91福利 has a long history of seeing our parents and carers involved in the life of the College with volunteerism an accurate description of this level of participation. We love our parents鈥� and carers' deep commitment to classroom support in Primary, extra-curricular activities like Sports and Performing Arts opportunities, involvement in celebrations like Multicultural Day, Grandparents' and Special Friends' Day and our Mother鈥檚 and Father鈥檚 Day celebrations, along with attendance at College events like ANZAC Remembrance Service, Foundation Day, End of Year Awards and Celebration evenings.

I continue to be humbled by our TLCCA and their energy for supporting families through the Second Hand Uniform Shop and through events like our recent Open Morning followed by the TLCCA Picnic in the Park, showing support for and love of the College whilst helping our new, current and future families establish connection. The involvement of our Class Parent Representatives (CPR鈥檚) who support families to remain on track with what is happening in this busy place helps to build and sustain a sense of community. 鈥�

Your level of involvement as parents and carers is outstanding, but I must ask myself, are we giving you, our parents and carers, opportunity for deeper engagement in the learning lives of your young people?

Engagement in an educational context can be described as a mutually beneficial interaction where active participants make and feel valued for their contribution. In a school context it could be argued that one of the significant differences between parent and carer involvement and parent and carer engagement is the level of emotional investment a parent and carer feels when actively engaged in the learning journey of their young person.

There is no doubt in the research around parent and carer engagement, that involvement in your child鈥檚 school community has benefits for their wellbeing and sense of connection to community, in fact, it is permission giving for your child to know that you too like where they go to school and so your involvement helps to produce a positive mindset. It is also clear in research that when parents, carers and the school are actively engaged in partnership to benefit the child鈥檚 learning, parents and carers feel empowered to further engage with their young people about what and how they are learning, and this produces more supportive and productive conversations with school staff. In short when both school, parents and carers have the same goal in mind and are both equipped in understanding what learning looks like, there are improved outcomes and resilience levels for the young person.

In some pockets around the College, I dare say we do offer opportunity for your engagement, but this can be something that appears more complex as your children get older and the nature of schooling more complex. This however should not be a stumbling block to engagement for the sake of your young person.

91福利 is committed to building positive partnerships with our parents and carers to enable better outcomes for your children. To further grow our partnership, we have commenced a program run by the ISQ Parents Network, that takes contemporary research and then assists schools in working with parents and carers to strengthen relationships, enabling parents and carers to feel more connected to their children鈥檚 learning.

I have invited our TLCCA President, Kristina Petho to join our working party at the next workshop to assist in discerning how the College, moves from parent and carer involvement to engagement. As we continue on this journey together across the next few years we will be seeking your feedback and ideas assessing to help improve our partnership and the outcomes for our Lakes Learners.

Nicole Gregory | Principal

The resurrection account of Jesus in the early church stands as one of the most intriguing mysteries in history, akin to a captivating "who done it." I suspect that presenting the lifeless body of Jesus would have posed a considerable challenge for all involved and explaining the event to those who showed interest must have been an even more daunting task. The death of the carpenter's son is a documented historical occurrence, supported by ample evidence indicating that criminals in the first century, particularly the Jews, viewed crucifixion as abhorrent. The act, while maintaining Roman control, subjected the Jewish community to additional suffering due to their distinctiveness and theological beliefs.

Evidence supporting the existence and demise of Jesus from Nazareth is compelling, with claims ranging from him being a miracle worker, prophet, exorcist, healer, teacher, Rabbi, to a sage. Both biblical and non-biblical sources assert his crucifixion, positioning it as a plausible historical event executed as part of Roman governance.

However, validating the resurrection becomes more challenging due to the absence of direct witnesses to the event within the borrowed tomb. Instead, the focus shifts to over 500 individuals who claim to have experienced the effects of a man returning to life. Various accounts describe interactions with Jesus over a six-week period, including Thomas touching wounds and disciples engaging in everyday activities with him.

