FB account and our Youtube channel. You can find our home page on http://www.liver-poolb-h.schools.nsw.edu.au/

If you have a smart phone you can also download the Skoolbag app that will provide you with push notifications. To read more about school app go to http://skoolbag.com.au/ or just download the app and start using it.

Aboriginal Art and Language Project

This term Ms. Martelli took our Aboriginal students to an event at Liverpool Library where they worked with artist Sarah Rhodes and actor Richard Green, a specialist in Dharug languages. The boys produced a post card that will be distributed in the Liverpool Council area. Here is a Corey’s post card, from Year 7.

Engagement and Support Faculty News

Wellbeing and Support for students

We had more studentsattend activities at Head-space, Liverpool this term. Students participated in a program called Value Your Mind. This was the theme for this years’ Mental Health Month. The boys did some cooking workshops, participated in some therapeutic activities including making sooth-ing facemasks, bath bombs and body scrubs using essential oils and natural products. Students did some relationship activities around making new friends and how to focus on positive and healthy lifestyles. They also learnt more about Headspace and the services they offer. For example, there is now a GP on site each Wednesday for young peo-ple to access. Students can self-refer to Headspace by simply calling into Headspace, but they can also be referred by the school or parents. Headspace is located next to the Blood Bank at 50 Macquarie Street, Liverpool.

Creating Real-World Links

David and Lana from the Youth Partnership Network have been working with our students again in Year 10. Both David and Lana give the boys a great pres-entation on careers, making choices about study and more. David also attended our school this term to run a leadership workshop with some selected Year 10 students. With SRC nominations coming up, we hope that we see some fresh faces take on the role of leadership within our school community (and some old faces too!).

FreshED

FreshEd is part of our Wellbeing program at the school and covers topics such as Clean Skin and Suncare, Teen Nutrition and Smell Good, Feel Good. We have had some fantastic and engaging present-ers at our school this year and look forward to en-gaging them again for next year. The boys also re-ceived show bags this term after their workshops. For information about FreshED or to find out more about some healthy food choices go to http://www.freshed.com.au/



SRC News

Eco Summit at Sydney Olympic Park 2015

On Thursday the 22nd of October 2015, 18 students from Liverpool Boys High School attended the ‘Eco Summit’ at Sydney Olympic Park. The students had to be at school by 8:15am otherwise they would be left at school- luckily no one was late! All of the stu-dents walked over to Warwick Farm Train Station to catch the train to Sydney Olympic Park. Once we ar-rived, we walked from the station to the Eco Forum which was exhausting and tiring! When we arrived, we were separated into two groups. Group 1 had Ms. Page and Group 2 had Ms. Martins. I was with Ms. Page and we learnt how bush tucker was made.

When we left Sydney Olympic Park it started rain-ing which was not very pleasant. We caught our two trains and returned to Warwick Farm station. The excursion was fun and a very enjoyable day.

By Rajneel Rahil Lal, SRC, Year 7.

The SRC Presents: Student InterviewErdin Music, Year 10

1. How do you feel about commencing College?

I feel ready and prepared for it. I don’t know what it’s going to turn out like but I’m ready for whatever comes my way.

2. How do you feel about doing the HSC next year?

Nervous and nerve-wracking! I have this mindset that I only have one chance to pass the HSC so I’m going to try my very best.

3. What subjects did you choose and why?

I chose SLR, Modern History and Standard English. I chose SLR because I’m an active student and just love playing sport. I chose Modern History because it’s really interesting to me and I also find it really fun learning about it.I chose Standard English because I think that’s the best course for me.

4. What are the things that you are doing or might do, to manage the workload?

If it means to reduce my shifts at work, I’d be willing to so I get extra study time.

5. What are you planning to do after school?

My dream is to be a professional sportsman!



HSIE Faculty News

Year 8 Polynesian Expansion Project

It was a great challenge introducing and implement-ing the Project Based Learning strategies on Polyne-sian societies. With the planning and collaborative effort of the teachers in the faculty and the assis-tance provided by the executive and other teachers, we were able to produce an exceptional display of the museum for the Year 8 students. This also gave an opportunity for other year groups to see the ex-hibition and recognise the effort put in by Year 8. The students displayed their interest in producing artefacts that represented different societies in Pol-ynesia. Though this was the first of such a learning experience for the students, they were enthusiastic in putting their ideas together to produce the arte-facts of their chosen country.

The feedback provided by teachers and students by completing a survey clearly demonstrated that such a learning activity was a challenging experience for the students. Through PBL, students developed a sense of working as a team, learning about differ-ent societies in their own way, and found it a fun way of doing class work while taking ownership of the culture of their country to produce an artefact. It was highly evident that such an experience cre-ated interested and motivated students who posi-tively engaged in their learning.

By Mr. Prasad, HSIE Teacher.

