Newsletter

It has been a busy and productive start to 2024 for both Year 7 and Year 10 students. Year 7 have started their high school journey with great support and guidance from the Year 10 Peer Support Leaders. This long running and valuable program has ensured that all Year 7 students feel valued and welcomed into the Beverly Hills Girls High School Community, whilst also providing Year 10 students with valuable leadership opportunities and the chance to showcase our great school.

I have had the pleasure of leading the annual PIE night. This event was held on Wednesday 28th February and provided Year 7 students and parents with the opportunity to meet Year 7 teachers and discuss our programs and extra curricula activities. It was an informal event but was a valuable experience for all who attended. Special thankyou to the TAS Faculty who provided the delicious afternoon tea.

In preparation for Open Night Ms Stock and myself have visited a number of our local feeder primary schools to promote Open Night and provide a valuable insight into our unique school. A number of Year 7 students accompanied us, providing first-hand accounts of their new life and experiences as a high school student of Beverly Hills Girls High school. All students spoke extremely well and really captured the spirit of our school providing valuable insights into their favourite subjects and high school experiences. They were wonderful ambassadors for our school. I look forward to Open night and meeting prospective students and families for 2025.

As Deputy Principal (Relieving) I would just like to remind students and families that we have released our ASPIRE 7-10 Assessment Policy and schedules. These can be found on the Sentral Portal, I encourage all students in years 7-10 to check the schedule for each subject and start planning for upcoming assessment tasks. Always discuss any questions with your class teacher or Head teacher.

At Beverly Hills Girls High School, we pride ourselves on being a very welcoming school. With that in mind, I would like to remind students in Years 7-10 that we have a strong student management policy, and any harassment or student conflict will be dealt with fairly and in line with our Quality Learning Levels System. Pease think before you speak, type or chat!

THINK!

Is it True?

Is it Helpful?

Is it Inspiring?

Is it Necessary?

Is it Kind?

Ms. S White

Deputy Principal (Relieving)

As usual it has been a busy and active start to the year. You may have noticed that the PE staffroom and gym area is under construction! This is exciting but also limits some of our activity choices and access to equipment. The changerooms are also out of use due to the building works and students must wear their full PE/ Sports uniform to school on the days that they have PE/Sport. I encourage students in years 7-10 to purchase 2 PE/Sport uniforms so that you can engage in your PE and sport lessons with comfort. Please note there is no black in our school uniform and black tights are not permitted under shorts or as long pants. All students are asked to stay away from the gym area, and they are not allowed to access any equipment without a teacher present. Hopefully we will have a new PDHPE staffroom in the next few months. In the meantime, you can find the PDHPE teachers in D68, our temporary staffroom.

PDHPE requirements

• All students 7-10 are required to have a display folder to store their PDHPE workbooks. These workbooks should be kept over semester 1 and 2. Your class teacher will be checking this regularly. This includes PDHPE elective classes, PASS and Child Studies.
• For health and safety reasons students are not allowed to have long natural or acrylic nails. This is a safety issue, and you cannot engage in any sport or PE lessons with long nails. All students have been notified of this via our PDHPE policy and parents were asked to sign the policy document for their daughter.

PDHPE Lessons

Topics studied this term include:

Year 7- Self Discovery and On the Ball

Year 8- Risky Business and Competitive Games

Year 9- Bets version of Me and Hip Hop

Year 10- Latin American Dance and Respectful Relationships

PASS and Child Studies continue to be popular elective choices for our students, and we strive to provide the students with valuable and rich learning experiences.

The PDHPE faculty teachers are working hard not only to deliver engaging and fun learning experiences, but they are also busily preparing and upskilling their knowledge of the new Stage 6 Course Health and Movement Science. There are quite a few changes to the course structure and content, and we will do our best to ensure that we provide a quality course that is challenging but also rewarding.

Year 7 have an incursion coming up “Bright Girl Health”. This is an informative and engaging presentation helping to empower our students in improving their knowledge of health issues that impact them.

Year 11 Life Ready course is also starting in term two this year, more information to come.

If you have any concerns or questions regarding PDHPE please contact the PDHPE department via the school contact number.