This enigmatic event, known as the resurrection or the revival of life from the dead, lacks direct witnesses to the metaphysical act itself. Nevertheless, it boasts numerous testimonies of Jesus alive and active in the 1st-century community, adding complexity to the historical "who done it."

In my interpretation, I believe God raised Jesus from the dead, aligning with scriptural references and the Apostle Paul's encounter with Christ post-ascension. The existence of the global church, in my view, hinges on the reality of Jesus being alive. To me, this represents the hope of the world and fulfills every promise made by the biblical narrative. I encourage you to explore the materials, scrutinize the testimonies, and make your determination on this monumental "who done it." At the very least, it offers profound insights into the 1st century, and at most, it might lead to a transformative encounter with Jesus Christ, shaping your life and purpose.

Tim McMenamin | Director of Mission

As NAPLAN season approaches, many parents, carers and families may find themselves wondering about the significance of this standardised testing in their child's education journey. NAPLAN, or the National Assessment Program 鈥� Literacy and Numeracy, is a nationwide assessment administered annually to students in Years 3, 5, 7 and 9 across Australia. It aims to assess students' proficiency in Literacy and Numeracy that students are learning through their regular school curriculum. It is important for families to understand that NAPLAN is not the sole measure of a child's abilities or their school's performance.

The National Assessment Program 鈥� Literacy and Numeracy (NAPLAN) will be undertaken this term from Wednesday 13 March to Monday 25 March.

NAPLAN is just one aspect of our College鈥檚 assessment and reporting process. It does not replace ongoing formative and summative assessments made by teachers about the progress of each learner. NAPLAN provides schools, education authorities and governments with information about how education programs are working and whether young Australians are achieving important educational outcomes in Literacy and Numeracy.

NAPLAN involves testing on four domains:

• Writing 鈥� Students are provided with a 鈥榳riting stimulus鈥� (sometimes called a 鈥榩rompt鈥� 鈥� an idea or topic) and asked to write a response in a particular genre (narrative or persuasive writing). The Writing test occurs on the first day of the testing window. If absent a student only has the following day to complete the missed test.
• Reading 鈥� Students read a range of informative, imaginative, and persuasive texts and then answer related questions.
• Conventions of Language 鈥� This test assesses spelling, grammar, and punctuation.
• Numeracy 鈥� This test assesses numbers and algebra, measurement and geometry, and statistics and probability.

NAPLAN is a point-in-time assessment conducted by the government to gather data on students' Literacy and Numeracy skills. In Queensland the Queensland Curriculum and Assessment Authority (QCAA) outlines the protocols for administering NAPLAN, ensuring fairness and consistency across all schools.

One key aspect for parents and carers to remember is that NAPLAN is just one piece of the puzzle when it comes to assessing a child's academic progress. Schools use NAPLAN results, along with other forms of assessment, to gain a comprehensive understanding of each student's strengths and areas for improvement. Therefore, families should not view NAPLAN results in isolation or as a definitive measure of their child's abilities.

While the test period is over nine days, it would be anticipated that we would have most of the testing completed by the middle of Week 9, with provision for additional days until 25 March, should a student be absent.

Students are not expected to study for NAPLAN. You can support your child by reassuring them that NAPLAN is a part of their school program and reminding them to simply do their best. Our teachers will ensure familiarisation and explanation of NAPLAN is provided to help students understand and be comfortable with the format of the tests.

The table below outlines the specific dates for each of the tests:

Make-up tests for any students absent may be conducted at times suitable to the students, staff and NAPLAN protocols across the testing window, up to and concluding the 25 March.

What can I do at Home?

So, what can parents, carers and families do to support their child during the NAPLAN period?