We started this project when we when on an ex-cursion to the Power House Museum. When we arrived, we were separated into groups to look at different necklaces and other artefacts. This gave us an advantage to think about how we were going to display our own artefacts for our own museum. When we came back to school, our teachers told us about our project where we had to research a Polynesian society and create an artefact for our own museum exhibition in the hall for the school and parents to see.

During class, we had to research and look up infor-mation about our Polynesian society. We had to choose one of the islands to learn about. My group chose the Cook Islands, even though it wasn’t on the list. We chose it because we knew that no one else was doing it. One week before the end of term, our teacher told us that she would not be here for the exhibition. We had to promise to make her proud of the islander group in her class.During the holidays, our group got together and made two necklaces and an ofutino (t-shirt). Once we got back to school, we began to work on the information that was to accompany our arte-facts that we had made.

On the day of exhibition, we went to the hall to set up our necklaces, t-shirt and information cards. Parents came in and we stood and welcomed them with a traditional word, ‘kia orana’ and then we de-scribed our artefacts and explained their use. Each member of our group explained different things. The museum reminded me of my own island, Sa-moa, because there were lots of things from Poly-nesia.

The best thing was when the deputies, Ms. Gorman and Mr. Surace, came and took a photo with us after we presented our artefacts to them. We also made the HSIE staff proud and especially our teacher.

Faatali Leavasa, 8J.



Before we started the project, we went on an excur-sion with the whole of Year 8 to the Power House Museum. Our work there was to look at all of the artefacts on display. I saw lots of cool and great things.

After the excursion, we went back to school for a meeting. In the meeting, the HSIE teachers told us that at the beginning of term 4, we would be creat-ing our own museum of Polynesian artefacts! We had to research and plan what we were going to present at the exhibition. I brought in an artefact called a ‘pareo’. In English, this is called a ‘sarong’. The pareo was once used as a sailing sheet for boats but once motor engines were invented, they had no use for sails so Polynesian people would use them as mats or table cloths. Over the years, people start-ed to wear them.

The museum that we created was filled with a lot of Polynesian artefacts big and small, cool and great. It reminded me lots of my island home, Aitutaki (Cook Island).

By Marcus Ponini, 8J.

iChoose Planter boxes

During the major project of iChoose our group is go-ing to be making planter boxes in the science quad. The area that we are going to be using to build and create the planter boxes is an unused space and the space has lots of sunlight shining on it to make the plants grow properly. The planter boxes will help our school’s environment and help our schools canteen by providing fresh vegetables and fruit for them to cook with. In order to make the planter boxes, we had to get some ideas on how we are going to be able to make it and the measurements that we needed for our planter boxes will look just like what we want it to look like. We measured everything and created the designs that we were going to use. We would like to thank Mr. Saxon for supporting our project idea and allowing us to make this change to the school.

By Yawar Ifen, Year 9 iChoose student.

It has been an absolute pleasure to work with Paul, Shaneer, Yawar, Sam, Tai, Bilal and Mohamed on their major project. The students designed, meas-ured and cut the timber, treated the timber and helped to install the garden in our school’s science quad. Special thanks to Ms. Safar for all her support and assistance and the use of the TAS wood working room and to Mr. Cook and Mr. Cini for their valuable assistance, guidance and willingness to help. Con-gratulations guys on such a successful project!

Mr. Catalanotto, iChoose Adviser.



TAS Faculty News

College Retail Plan, Create and Maintain Display Assessment Task

As part of their final assessment task for Retail Ser-vices, the students were required to plan, create and maintain a retail display. The students needed to apply their knowledge of stock, display materi-als, signage, manual handling and most importantly the elements and principles of design in retail in or-der to complete this task competently. All students worked extremely well throughout the whole pro-cess and produced some fantastic displays. Great work boys!

Ms. Demetrios, Retail Teacher.

The retail students were assigned a task where they had to create a merchandise display in groups or 2 or 3. The point of creating an effective merchandise display in a store is so you catch your target cus-tomer’s attention, and get them to make a purchase as well. The displays that where created in this as-signment task ranged from school stationery to jew-elry, this showed the broad spectrum of items that can be displayed. During this assignment task the students had to implement all the skills that they had learnt throughout their entire time in the retail class, the students had to make their displays eye- catching. This was done through using levels, lights, colour and banners.

I found this task quite daunting at the beginning, but after my group had decided on a theme and we del-egated each other roles and responsibilities, every-thing fell into place, the hardest part about the day was actually creating the display so it would grab the attention of our target customer. We managed to execute this by having vibrant colours around our display and this eventually led to “customers” ask-ing about what was on sale.

James Krishna, College Student.



Musical Lyrical Video

During term 3, IST students were given an assign-ment to make a Multimedia product containing lyrics of any audio piece – this is called a Typogra-phy Lyrical Video. Using the software ‘After Effects’, students had to add effects to make it attractive and engaging for the audience. They had to cre-ate a Design Portfolio as well which contained a design brief and steps on how to make the prod-uct. They were allowed to use different software to create this. So many students came in every re-cess and lunchtime to complete their assignment. We learnt how to do typography in ‘After Effects’. We did a great job in creating the video by putting effects like wipes, fading in and out and camera fo-cusing.

