Career Exploration Time Just like that Term 2 is over and we are looking at the second half of the school year and what career support is in place to help our young people develop a sense of purpose, direction and career clarity! The next term is one of the busiest of times for careers counsellors in schools and our school is no exception.
Career Conversations have continued through the transition of back to face to face. This term we saw an influx of students working through the transition of back to face to face learning and further opening the conversation around what types of careers and jobs they may want to explore. These conversations had a large focus on COVID-19 and students demonstrating that they were wanting to look at careers that factor in security, future growth, health and safety, given the current climate. With further media attention on employment trends and university courses it has been even more important that the Fitzroy High School community feels supported in understanding students options in and out of school.
Year 9 My Career Insights program assessment has been completed at school with half of our students finishing the assessment. Students can still complete the assessment during the holiday break and are encouraged to do so if they have not finished it. Assessments need to be completed by the end of the break in order for the school to engage in the next step of the My Career Insights project. A friendly reminder all consent forms to be sent to firstname.lastname@example.org Parents can expect further communication about this program halfway through Term 3, stay tuned! For further information for parents on My Careers Insights, click here.
Year 10 In the first half of Term 3 students will have a career conversation as a part of their preparation of choosing a Senior School pathway. This is where they can receive personal advice around subjects, jobs, universities, TAFES and life outside of school. Students are encouraged to revisit their Morrisby Report, as a part of their My Career Insights program they completed in Year 9 as well as their career action plan. Students can log back in and review this at Morrisby.com, if they are having difficulty accessing their profile, send an email to email@example.com
Year 11 All students are still able to organise a career conversation by visiting the booking link of https://calendly.com/fhs-careercounselling/30min Students are also encouraged to make the most of the university, TAFE and pathway information available at the moment as many providers will have open day information and resources that Year 11 students can access. For more information visit the Fitzroy Career Page – Open Day/Virtual Tours
Year 12 Students are encouraged to explore the Fitzroy Career Page – Open Day/Virtual Tour information and place key dates in their diary to visit campuses (social restrictions depending). Students will be meeting with Career Services at the start of August and September to be supported with their thinking and decisions for life after Fitzroy. It has been great to see how many students have connected with career services in Term 2. Students are encouraged to bring their questions about GAP years, work and tertiary options to their session as we want every student feeling confident leaving their secondary schooling.
Admissions for universities are starting to filter through further information around key dates, entry requirements and the student application process.
For all students who are wanting to study in Victoria, VTAC have released key dates on which they are listed below:
VTAC will be holding parent webinars and information sessions which will be released shortly.
If students are wanting to apply interstate please review the following websites to understand and support their application process. NSW & ACT = UAC QLD = QTAC WA = TISC SA & NT = SATC TAS = University of Tasmania
I would also recommend following Tertiary Information Service and their facebook page for webinars and information on how to apply for tertiary studies in Australia.
If students are looking to apply internationally universities and colleges will advertise international student information on their website. As it is unclear on the impact of COVID-19 for international students in 2021 it is hard to advise on this particular pathway. But please send questions to firstname.lastname@example.org as I can reach out to other networks and connections who may be able to shed some light on a particular college or pathway.
Education USA EducationUSA Australia –School Holiday Virtual Week – Join us July 6-10
EducationUSA is a U.S. Department of State network and the official source on U.S. higher education. The EducationUSA advising teams in Australia and New Zealand have created a week-long webinar series for prospective students across Oceania, called #EdUSAVirtualWeek. The Virtual Week will be hosted July 6 – July 10 and will include nine informative webinars with 20 U.S. universities participating. This is an excellent opportunity for students and parents to hear from U.S. colleges and universities to obtain firsthand information about studying in the United States. Review all available sessions from our event page https://bit.ly/EdUSAAusEvents and register today! #EdUSAVirtualWeek #EdUSAatHome
Career Education can often be something that is overlooked as the focus turns to exams subject choices and university prerequisites. To help your young person decide on the type of areas that they want to explore for life after school try some of these questions around the house over the break:
What would you do if money and status did not matter?