EXERCISING AS A TEEN

Research by the World Health Organization (WHO) found that 80% of teenagers around the world aren’t getting enough exercise and are growing increasingly inactive world-wide. Worse still is the fact that Australia, a nation that prides itself on its outdoor culture, is doing particularly poorly. We’re currently ranked 140 out of 146 countries for teenage exercise levels.

There’s also a trend that girls are less active than boys. The data shows that 85% of girls are physically inactive compared to 78% of boys. This was consistent in all but four countries around the world. In Australia, less than 1 in 10 adolescents aged 12 to 18 are meeting the recommended levels of physical activity.

THE RISKS OF INACTIVITY IN ADOLESCENCE

Not being sufficiently active can cause a range of health conditions leading into early adulthood and beyond. Adolescents may have decreased bone and cardiometabolic health which leaves them at an increased risk of chronic disease in later life, including type 2 diabetes, heart disease, and high cholesterol.

If adolescents are not moving enough, they are also at an increased risk of being overweight or obese, with statistics already showing that 30% of teenagers (aged 14–17) are classified as overweight or obese.

There are also worrying signs that mental illness is becoming more prominent in teenagers. Adolescence is a time of significant psychological and physical change, involving major growth and social role transitions. Unfortunately, as children age, the amount of time spent in outdoor activity decreases, and the amount of time spent sitting increases. This can lead to an increased risk of depression. The good news is that just 60 minutes of light physical activity can help protect children against depression. Also, participating in physical activity for a longer duration could help improve overall emotional health.

HOW MUCH EXERCISE DO TEENS NEED?

The current guidelines and evidence state that adolescents should be accumulating at least 60 minutes of moderate-to-vigorous physical activity per day. This should include muscle and bone strengthening activities on at least 3 days per week, whilst limiting recreational screen-time to a maximum of 2 hours per day.

There are simple ways for a teenager to start exercising more:

1. Plan times in the day that will be spent being active – this is helpful around busy schedules.

2. Teenagers commonly enjoy being social, and being active can be a social occasion too, whether it be a walk with friends or joining a sports team.

3. Make it fun, enjoyable and ensure it is at an achievable level.

4. Shorter bursts of higher intensity physical activity may be easier and more engaging to reach the guidelines.

5. There is a range of easy-to-download apps for smart phones that encourage a healthy physical and mental health including Nike Training Club, Aaptiv, MapMyRun, headspace, and Zombies, Run! (for fun!).

WHY ARE TEENS NOT MOVING ENOUGH?

Children are generally more physically active in primary school. Lunchtime in primary school is dedicated to physical activity – there is a range of space to play, and playgrounds for climbing, and Physical Education (PE) class is mandatory for all. Once adolescents reach high school there is a decreased focus on outdoor physical activity, less time at lunch/break, and more sitting areas with less open spaces.

PE classes usually become more selective and there is an increased demand on activities that encourage sedentary behaviours, such as study. Unfortunately, just because a teenager participates in a sport, does not necessarily mean they are meeting the physical activity guidelines. This is because training is usually only 1 to 2 days per week with 1 day dedicated to game play where a child may or may not play the whole time.

Parents and guardians: You also have an important role to play, as active parents are associated with active kids. Therefore, parents can aim to dedicate 1 hour a day to moving more. This does not need to be 1 full hour and can be broken down into smaller bouts, such as 6 x 10 minute blocks, or 2 x 30-minute blocks.

The most important factor for parents is to identify their teenager’s interests, level and needs surrounding their physical activity. Do they already play a sport and train twice a week? What is something you can do on the other days of the week that is similar or different?

Expert Contributor: Nicole Emery, Accredited Exercise Physiologist at Optimum Allied Health

Dear parent or caregiver

Personal Development, Health and Physical Education (PDHPE) is one of the key learning areas for students in Year 7 to 10. Our school’s PDHPE program aims to provide opportunities for students to learn about, and practise ways of, adopting and maintaining a healthy, productive and active life. It also involves students learning through movement experiences that are both challenging and enjoyable, and improving their capacity to move with skill and confidence in a variety of contexts. It promotes the value of physical activity in their lives.