By Mohammed Badami, Year 9.

Visual Art News

This semester the Year 10 Visual Arts, 200 hour class began creating an ‘Art Wall’ opposite the art rooms. The class has been learning about street art and looking at different ways artists create art outside of traditional exhibiting spaces like galler-ies. Students had to create a character that represent-ed or symbolised who they are, their personality, emotions or physical qualities.

The artworks could be a paste-up drawing, photo-graph or a stencil. Milos and Erick interviewed their classmates to find out, ‘ How does the character symbolise you?’

VET (Vocational Education and Training) courses are available for study by students as part of Stage 5 or the Higher School Cer-

tificate.

In 2016 we have the following courses available: - Stage 6 Hospitality: Food and Beverage, Retail and Information and Digital Technologies- Stage 5 Hospitality and Information and Digital Lit-eracy

These courses lead to nationally recognised Austral-ian Qualifications Framework (AQF) qualifications, either certificates or statements of attainment. Some courses also include work placement. These courses can provide a head start towards a career and pathways to further study.VET courses are delivered to students by Registered Training Organisations (RTOs). These can be their schools, colleges of TAFE NSW or other private RTOs.

We have had an extremely successful year at LBHS with the students and VET staff in 2015. Over 20 stu-dents have been recognised for their success during their work placements which has placed us as the ‘Best School in the Region’.

Liverpool Boys High School has also successfully received an award at the Regional Annual Award evening recognising the school’s outstanding achievements. Ms. Demetrios was recognised for her consistent effort and application to the Retail Framework, and Mr. Karan’s successful nomination of our Year 12 student, Harry Abdullah, ensured that he received recognition as one of the VET students of the Year in this Region.



Milos Ardalic, ‘I made my character look down at the ball at my feet to show the world having paths.’

Andy Ha, ‘It symbolises the quality of my life.’

Steven Bailey-Hawes, ‘This character shows my per-sonality. It symbolises how I have my mate’s back.’

Samuel Beltran, ‘My character represents that my personality is half crazy and half serious.’

Surya Mathivanan, ‘A knight never gives up and nei-ther do I.’

If you would like to know what a paste-up or sten-cil is, then please ask one of our talented Year 10 Visual Arts students.

To end our Year 10 Visual Arts learning journey, our students went on an excursion to Newtown to ex-plore the streets looking at all the different types of street art.



TAS College Reflections 2015

The World Goes OnEntry #1The term is coming to an end and the seniors are graduating. They will be back to finish the HSC but otherwise, they will be going into the big world pursuing their dreams and uncovering who they really are. The next few years will define them.Entry #2When we formed the ‘Barista Boy’s’, I think that was the moment when the separation between Col-lege 1 and College 2 disappeared and we became brothers. Although we started off a bit shaky, we were able to come together to make affordable, quality hot, beverages for teachers and eventu-ally students. There was some confusion with the teachers at the beginning of the course, but it fi-nally settled down and Mr. Karan came in we had a lot of fun with the practicals and even the theory. I think the sheer atmosphere in the class and aura coming from everyone made the class what it was, a fun and enjoyable environment to be in. Before we realised the prelims were over and trials were approaching, we were able to see how much work needed to be done before attempting the HSC for Hospitality. I think the certificate we receive at the end of the course really credits our hard work, for me personally, I prefer a qualification rather than a mark on paper. Before we know it, we will be do-ing the HSC Exam and the boys in Year 12 will have gone into the big world taking small steps to build-ing their future. Entry #3 A message for all my brothers entering the real world: times will be tough but never forget who you are. Always remember that you went through 12 years of trials to get where you are today and you have your whole life to discover what line of work you want to get into, which mansion you want to live in and which lucky woman you will marry. I wish you all the best in your future endeavours; I know your parents and teachers are so proud of how far you have come. Keep your head up and stay strong, never let anything knock you down. It has been an honour to get to know you all and grow and laugh with you all. I hope you find success in the future. Your Brother,

Chris Ram – College 1 Hospitality.

High School in Review

It has been one hell of journey; it still seems surreal that my high schooling career is coming to an end. I clearly remember my first day at Liverpool Boys High School, it has changed in a lot of ways but one thing that remains the same, is the atmosphere. It has truly been a pleasure being a part of this school. I have definitely grown as a person and will contin-ue to do so as I step into the real world. All of the experiences at Liverpool boys are things that I will cherish in the future and am grateful in the present. The teachers at this school are truly passionate and great at their job, although on occasion some ver-bal altercations take place between teachers and students, holistically my experience with all of my teachers has been positive. Also, the friendly char-acteristic some teachers have is extremely welcom-ing and allows for a student to form a connection and bond with the teachers.

The academic aspect of high school is great, in a way as it allows for students to challenge them-selves and reach their full potential. I do think that sometimes students don’t value school like they should, but one thing I can say is that pushing your-self to the limits will lead you to feel a sense of ac-complishment and success.