What would be your dream job if you could start it tomorrow?
What jobs do you think you would be good at?
How do you think the world of work will look in 10 years time?
From my perspective, I thank you for your patience and understanding that we are faced with uncertain times with pathways and courses and that I will do my best to get the relevant information to the school community as soon as possible.
Thursday, 18 June 2020 FITZROY GASWORKS SCHOOL CAMPUS A STEP CLOSER FOR FAMILIES
Families in Melbourne’s inner north are a step closer to having a new senior secondary college campus.
Minister for Education James Merlino and Member for Richmond Richard Wynne today released designs of the new Fitzroy Gasworks School’s façade and announced early site works are now underway.
The campus will accommodate senior students from Fitzroy High School and Collingwood College and is one of 14 new schools and campuses set to open in 2022 under the Andrews Labor Government’s school building boom.
This school will be one of seven vertical schools being rolled out by the Labor Government since 2017 which include Docklands Primary School, Fishermans Bend Secondary School, Prahran High School, Richmond High School, South Melbourne Primary School, and a new campus for McKinnon Secondary College.
Watpac Construction has been appointed to build the new campus with construction to start in the next few months. Once complete, it will include state-of-the-art learning spaces, an arts and performance space, a digital design and technology hub, a wood and metal workspace, indoor sports courts, and a rooftop terrace outdoor court and activity space.
The Fitzroy Gasworks is an important part of Fitzroy North’s heritage – with the school campus part of plans to re-energise the former industrial site. The Gasworks site will serve the community well due to its proximity to public transport, open space and established community facilities.
The Labor Government’s vision for the site is an urban village that includes a school campus, new housing, and open space with the local community closely involved in planning to help deliver the best outcome for the site and neighbourhood.
Under the Labor Government’s school building boom, a total of 100 new schools will open by 2026, ensuring every child can access a great local school where students can achieve their best.
The Labor Government is building the Education State so that every student can access a great local school and get a great education.
Each May, MS Research Australia conducts the May 50k, individuals and teams run or walk 50 kilometres throughout May to raise money for vital MS research.
Fitzroy High School would like to say a huge well done to our 12X students Harriet, Tallulah, Luka, Stella W, Julia and advisor Lucy for collectively running and walking over 425km! Special shout out to Luka who ran 100km in the month!
Due to Covid-19 social distancing requirements, we have not been able to conduct our school tours, Open Day and Information Evening for prospective families throughout Term 2 as we normally would. Prospective families, particularly those with children beginning their secondary education next year, are invited to watch this video and come on a virtual tour of our school.
Ideal for Parents/carers of children aged 10 to 14 years. When Thursday 28 May 2020 from 7:30-8:45pm. Where This session will be delivered via Zoom webinar. Further information will be provided upon registration. Please note: participants will have access to the chat message function for the Q&A section of the webinar, but will not be on video or audio. Cost Free of charge. Bookings required. Bookings and more information To reserve your place, visit bit.ly/RAV-TinT-Webinar-28May
To find out more, contact Naomi Gilbert, Community Liaison Officer at Relationships Australia Victoria. Call: 0488 668 908 Email: email@example.com
Students in 9X Humanities have been studying contact and conflict and used the documentary First Australians; They Have Come to Stay as inspiration for a chosen task.
Task: Creative response
This is a creative task. Use the documentary as inspiration for a non-laptop piece – this could be a drawing, a painting, a musical piece, something like that. Their idea here is to get out some alternative tools to the laptop (and a break for your eyes)!
Task: Short ResponseThe relationship between the English colonists and the First Australians was always going to be difficult given the significant differences between their cultures. To what extent do you agree? Use evidence from the documentary to justify your view.500 words
When looking back at the events of British colonisation in Australia and what resulted because of it, it is easy to believe that there was no possibility of a relationship forming between the First Australians and the Colonists. However I think that if a couple things happened differently, things could have been very different and that there was a possibility for the English colonists and the First Australians to work together and grow a relationship.