1. Sleep well, eat well: We all know we think better, feel better and can tackle most of what life throws at us when we have a healthy mind and body. Keeping regular bedtimes, reducing screen time before lights out and avoiding the 鈥榟-angry鈥� with a healthy diet and decent breakfast creates a successful foundation any day of the week.
2. Encourage Regular Reading and Numeracy Practice: Reading and number skills are already an important aspect of our Home Learning commitments here at the College. Reading regularly and practicing numeracy skills is a valuable part of supporting student progress in all areas of their learning. Encourage your child to read a variety of texts and practice numeracy problems regularly.
3. Maintain a Positive Attitude: Encourage your child to approach NAPLAN with a positive mindset. Emphasise that it is an opportunity to showcase their skills and knowledge, rather than a high-pressure test.
4. Keep things in perspective: Our young people make progress every day and our teachers work hard to ensure that our curriculum is robust and focused on developing transferable lifelong skills. These skills can be applied in different ways and at different times across a range of learning areas. Try not to make NAPLAN bigger than it needs to be, as it is just one form of assessment teachers and the school use, along with lots of other data to determine a students鈥� academic level and progress. It is important your child understands their success is not determined by one test and that everyone鈥檚 skills, abilities, and talents are to be celebrated. If your young person is not worried, then you should not be either. Take your cue from them.
5. Talk about it: Listen, acknowledge any concerns, and talk. It is important for educators and parents to acknowledge any stress, anxiety or other negative emotions that students might be feeling during these times. It is normal to experience these emotions. Being nervous is very normal, however; (see point 4) keep things in perspective. As we encourage in all learning activities, place your focus on effort rather than attainment. A 40/45-minute online assessment, one period, may be an easier hurdle to overcome if we take a deep breath and then reflect on all of the wonderful things that make school such good fun 鈥� friends, new ideas, learning and break time.
6. Communicate with Teachers: Keep open lines of communication with your child's teachers. Discuss any concerns or questions you may have about NAPLAN or your child's progress in general.
7. Celebrate Effort: Regardless of the results, celebrate your child's effort and hard work during the NAPLAN period. Encourage them to reflect on their performance and set goals for improvement.

If you would like to get a feel for NAPLAN online, then you may wish to visit the and explore what the online platform looks like at home. Further information can be found .

We look forward to the opportunity for our students to engage with NAPLAN 2024.

Mark Pearce | Deputy Head of Primary - Curriculum Transformation
Geoff Elliott | Acting Deputy Head of Secondary (7-9)

Now more than ever, we are focusing on the all-round wellbeing of people and society. Lives are busy and stressful and the cost of living is putting pressure on families and communities. It is important to ensure the wellbeing of ourselves 鈥� we can鈥檛 pour from an empty cup! It is also important to ensure that our children have the tools, tricks and tips to ensure their wellbeing is cared for, which allows for happier people and improved social outcomes!

We teach this at school through The Resilience Project 鈥� a program which focuses on Gratitude, Empathy, Mindfulness and Kindness. Through caring for our own wellbeing, using the tools in our 鈥榯oolkit鈥�, we create a space for people in society to be more patient, resilient and caring.

Looking after our wellbeing ensures we are able to manage stress, increase energy and promote positive, long-term health outcomes. From here, we generally see an increase in focus, engagement and motivation in the classroom, as well as problem solving skills in social situations.

Here are a few tips and tricks to help care for yours and your child鈥檚 wellbeing:

• A regular bedtime ensures your child has enough uninterrupted sleep each night and is ready for learning the next day. Switching off technology before bed and leaving devices in a separate room can help your child get sufficient sleep
• A healthy breakfast ensures the brain is nourished and able to focus
• Regular exercise not only ensures a healthy body but can help improve moods by releasing 鈥榝eel good鈥� chemicals in the brain
• A safe space and regular conversations help to create a positive home environment
• The American Academy of Paediatrics released a helpful visual for the Healthy Children Organisation (see image below).

Spending some time looking after our wellbeing may feel like an extra 鈥榯hing to do鈥� when there is no time to do it! However, the benefits are immeasurable and can actually save us time in the long run, leading to happier, healthier lives.

Rachel Johns | Deputy Head of Primary - Students & Wellbeing

As a wall of Taylor Swift music pumped from the Primary Gates one morning this week, I couldn鈥檛 help but wonder about how pop royalty is influencing a whole generation of young people and reshaping expectations about what might be possible.