Nick Bhatt- College 1 Hospitality.

Last Reflective Post Forever!

So when Ms. Safar asked us to do a last post forever it really made me think about my choices in high school. Ever since Year 7, the thought of graduating seemed like the best thing ever, but now that it’s come, it’s more daunting than ever! I’m certainly not going to miss the 7am wakeups and the cold morning starts, but what I am going to miss is the people that I have met along the way. My amazing friends and teachers and the subjects that I have done over the years has led me on the path to suc-cess. I’ve learnt that if you don’t love what you do then you won’t be motivated to wake up every morning, venture out and do your job properly. I’m guessing that most people will want to go to uni-versity and get a degree in what they love to do but understand that is isn’t that easy. If I have one piece of advice it’s what you love doing most is what you should do in life I order to succeed.

Reflection of Life In Hospitality

Hospitality has allowed me to develop my skills fur-ther in customer service, making coffee and also the interactions with others and fellow students. I’ve learned many valuable skills during this course, and I’m happy to have made the choice of choosing Hospitality as part of my HSC.

The reason why I chose Hospitality is due to my interest and the enjoyment of creating and mak-ing people food and beverages. It is a good feeling when you know that people actually appreciate what you have done.All I can say, I’ve really do enjoyed Hospitality; you really do develop a good relationship with your teachers and others around you. But it all must come to how your attitude and how you respond to people. This actually does give you a first-hand experience of life. My advice to the boys who are doing Hospitality next year... Always come in with a positive attitude and be ready to learn some new things, as there’s many challenges ahead of you.

Harry Abdullah, College 2.

Evaluation of Design and Technology 2015

With all the positives that occurred during the year of D&T, come the negatives. It is time for me to evaluate everything that we did throughout 2015. Design and technology is a great subject and I loved spending my time working on the project. It still has a lot of theory but it can be overcome by studying and preparing for the exam. The subject itself is not easy. If you are looking for a subject to ‘bludge’ in, I would suggest thinking twice before choosing D&T.

This subject will require a lot of your time and a lot of focus in order to do well in it. Even though I am first in this subject, I have to admit that it is not easy. I would not recommend doing this subject if you have another major project to do. I myself had to do 2 major projects in a year, and it was difficult.

Things to consider for future D&T students:

- Do not do the subject if you already have a subject that does a major project. I myself did 2 and it was a lot of work. I would consider twice before doing it.- Preliminary is important as it ties in with the HSC course so you should try in prelims as well.

“Life is not a problem to be solved, but a reality to be experienced”-Soren Kierkegaard Jameel Mohammed College 2.

Goodbye for now …

School, school is weird. School is your whole life. You learn something new every day. But for me, school is 5:30 am waking up and coming home at 4:30 pm. School is 4 hours of travelling every day and then 7 hours of work and friends.

I’m reflecting here for you younger guys out there. School has changed so much since Year 7, every year it’s become more about being an individual. People are going through a lot of the stuff, you are too. You really need about 5 good friends and a good best friend that really cares about you, who you can talk to. No matter who who you are or where you go, try to be the guy that’s happy. You’re here for 13 years of your life so its probably best to make the most of it. Be who you are.

Looking back, I wouldn’t really want to change any-thing because it’s made me the person I am now. When you get older you will realise what is really important like family and friends. You’ll also begin to see that everybody is the same and it’s good to just let people be people. It doesn’t really matter though in the end. Everyone graduates eventually and so it’s better to see it as a next chapter. I’m sit-ting here now writing this on my last day and it still hasn’t hit me yet.

In the end, just be you, and if you’re an average guy it takes one moment to either mess up or become great. Think with your head and have a good set of people around you because they define who you are as a person. It really has been a great time and I came here not knowing anyone and now I’m leaving with a family who will be with me when we step outside the gate for the last time.

Mihajlo Rasipanov, College 2.



- Do not let other students interrupt your learning. This is a subject that requires a lot of concentration and you will have no time to sit and chat to the per-son next to you. If a person is disruptive, move seats and tell your teacher.- It is a fun subject but there is a lot of work.

D&T is a great subject. I would recommend it to anyone that has a lot of ideas in their head. In this subject, these ideas could turn into major projects and receive high marks. I would recommend this subject to anyone as long as you are ready to learn. Good luck to all the future students of this course.

By Aleksandar Veselinovic, College 2.

Year 8 LOTE Students Persuade us that Languages Should Be Learnt In Schools

Earlier this term, a Year 8 Italian class was asked to write a persuasive text outlining why they think learning a language should be compulsory in Aus-tralian schools. Lachlan Martin and Tommy Savong of 8D persuaded us with their excellent response:

Because of Australia’s diverse multiculturalism, it is common for schools to teach foreign languages as a subject. This is in fact beneficial, as it will surely aid us in the multicultural society of Australia, and prove to be useful later on when we travel to new places. It has also been shown to greatly improve your brain power.