When the British arrived at Botany Bay they were meant to make peace with the native people, it was said at this time that all men are equal, and within the first couple of days upon landing the British and the First Australians seemed to be quite tolerant of each other, this can be seen through a quote from Emeritus Scholar Inga Clendinnin (Historian) “There is this very curious and very touching attempt to come together and to comprehend each other, so you have these extraordinary scenes within two or three days of landing with Britishers and Aborigines dancing together”.
Of course there are many examples of things which British did that were unfair to the First Australians. An example of this is Bennelong, while Bennelong and Governor Phillip grew a close relationship during their time together it was still unfair for Phillip to take and use Bennelong as his translator. It was also unfair as Bennelong and Phillip seemed to have a father – son like relationship that Bennelong was still treated as a prisoner and not as an equal among the British. I do however think that there were some genuine attempts from Phillip, to try to understand and to respect the traditions of the First Traditions. For example when Bennelong allows the spearing of Governor Phillip in the ritual called ‘payback’, Phillip understood and acknowledged that this was a part of and connected to their culture. In a quote from Emeritus Scholar Inga Clendinnin (Historian) when Phillip was speared by Bennelong he “absolutely prohibited any vengeance being taken”, I think this is an important example of when the British, instead of retaliating against the First Australians with ten times the force, they attempt to understand the First Australians and their culture and to keep a good relationship with them.
While I think the British did make some good hearted attempts to understand and keep a good relationship with the First Australians, ‘some’ being the keyword. I do however, think that it was always going to be very difficult given how the British in many cases seemed to think that First Australians were inferior to the British, for example according to the First Australians documentary, a First Australian Wimdradyne’s entire family was murdered by the British “over a handful of potatoes”. While I think the British in many situations were disrespectful and viewed the First Australians as inferior I do not think that it was intentional when the British spread smallpox to local Australians, I think this because at that time the British were trying to keep a good relationship with the First Australians and also according to Emeritus Scholar Inga Clendinnin (Historian) “in all British accounts there was bewilderment, despair and horror in the British accounts as they see smallpox is loose along the native population.”.
In conclusion I do think that the relationship between the British and the First Australians was destined to be challenging to uphold given the contrast in their cultures, however I think that it was possible because there were some clear, genuine attempts from the British to try to understand the First Australians. I think that is all the proof you need to say there was some, if improbable, prospect of a relationship between the British and the First Australians.
The relationship between the First Australians and the English colonists was outright doomed from the moment the English arrived on the shore of New South Wales. The drastic differences in their culture, technology, farming/hunting and their general ways of life made the idea of a peaceful relationship almost impossible.
When Governor Arthur Phillip first arrived in Warang, also known as Sydney, the Indigenous people were very confused as to what these people were; Where did they come from? Why were they in their country?. As Governor Arthur Phillip was missing a front tooth, he gained respect from the Aboriginal people, A missing tooth meant an Aboriginal person had been initiated. Arthur Phillip’s missing tooth meant he had shared an indigenous ceremony and he was considered an “elder” or “senior”, a man the Aboriginal people could negotiate and talk with. Governor Arthur Phillip had been given instructions from Lord Sydney, Secretary for the Home Department, “to endeavor by every possible means to open an intercourse with the natives and to consolidate their affections, enjoining all our subjects to live in amity and kindness”. Just after a few days from landing, paintings can be seen in which the Aborigines and the English colonists are dancing together. Both the English and the Indigenous people were quite happy with each other’s presence and Arthur Phillip’s instructions from the Home department had been put in place until the colonizers came to an opinion that the Aborigines were “inferior” as they were “savages” like “animals”. They started clearing out land, cutting down trees and establishing a small town.