Our school’s PDHPE program provides the opportunity for students to explore issues that are likely to impact on the health and wellbeing of themselves and others, now and in the future. These issues include physical activity, mental health, drug use, road safety, sexuality and sexual health, nutrition, respectful relationships, personal safety, diversity, gender roles and discrimination.

Some of the content of the program deals with sensitive issues. The school recognises this by teaching about these issues within the context of a developmentally appropriate program and by providing information to you about the program.

The PDHPE program aims to encourage students to make informed decisions about their lifestyle taking into account the values of the family, culture and religion to which they belong. The school program will be implemented in a manner that supports the role of parents and caregivers, and reflects the ethos of the school community.

An overview of some of the content of the PDHPE program that may be considered sensitive is provided below.

Stage 4 (Year 7 and 8) Relationships Adolescence and change Managing changes during puberty Recognising abuse Bullying and harassment

Drug Use Effect of drugs on health and wellbeing Legal and economic consequences of drug use Effect of other people’s drug use

Sexual Health Understanding sexual feelings Gender expectations Rights and responsibilities in sexual relationships Sexually transmitted infections and blood borne viruses Stage 5 (Year 9 and 10)   Relationships Valuing difference and diversity Recognising and responding to abusive situations including family violence and date violence Drug Use Effect on relationships Influence of cannabis use and other illicit drugs Sexual Health Identifying and evaluating safe sexual health practices, including methods of contraception Sexual choices and their consequences Planning and managing sexual and reproductive health

COVID Safety Measures

PDHPE and Sport are being implemented at BHGHS following the guidelines and advice from the Department of Education. We have modified some of our usual practices to ensure the safety of staff and students. Some of these measures include:

• Changerooms are out of use - to limit mingling of students the changerooms will not be used. Students are required to wear their full PE/ Sports uniform on the days that they have a timetabled PE or Sport lesson. For some students the purchase of a second PE/ Sports uniform is advised as they may have 2 sport lessons and 2 PE lessons per week.
• Class meeting points - Students must meet their class teacher in the timetabled classroom. Bags will be locked in the room and students can take their drink bottle to the PE/Sport lesson. Any equipment used must be wiped down with disinfectant wipes.
• Good hygiene practices are encouraged.  Students must wash their hands before and after all sport lessons.  Any equipment used must be wiped down with disinfectant wipes.
• Activites will be modified when appropriate to ensure safety for everyone. For example: larger playing areas, smaller teams, modified rules.

Should you wish to discuss any aspect of the course or would like more information, please contact Mrs. S White (Head Teacher PDHPE) on telephone 9150 4280 at the school. 

On Tuesday 27th of February a group of eight BHGHS students took part in the Football NSW Futsal School Championship. Futsal is a fast-paced indoor version of 5-a-side soccer.

The students played 6 matches against other schools. The team's performances improved throughout the tournament as they became more comfortable playing on the indoor surface, eventually resulting in a win against a team from a sports high school. The team enjoyed the experience and their attitude and effort throughout the tournament is something they, and the school, should be very proud of.

Team – Jenna Deeb (Y9), Haifa Alfas (Y10), Siham Ghantous (Y10), Daniella Sadat (Y10) Mariam Ahmed (Y12), Alesheba Akbar (Y12), A'isha Rajab (Y12), Safa Zalghaneh (Y12)

We are really excited to welcome our students back this term, particularly our Year 7 cohort. Year 7 students have been able to connect with their peers and teachers during transition and Peer Support, led by a fantastic team of Year 10 leaders. We are super proud of our Year 7 with a number of them making return visits to their primary schools to share their experiences of the first weeks of high school. In a few short weeks they have matured and grown, looking incredibly smart in their BHGHS uniforms and speaking with confidence about their transition to high school.

The Wellbeing Team – who we are & what we do!

The Student Advisors are the first point of contact for parents and students who have any questions, concerns or wish to share information that help us support student learning and wellbeing. Each year group has two Student Advisors who are dedicated to supporting students, journeying side by side with them throughout their high school experiences. We also have two Student Support Officers who are able to provide additional wellbeing support to students, including links to external services. 