Firstly, I believe learning foreign languages will help in the society of Australia. Australia is known for its multiculturalism, with a population of 23.6 million people of various cultures. Any citizen of Australia will surely meet people of different cultures in Aus-tralia, and I strongly believe it would be beneficial to gain background knowledge of these cultures. It will be easier to live and communicate with people in Australia if we can partially understand other cul-tures.

In addition to that, I believe that it will be useful even beyond the borders of Australia. Although English is the most spoken language around the world, there are hundreds of other languages and cultures which we have little understanding of.

As people travel, they will encounter various cul-tures in parts of the world. Knowing another lan-guage will surely help us communicate and under-stand the background of certain cultures, and make travelling less confusing.

Finally, it has been proven that learning languages can greatly improve your brainpower. Psychologist Ellen Byalistok in Toronto has conducted research on this theory, and proven that it does indeed in-crease brainpower. She has found that students who studied other languages scored better in tests, particularly in maths, vocabulary and reading. And of course, many people would love to improve their brain, so why not learn another language?

To concur, learning foreign languages will greatly benefit us, as it aids us in Australia’s multicultural society, it helps us understand cultures as we travel and greatly improves our brainpower. Without a doubt, schools should definitely teach foreign lan-guages as a subject.

Year 7 Are You Mad About MADD Event

By Tommy Sayvong 8D

A few weeks ago, I, along with several others, were asked to perform a musical item for the Year 7 Hook Event MADD. I performed on keyboards in the song “Say Something,” by A Great Big World and Chris-tina Aguilera, with Marcus Ponini on vocals and two students from Liverpool Girls on backing vocals. The whole concert was a great success and while we put on a show for the Year 7 students, I myself was entertained by many other great performances by students from both LBHS and LGHS. It was a great opportunity to discover talented musicians, and hopefully inspire new ones as well.





Year Advisor Report….

In Year 7 Who has been…… Respectful

Responsible

A Good Learner

Riley Castle



How good is this?

100% attendance for this term!!!! • Tony Bui • Mark Haidar • Bshara Harbi • Farhad ibrahimi • Chansamone Khounnouvong • Maher Mahdi • Derek Nguyen • Trung Nguyen • Lino Paul • Henry Phan • Joseph Pyne • Robert Roshka • Jacky Zhu

Did you know…..There is a link between school attendance and improving school

results.


Year 7 Project Report

Project – Are You Mad About MADD?This term’s project “Are You Mad About MADD?” focuses on 4 main units – Music, Arts, Dance and Drama.The Hook Event took place over 3 presentations. The College Drama class presented their HSC Drama items to Year 7, the music and dance students from Liverpool Girls and Liverpool Boys performed some amazing items for us and we finished out Hook Events with a talk and presentation from world-renowned Marital Arts Master – Hakan Manav. We would like to thank all of the performers and pre-senters who shared their wonderful skills and tal-ents with us.

Music

The focus of Music this term has been to develop the students understanding of how to read music and use this skill to learn the ukulele!!! The boys are really enjoying learning lots of songs including ‘Somewhere Over the Rainbow’, ‘I’m A Believer’, ‘Riptide’ and ‘UpTown Funk’. The boys have also been asked to prepare a presentation on an instru-ment from another culture. There is a lot of play-ing, singing and laughter coming from the Year 7 rooms!!!

Arts and Skills

This term, the Year 7 boys have been developing their physical skills to build activity into their life-style. They have been building their fitness, stamina and resilience through various skipping exercises. They have increased their hand-eye coordination through balancing a long stick on their finger and juggling. The boys have learnt to be resourceful by making their own juggling balls, and, they have also been introduced to methods on developing the body, mind and spirit by studying Martial Arts and practising basic Martial Arts moves.The Year 7 boys have researched material to find that regular physical activity is essential to improv-ing health status and quality of life. That it can re-duce the likelihood of obesity, non-insulin depend-ent diabetes, coronary heart disease, hypertension and cancers. Also, regular physical activity is effec-tive in stress management, therapy and rehabilita-tion, injury prevention and the promotion of physi-cal fitness.Overall, participation in physical activity provides opportunities for personal challenge, enjoyment and satisfaction.



You are

invited toYear 7

Are You Mad About

MADD?

Exhibition

Friday 20 November 11:30am

in the school hall

We would love to see as many

family and friends come along to

see Year 7’s final exhibition.

It will be a time of recognising

outstanding effort, music, dance,

drama and celebration.

Year 7 Sport Report

In Sport the boys are now selecting their own games to play each lesson and learning how to referee too. The boys have participated in a range of different sports this year, so they are now able to select their favourites! Volley ball, European Handball and Soc-cer seem to be the top picks for Year 7. It is great to see the boys encourage each other and use team-work when playing sport.