As colonizers observed how the Indigenous people used the land to farm they despised their ways. The English being arrogant didn’t understand that the Aborigines’ way of farming was sustainable and their connection to the land meant the health of the land was of utmost importance. From the British point of view, they would have thought this was a huge waste of land, and so led to the idea of moving the Aboriginal people out and destroying the land.
Some believe one of the ways the English intended to wipe out the Aboriginal population was to use germ warfare. The English brought with them pests such as rats which carried diseases like Smallpox, Measles and Influenza which had previously been released through India. Although these diseases were not believed to be released on purpose, they still wiped out thousands of Indigenous people across Australia as they had never come into contact with the diseases and so were not immune.
Another issue that would make the relationship difficult was the harsh British punishments for minor crimes that the Aboriginal people could mistakenly commit without knowing. This happened to Pemulway’s family when they were offered a small amount of potatoes by some English farmers. They apparently enjoyed the potatoes so much that they went back to pick some more from the ground, which the Europeans considered stealing so then decided to shoot and kill all of Pemulway’s family.
One more huge difference in culture that made this relationship challenging was the technological advantage the English had over the Aborigines. The colonizers had weapons such as guns and swords which the Aboriginal people had never seen before, let alone known what they did.
Although the British had good plans for the two cultures to remain in peace, it’s clear why this relationship was bound to fail.
The relationship between the two cultures was destined to be a bad one, it was just a test of time before things turned to hell. Arguably, their relationship started going negative when Bennelong threw spears at the white men. At first, they were quite happy with each other’s presence. Paintings can be seen of the Aborigines dancing with white men in red clothes. “A sort of playground encounter, if you like” (first Australians, March 30, 2015). The white colonizers would see the land how it’s used and reacted poorly, thinking that it was not being properly farmed and managed, or at least not in the ‘correct way’. The European farming culture was very different to that of the Aborigines, and was not nearly as sustainable. From where the British men were coming from, it would have seemed a complete waste of the land, which in turn led to them wanting to destroy it and move the Aboriginal people out of it.
Due to the culture clash, a world where the two worlds existed in peace together was always going to be difficult. On the Aborigines side, they had no idea of the intentions of the Europeans, who they were or where they came from. Considering the harsh punishments the British put in place for minor crimes, the Aborigines could easily have mistakenly committed a white crime without knowing it, and then sentenced to a horrible punishment. For example, when Pumelways family was offered a small amount of potatoes by some white farmers, They apparently enjoyed the potatoes very much and then went back to pick more from the ground, which was to the Europeans considered stealing so in turn decided to shoot and kill all of Pemulway’s family. “and they must have tasted really nice, because they came back later and they were actually digging them up” (first Australians, March 30, 2015).
On the Farmers’ side of the story, Pumelway’s family would have been breaking a similar law to what got the convicts sent to New South Wales, or even killed, in the first place. There was another, non social reason, why the two cultures would collide, and that was the carrying of foreign diseases by the British settlers. It is not believed that the British intended to wipe out most of the Indigenous race with smallpox and other European diseases, but that’s what happened. When the convicts arrived, they brought with them rats and other pests which could have been carriers of the diseases that they themselves were immune to. Unfortunately for the Aborigines, they had never met the diseases before and were not immune.
Another difference between the two societies was the technological advantage the British settlers had. When they came to New South Wales, not only did they bring diseases that would kill off the locals, but guns and other deadly weapons. The Aboriginals had never met these devices, and would not have known how to react to them or what they even did, and they would have had such power over the aborigines once they’d seen the drastic things they can do. Even though the British house of commons originally wanted to remain at peace with the aborigines, it is clear why the two cultures were always bound to clash and the land would always be fought over.
Task: Short responseGovernor Phillip and Governor Brisbane were ‘men of their times’ and therefore should not be judged harshly by history for their treatment of the First Australians. To what extent do you agree? Use evidence from the documentary to justify your view.500 words.