Year 7	Mr R Mills	Ms S Tragoulias
Year 8	Mr V Dang	Ms J Killham
Year 9	Ms J Hutchinson	Mr J Klironomos
Year 10	Ms R Knight	Mr P Lofitis
Year 11	Ms D Tzavellas	Mr B Setchell
Year 12	Ms J Martin	Ms S Pangis
SSOs	Ms Katia Foy
Head Teacher	Ms S Stock

You can contact any of the Student Advisors through the front office by phone 9150 4280 or email beverlyhg-h.school@det.nsw.edu.au. Please be aware that we all have teaching duties and may not be immediately available, but we will do our very best to respond quickly.

We invite you to work with us to support excellent rates of attendance. Research tells us that students with attendance below 90% are educationally at risk. With our school community, we are aiming for each of our students to set a goal of 95% attendance. In weeks 2 & 3 of term 1, over 320 students had perfect attendance. The winner of our fortnightly Attendance Wheel and the lucky recipient of a $20 movie voucher was Zeina in Year 7. 

Use this link for information translated into 37 languages including Arabic, Bengali, Hindi, Urdu, Vietnamese: Compulsory School Attendance – Information for parents (nsw.gov.au)

The Wellbeing Team is here to help our students reach their potential and be somebody. Students learn best when families and schools work in partnership to support their growth and development. Please reach out to your Student Advisor if there is any information or concerns that may impact your daughter’s learning and wellbeing. Be assured that information is treated sensitively and with respect to the privacy of our students.

Ms. S Stock

Head Teacher – Wellbeing & Learning Support

I am delighted to be the SSO working at BHGHS this semester. In my role I work with the Wellbeing Team to support our students achieve their potential. For some students this may be providing individual or small group support e.g. to resolve friendship issues, working collaboratively with Student Advisers on workshops to support mental health and resilience for year groups or individual mentoring. I also work with external organisations to broaden the range and type of programs we can offer here at school. 

Pacific Waves Program

Pasifika students have been given the opportunity again to participate in the Pacific Waves Program throughout Term 1. This valuable program was designed by Creating Chances, with the specific aim to encourage students of Pasifika background to learn more about themselves and build positive relationships with their peers, family, and teachers.

The program, led by highly trained Polynesian facilitator Joe, has given students the chance to learn more about their strengths through several different activities including traditional sports, art, song, cultural games and performance. This has given our students to connect to their culture, students have been able to engage with different aspects of their cultural heritage in a positive and inclusive environment, where all students are given the opportunity to thrive.

Lift Program

Our lift program is a well-being initiative at Beverly Hill Girls High that assists students to develop personally, as well as preparing them to begin thinking about life outside of secondary education. LIFT has been designed to support our year 10, while also allowing students to engage with their peers and facilitators in critical thinking through open discussions and interactive activities.  Lift is a strengths-based program Helping our students gain the skills and learn the importance of:

• Teamwork
• Body Image and Positivity
• Cross Cultural understanding
• Growth Mindset and Goal Setting

African Students Cultural Engagement Program

Our African Students are participating in the African Youth Initiative Cultural Engagement Program.  This program is an 8-week Well-Being Program focusing on improvement on mental health and helping create a sense of belonging for our African Girls in our school. Most importantly this has given our African Students a sense of worth, and significant improvement of behaviour and engagement.

As SSO it is exciting to work with our students and see them flourish in an environment where we value and care for them.

Please do not hesitate to contact me at the school if I can be of assistance. 

Ms. K Foy

Student Support Officer

You are in the final year of your High School life! We hope you had an enjoyable and restful holiday and are now ready to take on the next 3 terms and work hard to achieve your best. Now is the time to focus on your studies, revise your study notes, ask teachers for help/advice when needed and always try your personal best!

Remember, it’s your determination and effort that goes along way into achieving your dreams. We know it’s not easy, but definitely worth it!

We look forward to an exciting, busy and activity packed final year in 2024 with our Year 12 students. Furthermore, we look forward to creating some wonderful memories.