Collaboration

With this year’s focus on project based learning, the boys have participated in many collaborative learning experiences. It is with great pleasure that we have seen them all develop into valuable team members, working in groups to complete certain products within their projects including; building a bridge, developing a cultural specific menu and setting up a pop-up restaurant. Within their group work, students have developed many valuable col-laborative skills, which will help them not only for the remainder of high school, but also in their fu-ture studies and workplace.

These skills include:- managing themselves- taking initiative and responsibility for their sepa-rate roles- communicating their ideas, and- solving problems.

Most importantly of all, it has built their confidence while having fun along the way!

Well done Year 7!




Dance

This term in Year 7 Dance, students are learning about different dance styles, composition activi-ties and participating in a range of exercises such as yoga! The boys have learnt how to use different types of stimulus to create movement, such as how something feels to touch or how sound can create movements. During the term the boys will learn the importance of a warm up and cool down to ensure they look after their bodies when dancing. The highlight of this term will be a hip hop dance performance that the whole of Year 7 will learn and perform for the exhibition.

Drama with Year 7, so much fun…

The students are having fun and building their cour-age. For some students, standing in front of an audi-ence is really scary, while others love it.Here is a list of words that students have been learn-ing about… • Improvisation• Dress-ups• Mime• Charades• Elements of Drama• Character• Role• Space• Plays Versus Novels• Props• Costumes• Scenery• Lighting • Sound• Shakespeare• The Globe Theatre• Two weeks With the Queen

Student Report by Jovan Stancevic, Year 7.

Other terms of Year 7 were nothing like this term! This term’s project is called “Are You Mad About MADD?’ which stands for Music, Arts, Dance and Drama. In Music we have been learning to play the ukulele with Ms. Craig and Ms. Hallal, learning songs such as ‘Riptide’, ‘Somewhere Over the Rain-bow’, ‘Geronimo’ and ‘I’m A Believer’. We are also making presentations on an instrument. In Arts we have learnt to skip, balance and juggle. This has taught me many things thanks to the help of Mrs. Bui. Dance was really fun as we learnt dances such as Hip Hop from Mrs. Bui and Ms. Kelly. In Drama, Mrs. Tucker showed us videos and made our fear of public speaking go away. This term was the best term by far!


English Faculty News

Through the Short Stories and Humour study, 8V explored examples and features of humorous texts. Through various activities, students built upon their knowledge of genre, context, plot, themes and char-acterisation. Students then had the basis to com-pose a short story.

‘Nightmares’

By Julio Galicia 8V

It is 12:00am in the morning. Everyone is half asleep except me. I have being waking up everybody in the house because of nightmares. My parents keep tell-ing me that my nightmares don’t exist and no one is going to hurt me. I say I know that my dreams aren’t really real but I always think that someone or some-thing is near my door, slowly twisting the door knob and opening the door. Red eyes and sharp teeth that are so bright you slowly lose vision by looking at the creature’s teeth and that smile. I can’t explain what I see in that smile but I just didn’t want to look at that smile and that is not even the worst part. This creature is complete darkness. The only thing I can see is the red eyes, bright teeth and that smile. I try to name it but the only thing that comes to mind is Mr. Smiley. Three nights have passed and I still have these nightmares. I try not to wake up my parents, my brother and my sister. I try fighting this thing but I can’t. I think that this nightmare will be with me for the rest of my life. One night about 2:00am in the morning, a flash light appeared right in front of me. I thought “what the hell, where did this flashlight come from?” Right below the flashlight there was a note. The note said “this will help you…” and it ended there. I didn’t know who sent me this flashlight and the note. However, I know that someone outside my dream is helping me fight this thing. I turn my flashlight around the room to look for Mr. Smiley. I spot a bloody footprint on my carpet. I follow the footprints to the very end. Suddenly it stops right in front of the door. I see legs and I know who it is. It was Mr. Smiley. I was so scared I couldn’t look di-rectly at it. He then suddenly moves directly at me. I move back all the way to the bed. He is very close to me and I know I have to act quickly. So I try turning on my flashlight but it won’t turn on. Every time I try hitting it, it’s like the creature is get-ting closer to me. I wish I would just wake up and make this all go away. I can’t, I think this is the end of me. When all hope is lost, the flashlight turns on and I point it directly at his face.

His face is burning and I keep pointing the flash-light to him and he weakened. He can’t move at all towards me. I think it was the end for him but it isn’t. He disappears into the darkness. I didn’t know where he was and then I heard a whisper. A whisper saying “time to die…” Suddenly he jumps on me from behind. I drop my flashlight from the sudden attack. I try reaching for my flashlight but can’t. I try again but can’t. The creature is choking me, I can’t breathe or anything. The only thing I can do is to think. I think hard about what I am going to do and then it hap-pens. My roof is opening and sunlight comes down from heaven, burning the creature away. The crea-ture disappears then suddenly I wake up in my bed-room. It is morning and I can see light outside and I think to myself, “it’s over!”

Year 10 Theatre Enrichment Program

101 English have been participating in Belvoir St Thea-tre’s Theatre Enrichment Program this term. This pro-gram involves three sessions: a preshow visit, an excur-sion to watch Belvoir’s adaptation of Ivanov and then a post-show visit.

