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
Description: Create a soft toy bear for yourself or someone else, like Courtney from Fitzroy High School has done for a Childcare Centre.
Introduction: Below are some pictures of the bears donated to the Childcare Centre in Fitzroy.
As you can see there is no limit to Courtney’s imagination and that of the enthusiastic bear makers from the Fitzroy High School Hands on Learning team. But beware – making bears is lots of fun, so once you start it’s hard to stop! Please send a picture of your creations to your artisan-teacher so we can share these with Fitzroy High (via their HoL School Support Manager).
MATERIALS AND EQUIPMENT NEEDED:
• scissors • pencil and paper • pins • needle • buttons • embroidery thread • stuffing • felt
SKILLS YOU NEED:
• some basic sewing skills (or some help) – see ‘resources’ below for some ideas • creativity • patience
• be aware of pin-pricks with needles and where all your sewing needles and pins are
• this depends on your experience and how many you plan to make Step 1. Draw your bear design onto an A4 sheet of paper and cut around it with scissors.
Step 1. Draw your bear design onto an A4 sheet of paper and cut around it with scissors.
Step 2. Pin the Bear Design to your felt. Make sure you fold the felt to cut out 2 bears at once.
Step 3. Design the face. You can be as creative as you like designing the face. Make a cross for the eye and sew on a mouth and nose.
If you have little children around it is best not to use a buttons, as they are a choking hazard. Stitched eyes are safer.
Step 4. Pull out a length of embroidery thread and split it length wise to make a thinner thread. (3 ply) Sew neat small Blanket stitches around your bear.
Leave the inside leg open.
Step 5. Stuff your Bear using a blunt tool. A knitting needle is great or the blunt end of the pencil. Be sure to stuff the neck, body, ears, legs and arms really well otherwise your bear will be floppy.
Step 6. Once your bear is firmly stuffed sew around the inside leg area. If you want you can cut a circle of felt and sew it into the base of each leg so he has a flat base to stand up on.
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: firstname.lastname@example.org
Thank you for all your support during these past few weeks of remote and flexible learning.
Following advice from the Chief Health Officer, the Victorian Government has advised that schools can begin a phased return to on-site schooling.
In the first stage, students in Prep, Grade 1 and Grade 2, senior secondary (Year 11 and 12 VCAL and VCE) students will return to school from Tuesday 26th May.
Year 10 students undertaking VCE studies, including VCE VET studies, should also attend school for those classes where practicable. If this is not possible for your child/children, our teachers will make sure the work provided to students attending at school is also provided to your child/children.
To support all school staff to prepare for this transition, Monday 25th May will be a pupil-free day.
In the second stage of our return to on-site schooling, all other year levels will return to school from Wednesday 10th June. (NB. Tuesday 9th June is already scheduled as a pupil free/report writing day for both Fitzroy High School and Collingwood College).
For vulnerable children and those students who learn from home, the existing model of on-site schooling will remain in place during the two-week period from Tuesday 26th May to Wednesday 10th June. The current process that we are using to enable parents and carers to indicate the days or part-days for which on-site schooling is required will continue for this two-week period. Please ensure that the correct form is completed, signed and returned to myself or the office.
All other students in these grades and year levels will continue learning from home until Wednesday 10th June.
Once your child’s year level has returned, they will be expected to attend school as normal. This means if you choose to keep your child/children home after their year level has returned to on-site schooling, we can no longer support their learning from home.
This does not apply to children who need to be absent for health or medical reasons. For those families, please contact us so we can make an appropriate plan.
This same approach is being taken by all government schools in Victoria. To support the health and wellbeing of all our students and staff, our school will continue an enhanced cleaning routine and will encourage frequent hand washing.
If your child is ill or is feeling unwell, they must not attend school. They must remain home and seek medical advice.
While the Chief Health Officer has advised that students will not be required to maintain physical distancing at school, there will be a number of important changes to our school operations, consistent with health advice to all schools that is available. This will apply until further notice. I will provide more detail about our local school context as soon as possible, but it is important to note that changes may include: arrangements for drop off and pick up, including possible staggered school start and finish times; restrictions on access to the school site for anyone other than immediate school staff and students; the way we conduct parent-teacher meetings and interviews We understand that some families may feel anxious about this move back to classroom teaching and learning. I can assure you that this decision has been taken on the basis of the best health advice available to our state.
More information about the return to school and coronavirus (COVID-19) can be found on the Department’s website, which will continue to be updated: https://www.education.vic.gov.au/about/department/Pages/coronavirus.aspx
Thank you for your continued support and patience during this time. We look forward to welcoming our students back to the classroom.