Good luck and remember Mrs. Martin & Mrs. Pangis are always here for you.

Mrs. J Martin & Mrs. S Pangis

Year 12 Advisors

https://t.ly/rQigq

Last term, Mathematics and STEAM teacher at BHGHS, Dr Yu went to Antarctica as part of the Homeward Bound STEMM leadership initiative with 100+ people from ~20 different countries, including the first Jordanian scientist and first Cameroon woman to set foot on Antarctica. She is passionate about improving visibility and the voice of teachers and our local community leaders, collaborating with women of influence from all around the world and learning from different education systems.

This journey marked the last phase in a long Leadership & Visibility program led by Homeward Bound, a non-profit organization dedicated to amplifying the leadership skills, influence and impact of women and non-binary people in STEMM to influence strategy, policy and decision-making to shape a sustainable future for all.

Following this, she was able to take her learnings and connections through the leadership program to speak at various schools in Ecuador (South America) to learn from teachers and principals there about their education system and Mathematics classrooms and similar learning barriers such as in accessing resources, school attendance, literacy & numeracy skills.

Why Antarctica when the environment, weather, cultural context seems literally a world away from Sydney? To focus on global challenges that affect our communities and countries of our families. We were able to learn from each other, form international partnerships, witness amazing examples of different kinds of leadership that are needed to support the next generation. Witnessing change is a powerful motivator for action. It fuels our passion for exploration, learning, curiosity, adventure: awe primes us for openness and change. We gained powerful motivators for cooperation, sharing resources, working together, giving things up for others for a wider gain.  Leadership needs long term sustainable thinking. Right now, we have currently very few women representatives.

Dr Yu: “It has evolved how I see, view, appreciate and grow as an educator, not just in mathematics but for the local communities I serve. We want our students to have role models and become leaders in their own rights who are quick to adapt to difficulties and changes in our environment. This requires critical thinking and problem-solving skills, and cultural understanding of each other for social empowerment.”

https://t.ly/rQigq

As Dr Yu is self-funded and believes in investing in her growth as an educator in our communities, any small contribution would be most helpful so she can continue developing resources for - Developing STEM and mini-leadership modules focusing on environmental and socio-cultural issues customised to local schools' contexts – forming local and international partnerships with her a network of leaders to amplify visibility of math's, science, technology, medicine, in order to help this and next generations become 21st century leaders for a more sustainable future.

[This link has 2 videos – one filmed from Antarctica and from a remote area of Ecuador where Dr Yu gave a talk as a math's and science teacher on impacts of single-use plastics on the local environment. This is a common problem in many developing countries including Vietnam, Indonesia, Malaysia and in the Middle East – so we can all think about how to address social-cultural issues in our local communities, here and where our families live!]

Ms. S Yu

Mathematics Teacher

Premier Mr C Minns:

At the Parliament of NSW Legislative Assembly Feb 2024, Premier Chris Minns gave a community recognition statement “Mr. CHRIS MINNS (Kogarah—Premier)—I would like to commend and celebrate Beverly Hills High School teacher, Ms. Shona Yu for her outstanding career as an educator in mathematics. A prodigy with an exceptional natural ability, Shona graduated from high school at only 10 years old. At 15, she went on to pursue a PhD in algebra from the University of Sydney becoming the youngest student to do so. During her prolific career in academia, she gradually realised her passion for educating young minds, prompting a career change to high school teaching. Today Shona can be found teaching math's as well as enrichment and STEM programs at Beverly Hills Girls High where her passionate and accessible approach to teaching serves as an inspiration to her students daily. Beverly Hills Girls High School Principal Maria Iemma says that Shona has, 'helped bring math's out of the cupboard and bring the subject alive. She makes math's so meaningful and gives students the tools to apply it in their daily lives and across multiple subjects. ' I would like to thank Ms. Yu for her incredible contribution to the classroom. Her drive to make an impact in education for the next generation in numeracy is an inspiration to us all.”

 https://www.parliament.nsw.gov.au/Hansard/Pages/HansardResult.aspx#/docid/HANSARD-1323879322-138745/link/108

Ms. S Yu

Mathematics Teacher