During the pre-show session Jane May from Belvoir came down and introduced the students to various elements of Drama through a variety of workshops. The viewing of the play was an interesting experience for all students and this will be followed shortly with a Q&A session at school.



Below is an account of the excursion:

On the 28th of October, Ms. Huynh, Ms. Wilson and the 10-1 English class went to the city by train to watch a Russian black comedy play called Ivanov by Anton Chekov. The 19th century play is adapted by director Eamon Flack which was showcased at Bel-voir Theatre, Sydney.

The play centres on a group of people who used to have a passion for their country and culture, but no longer do, but want to replenish that passion again. the main character is Ivanov, who is a person who thinks he is surrounded by melancholy. He is broke and in debt to the Lebedev family. He lives on the countryside with his uncle, cousin and wife, who is very ill. Ivanov desperately attempts to gain mon-ey by selling his property, but is was unsuccessful. Later, Lebedev’s daughter Sasha falls in love with Ivanov at her birthday - after which his sick wife caught him kissing.

Due to Ivanov’s downfall mental behaviour, his mar-riage is falling apart, his wife of 5 years is dying and not doing anything to help is financial issues. After his wife passes away, Ivanov proposes to Sasha to marry each other.

At the wedding day, Sasha’s father Lebedev tries to convince her not to marry him because he is a trou-bled man. She refuses her dad’s advice even though she recognises his troubles. Ivanov then rushes in to call it off because he believes he is fictional and she doesn’t deserve this treatment - she refuses his decision and went on with the wedding. After that, Ivanov’s doctor crashes the ceremony by calling him out proceeded to punch him. It turned into a brawl - after which Sasha stopped it and blamed Ivanov’s troubles on his doctor. Ivanov had enough - he took out his black revolver and pointed at his head. He then had a heart attack and the set faded to black.

Overall, this adaption of the 19th century was a great success and it can be attributed to the ac-tors as they delivered outstanding vibrancy to their characters. It was so much fun to watch!

By Erick Perdomo-Borelly.

Project Based Learning in English

Project based learning or PBL for short is an inter-active way for students to make something that interests them and do their school assessment at the same time. This particular project was based on the question: “What does it mean to be Austral-ian?” Students had a chance to individually or in groups make a presentation/article/website/play/documentary about an Australian of their choice and what does it mean to be Australian. To give stu-dents some guidelines, English teachers decided to make a documentary and a presentation about Mrs. Sayed and Mr. Reid and present it to us in the school hall along with a detailed explanation about each of the mediums (film, posters, websites, PowerPoints etc.) which can be used. I settled on an idea of mak-ing a PowerPoint presentation about Jørn Utzon, the architect behind Sydney Opera House. Although he is not Australian, he did a big thing for Australia’s popularity, so we can consider him an Australian in that way. I enjoyed this type of work since I could write about things I am interested in, cooperate with friends and see what other interesting things that my friends are interested in. I hope I get to do more of these kinds of projects.

By Viktor Haljicki.


Through the Short Stories and Humour study, 8V explored examples and features of humorous texts. Through vari-ous activities, students built upon their knowledge of genre, context, plot, themes and characterisation. Stu-dents then had the basis to compose a short story.

Mistaken Identity

By Bobby Kojic 8V

This is the 6 o’clock news. Top story: a local bank was robbed by three unidentified men that got away with 350, 000 dollars in cash. Police are analys-ing the crime scene and questioning the witnesses about any evidence that they left behind. The police are also asking the good citizen s to come forward with anything that might help with the investigation in order to help catch the rest of the thieves.

Frank Jones was just finishing the news from his prison cell and thinking, “who were these guys? How in the world did I get myself into this mess and why did the police target me when I have nothing to do with it?” It just didn’t add up…

According to the police, Frank Jones was part of the group from the robbery. In the process of capturing the criminal group, Frank Jones was accused as be-ing part of the criminal organisation and, as a result, arrested. Although accused and arrested, Frank Jones continually denied that he had anything to do with it. Frank Jones was seen to be guilty because of his criminal record of a few shoplifting incidents and his unfortunate luck of living a few blocks away from the crime scene. This had gotten him suspect-ed and arrested.

Three days earlier, Frank was on his regular rou-tine visiting a local shopping mall. In his early years, Frank couldn’t help himself but to steal little things, for example: small bags of chips, lollies, oh and he loved chocolates but could never afford them be-cause he was unemployed and struggling. With what little money he had to do his grocery shop-ping, police officers stormed in the shop and arrest-ed him claiming that they had the evidence against him which placed him at the crime scene.

According to the street cameras outside the bank, one of the robbers was identified as Frank Jones. Frank Jones was stunned and shocked at the accu-sation. He continuously defended himself from the accusations. “I was home and I was nowhere near the bank that day.” Police, of course, wouldn’t lis-ten to Frank; they were a hundred percent sure that they had got their man.