I believe that Governor Philip and Governor Brisbane should be judged by history for their crimes. As it is said in the documentary, Governor Philip and the British colonists came up with the excuse that the First Nations people of Australia were animals and therefore had no entitlement to the land. Can you imagine looking into the eyes of another human, someone who is just like you, an intellectual equal and discarding them as an animal, for your own benefit?! This was not necessary for the British Colonists to do at all, yet they did. This led to the first nations People of Australia being as if they were animals, which led to many unnecessary deaths. As far as I am concerned, murdering a fellow human is one of the worst things that anyone anywhere can do and history should not forgive anyone for it, no matter the time, no matter the context.
According to the documentary Governor Phillip sent an order to capture two Aboriginal men, one of which is Bennelong. He captures them simply for his own convenience, just so he could have a translator. The poor men were pulled into a boat and tied up. They were both taken away from their families and their community. Governor Phillip had the power to meet with them, however he kidnapped them for his own convenience, in other words Governor Phillip brought aboriginal people to him as if they were prisoners when he could have brought them peacefully. History should not forgive Governor Phillip the act of capturing two aboriginal men, forever changing their lives just for his own convenience.
Later on when governor Brisbane took over the colonies it is said in the documentary that he allowed anyone who was willing to pay, could be given land. This is an awful thing to do. He was aware that there were people living there already, yet he discarded them in order to pursue money. He didn’t even warn all the people living there that the land that was rightfully theirs was going to be given to the highest bidder. It is said in the documentary that this was, as governing was not a spectacular success. History should not forgive this act because even then, there were white people who respected the first Nations People, and this was one of the acts that would define much of Australian history as racist and prejudiced. It would lead to the witch hunting and killing of innocent aboriginal people for over a century. That is something that history, no matter the context, should never forgive.
In my opinion these two men should never be forgiven, as people died at the hands of their mistakes and misjudgements.
As the documentary states, Phillip and Brisbane were explicitly sent by the government to make peace with the First Australians and to “make peace and reconciliation” with them, in order to win them over and occupy the land as British territory. For this reason, Phillip and Brisbane should have kept a peaceful demeanour between their fleet and the first Australians. The notion that they were doing good in relation to what was thought to be effective at that point in history is disputed by the fact that they were sent with the intention of peace and therefore should not have engaged in the dominant behaviour that they did.
Some of the blame could be shifted onto the attitude of the British at the time and their intention to occupy any land they could, with disregard to the Indigenous people occupying the land. However, this does not mean that Phillip and Brisbane cannot be held accountable for their actions. As the documentary states, there is “very little evidence” that the white settlers were doing anything to build a partnership. This, of course, was Phillip’s initial responsibility, to achieve reconciliation between their peoples, and there is obvious evidence that he did not hold up his responsibility, such as the taking of Pemulwuy’s head that was necessary for grieving rituals and the various outbreaks of war initiated either by the white settlers or the actions they had taken against the First Australians.
Of course, it can be considered that there would be many communication problems between their societies and misunderstandings that result in “accidental conflict.” However, in several of Phillips letters and journal entries, he does refer to Indigenous Australians as people, and them having a society, yet he still treats them as lower than himself, sometimes as a spectacle for the English to enjoy and be fascinated by, sometimes as prisoners and slaves. Despite these behaviours, his view of them in his journals and historical records suggest that his opinions and behaviours contradict themselves. Phillip’s behaviour is not consistent, nor should it be justified by the zeitgeist of the time.
Brisbane also had contradictory behaviours towards the first Australians; whilst sometimes he would govern with respect towards the owners of the land, including commending the Indigenous elder Saturday and trying to make peace with the Indigenous people as best as he could, however in some instances, such as the establishment of Brucedale, Brisbane shows a complete disregard for the ownership the First Australians have over the land. As Professor Gordon Briscoe states in the documentary, “In the minds of the British, the idea was that they could simply go over the mountains and own everything out there.”