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.
Thank you for your ongoing support and communication during these unprecedented times. I hope that, in general, you are traveling well, and enjoying time with each other, especially in this cold weather where working from home can provide warmth and comfort.
As promised in the Compass post before the beginning of Term 2, after two weeks of remote learning, the school has reviewed how things are going with remote learning and adjusting how we manage a range of issues. We have begun with feedback from staff members, who have been regularly checking in with students. Based on this feedback, we are adjusting the content of the lessons, in recognition of how much extra time is required for both the teachers and the learners. We have provided a little more asynchronous time for students to work independently while maintaining the synchronous (live) contact that is so important for student engagement and learning. We have also continued to work through technical issues and provide assistance and devices to families who need them. We are in the process of tweaking our management and recording of attendance, in recognition of the fact that some students are struggling with remote learning or possibly having internet connection problems. The Year 7-9 and Year 9-10 Team Leaders will also be running a weekly Homework Club/Catch-up which will be open to students who require support in order to catch up work that they have missed or with which they are struggling. Anna P and Paul C will send communication about that via Compass.
Over the course of the past few weeks, we have been ensuring that our use of the G Suite (including Google classroom and Google Meet) meets the requirements for privacy and security according to the Department of Education guidelines and the ICT team has reviewed our Privacy Impact Assessment. We have also been learning as we go about best practice for teachers and students in order to avoid practices or behaviors that might impact negatively on classes or individuals. As a result, we have revised, and will continue to update, the Remote Learning Protocols (incorporating School Wide Positive Behaviors) to reflect what we have learned. We have recognized the desire for students to be able to use cameras within Google Meet, especially for one on one meetings between teachers and advisors, and to be able to show their work. Next week we are trialing this in Year 11 and 12 only. By no means is it obligatory for students to use cameras, as some are not comfortable doing so, but rather we are providing clear guidelines for students and teachers to do so should they wish. We will be collecting feedback the use of cameras in Years 11 and 12 next week with the intention of introducing the use of cameras in Years 7-10 soon afterwards.
Student and Parent Feedback and Support
So far the feedback from families and students has been very positive and encouraging. We would now like to gain a more holistic picture of how people are travelling and what suggestions people might have to improve our understanding and practice. Therefore School Council representatives are assisting me in creating Student and Parent surveys which will be ready to send to families within the next week or so. This feedback will assist the school in reviewing the next two-week cycle and making any adjustments that are necessary. School Council has also created a post named “COVID-19: How can I help”. I have received several offers of assistance from parents with specific skills and expertise. This process invites the whole school community to consider whether there are things that they can offer, with School Council taking a lead in managing the process in order to support the school.
Wellbeing and Careers Support
Team and level leaders, as well as advisors, are working through any wellbeing concerns and I would like to remind you that referrals to the wellbeing team can be made through these leaders. As well as my Compass post about wellbeing on March 24, which contained some resources and contacts for support, I would like to draw your attention to some resources posted on the website and contained in this newsletter:
Wellbeing posted on website COVID-19: List of resources
Health – what teachers should look for (also good for parents)
Factsheet for parents: Sending nudes and sexting
If you have any wellbeing concerns please contact Linda Ekman, our Wellbeing Leader, directly on email@example.com
I would like to remind you that careers work still happening through conference calls and you are welcome to contact Tyson Day, our Careers Counsellor, directly on firstname.lastname@example.org
Activities and Opportunities
In order to keep our school community connected to each other and the rest of the world, I would like to draw your attention to some upcoming events.
Firstly, we have decided to have a Virtual House Cross Country from May 16-24, allowing students to participate and compete from home. Shannon G, our Sport Coordinator, will be sending more details and creating Compass events for consent. This consent will cover students being able to practice walking jogging or running outside the home without supervision. It is not compulsory but we hope that most of the school community will participate, including teachers and family members. We have included the weekends either side of the week to allow for more family participation.
I have also posted about two other events which families might like to get involved in, and which we will be following up as a school:
Hangout for the Homeless Saturday May 23
National Reconciliation Week May 27-June 3
Hands on Learning will be posting a range of weekly activities that can be done by anyone at home. This week there is the Owl Sculpture and the Environmental Art competition. Please contact Penny S if you are interested in the competition. We will be displaying the submitted work at school and sending photos to the community.
Last but not least, we are planning to have a Virtual Open Day for those families who want to learn more about the school, particularly for those making decisions about Year 7 2021. More information about this to follow in the next few weeks.
I would like to thank all of the staff for their wonderful work over the past few weeks and extend my best wishes to all students and families. As always, please feel free to contact me directly on email@example.com at any time.
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