In the interrogation they kept asking him to come clean and tell the truth about the incident and the whereabouts the rest of the group was. Frank had no idea and kept denying his involvement. As a re-sult, Lt. Wilson told him, “no one believes you and if you continue to protect your partners, you will be sent to jail.”

Jones knew he was innocent for this particular crime but had no way for proving it. Never once did he think that the actual person responsible for this was his own twin brother Freddy. After seeing the video footage and seeing ‘himself’ on the video, it didn’t surprise Frank why the police had suspected and accused him of being the robber. He felt bad for his brother but he knew he had to do the right thing. The right thing would have been to tell the truth and, by doing so, put the right person behind bars, even if that meant his own brother!

Lenny, Carl and Freddy were arrested as a result. The judge sentenced his brother and the gang to 4 years of prison. Frank was released and he kept visiting his brother in jail. In the end, Frank learnt a valuable lesson that day. The lesson was to never steal anything again; Frank got himself a job and got himself off the streets. Life was so much better for Frank since he made his important life-changing de-cision.

ENGLISH IMPORTANT DATES:



Junior Assessments

Year Due Date Task Weight

Year 9 English Term 4, Week 10 Advertising 15%

Year 9 Drama Term 4, Week 10 Building a Character 15%

Year 10 English Term 4, Week 10 Poetry 15%

College Assessments

Course Due Date Task Weight

Extension Term 4, Week 11 Conradesque 15%

Advanced Term 4, Week 9 Module B 20%

Standard Term 4, Week 9 Module A 20%

ESL Term 4, Week 9 Module B 15%

CEC Term 4, Week 10 Film 15%

Drama Term 4, Week 10 Dramatic Monologue

25%

Science Faculty News

iScience

In Term 2, Year 8 boys: Dani Ntesh, Kareem Hussein, Anmar Hatem, David Conteh and Sausau Levi; and Year 9 boys: Mohammed Badami, Rami Khamisi, Ousama Sadaddin, Li-Chun Lu and Eric Krishna were given the opportunity to attend a Science program at University of Sydney.

The iScience program is designed as an initiative to encourage the creativity and scientific abilities of students. Through investigations and experi-mentations, students were placed into groups and mentored by university students to use their skills to design a project based on their chosen topic of interest.

All the students invested a lot of effort and com-mitted part of their own time to do research and investigations to help their team members.On the final day, all the projects were displayed for judging by the university and sponsoring business es. All the groups were also interviewed and asked questions about their projects. Out of the 20 groups, Liverpool Boys High School had four students who received awards. Mohamed Badami was awarded a “highly commended” award for his group project “Does chocolate make you excited?” Dani Ntesh, Anmar Hatem and Kareem Hussein were awarded 3rd place for their group project “Does playing vid-eo games affect your memory?”.All the boys represented the school at an excep-tional level while learning Science from a different perspective.



VALID Science 8

Validation of Assessment for Learning & Individual Development (VALID) Science 8 is an interactive test containing video, audio, animations, graphics, text and a variety of test item types. VALID Science 8 is mandatory for all Year 8 students in NSW government schools. At Liverpool Boys High School VALID Sci-ence 8 2015 will be held on Friday the 13th of November. Since students complete VALID Science 8 on a computer, each student needs to bring headphones or earbuds that plug into a school computer.

VALID Science 8 contains multiple choice, short response and extended response tasks that are grouped around real-world issues, including scientific investigations. This is a diagnostic test, with tasks framed on Stage 4 outcomes and essential content in the NSW Science Years 7–10 Syllabus. Students will be tested on their:•knowledge and understanding of science;•understanding and skills in the process of scientific investigation;•ability to evaluate evidence, make judgements and think critically; and•ability to access information and communicate scientific ideas.

Results of the test will be available during Term 1 2016. Information about each student is treated con-fidentially and held securely to ensure that the right to privacy of all students is maintained. A personal report for each student will be sent to parents/carers to describe the science knowledge and skills demon-strated by the student in the test. There will also be information about how your child’s results compare with overall performance of all the students in the test.

The University of Sydney Compass Program

On Wednesday the 2nd of September, 40 students in Year 8 attended the University of Sydney Compass pro-gram called INVESTIGAT8 UNI.

The Year 8 students were able to take part in two hands-on inquiry based activities delivered by univer-sity academics and staff. During the hands-on activities the students worked cooperatively with other students from different schools and completed activities about science, technology, engineering and maths. This has helped the students to explore and think how their in-terests can link to future study and career options.

Throughout the day, the Year 8 students were given the chance to listen to inspiring speakers who have made the journey from high school to higher education. They were also able to spend the day with university stu-dents who are available to answer all their questions about university life.

On Wednesday the 4th of November, 30 Year 9 stu-dents will also be attending a similar Compass program called Year 9 Stem Day of Inquiry.



Liverpool Boys High School · 2019-10-23 · Term 4 6 November 2015 Respect, Responsibility and...

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