The governors’ attitudes, as with that of the British, often dispute and contradict each other, ranging from peacemaking to total dominance and complete ownership of land that they acknowledge and state multiple times in their records is sacred property of the First Australians. Despite this, they believe that they can own whatever they desire.
Phillip and Brisbane’s treatment and governing of the First Australians do indeed line up with the opinions and intentions of the British empire, and therefore with the opinion of those times. That in no way, however, means they should not be judged by their gross mistreatment. They were indeed “men of their times”, yet they had opportunities to take ethical and moral responsibility for their actions and avoid war where possible, yet they did not. As a result of this, they ensued war, famine, disease and theft of sacred land. Perhaps they were men of their times, and that time in history was cruel, but that in no way means their actions should be judged any less.
Over the past few weeks, we have seen the impact the COVID-19 pandemic is having on our school and the wider school community. Teachers and school leadership are working harder than ever to respond to rapidly changing challenges and requirements. Parents and carers are being stretched and challenged as they try to juggle the needs of their children and manage their own rapidly changing circumstances. Students are being thrust into a totally new learning environment with varying levels of support and access to technology.
To respond effectively to all these challenges requires time and specialist knowledge and skills. While the school has made great strides in a short period of time, there is an opportunity for us to leverage the skills, expertise and experience of the wider school community to support the teachers and school leadership in meeting the many challenges.
To that end, we are seeking to establish a list of parents, carers and community members with specialist skills and knowledge and willingness to help out at this time. Some of what we learn from this time will no doubt also be of benefit into the future. Skills and expertise may include:
online learning and teaching expertise
knowledge of local government and other resources
health and wellbeing expertise
community building expertise
The aim of this list is to provide teachers and school leadership with a source of advice and support and help build capacity in the school to identify, address and respond to challenges and changing needs. Community members willing and able to help would identify their skills and expertise and the school would call on those people to help as and when required.
If you feel you have a skill that may contribute and would like to help, please contact me or the convener of the Fitzroy High School Council Community Subcommittee Clare Kermond at firstname.lastname@example.org
We have supplied some ideas for activities at home to help you keep learning and practicing your skills. Please keep in mind that in HoL we encourage initiative, but normally you are supervised by staff with skills and this may or may not be available at home. Please ask your parent/guardian first before starting this activity. Be safe, have fun, take photos/notes to complete your HoL@home Folio and share with your HoL team. Reminder: as part of your planning use the HoL@home JSA to identify risks to keep this activity safe, and email Penny with your completed work: email@example.com
Create a unique owl sculpture using recycled materials.
This project is a great way to recycle old utensils from around the house. They make a lovely addition to your garden. How about creating a family of owls to brighten up a wall or fence around your place?
MATERIALS AND EQUIPMENT NEEDED:
• assorted household utensils e.g. cheese graters, cupcake trays, cutlery, baking tins, etc. • lids • bottle tops • metal plates or saucers • tins • buttons • tree branch for perch (if required) • wire/string for hanging • liquid nails or another strong adhesive • caulking gun (if using liquid nails)
SKILLS YOU NEED:
• creative imagination • patience • familiarity with caulking gun
• Gluing fingers to materials. Ensure you read the instructions on your adhesive and follow the safety guidelines and cleanup instructions.
• Minimum 2 hours from sourcing materials, depending on complexity of design.
Details Step 1: Gather materials from around the house you will use to create your owl. Consider the weight of the materials relative to what adhesive you have to use. Step 2: Find an appropriate workspace that will allow time for your work to dry completely before moving. Step 3: Place you pieces together to design your owl. Ensure you have all materials required before you begin. Step 4: Begin gluing pieces together. Ensure your pieces are set in place before adding more and moving your owl around. You will need patience here.
Step 5: Once completed, allow to dry completely. Step 6: Attach your owl to a perch if required. Potentially wire this on. Step 7: Find a special place for your owl and hang as required.