No doubt you鈥檙e all aware that that one of the world鈥檚 biggest superstars has flown-in and flown-out of the country for the Australian leg of her Era鈥檚 tour. Indeed, many staff and students have been fortunate enough to go to one of the gigs; trading stories, photos and bracelets back at school this last fortnight. In the spirit of the year鈥檚 theme, Get Curious, I thought about the impact that Taylor will have on the choices young people make about their lives and their careers years from now.

Year 11 student Jade P reflected on Swift's influence, commenting, 鈥淗er journey from a young country artist to a global pop sensation has inspired young people, including myself, to pursue their passions, work hard, and overcome challenges.鈥� I suspect there have been more than a few Taylor-inspired conversations in kitchens and cars throughout our community in the last month, and it certainly seems like Taylor and other entrepreneurs like her are making a difference.

My interest is her visibility. Taylor Swift changes perceptions about what might be possible in a world where we know that 鈥測ou can鈥檛 be what you can鈥檛 see鈥�. It鈥檚 very difficult to move towards pathways when you can鈥檛 see anyone who looks like you in those pathways, and our young women are seeking female leaders for inspiration, not imitation. I鈥檓 not for one moment suggesting that Taylor is inspiring millions of young women to become pop stars; rather that her success expands the range of what is possible.

Earlier this year, the 2024 (yup, real event) brought together academics to discuss the impact of Taylor Swift鈥檚 popularity on a range of fields (read a ). Among many reflections, a key one is that Swift resets expectations, and not just for young girls. She鈥檚 on track to be a billionaire before she finishes the Era鈥檚 tour in June. She models to us all that it鈥檚 OK to be young and creative, but also intelligent, driven, and savvy. She took a potentially career ending dispute with her record label and turned it into a triumph re-releasing all her early albums with just as much fanfare as the first time around. She sends a message that it鈥檚 OK to respect yourself, to stand up for yourself, and to be clever about how you do things, and it鈥檚 a message that resonates with all young people. She represents what鈥檚 possible and does a really great job of making the process visible and relatable.

Another Year 11 student, Kate T, said, 鈥淚nstead of shutting down, she uses her songs to express her opinions and perspectives of her own experiences in this complex world. She is a figure that people can lean on to feel like they aren鈥檛 alone because she鈥檚 so relatable.鈥�

Angela Duckworth, author of Grit, talks about people who are 鈥榥aturals鈥� 鈥� those who are brilliant at what they do, to the point where the rest of us justify it by saying that they must be natural. Actually, says Duckworth, these people work incredibly hard. They鈥檙e the ones who are training before everyone else, travelling further, doing the work that they need to do to get to where they want to go, and Taylor makes this work visible.

Mathew Stein | Deputy Principal - Curriculum, Professional Practice and Transformation

Along with our Primary School Captains, Student Council leaders, Chapel, Library, Dance, Engagement and House Leaders, each class in Year 3 to 6 is supported by a student leadership team. In February, we recognised our Class Captains, Environmental Monitors and Technology Monitors at our Class Leader Badge Presentation.

These leaders help teachers and their classes to be their best. To be Safe, Respectful and to be Learners. At TLC, we believe in 鈥楽ervant Leadership鈥� 鈥� this means helping others to be their best. Our leaders have been chosen by their peers because of their kind and helpful characteristics.

During our Presentation, our Primary School Captains, Holly and Seb, gave a short insight into their leadership beliefs and hopes for TLC.

Inspiring words from Primary School Captain - Holly C:

A true leader has the confidence to stand on their own, the courage to make tough decisions and the compassion to listen to the needs of others.
It doesn鈥檛 sound like much fun to stand alone, but what if you know in your heart that something isn鈥檛 right, and that it doesn鈥檛 align with your values then that鈥檚 when you have to be strong. It鈥檚 easy to follow the crowd, but it takes courage to stand alone. Leaders are people who must find the courage to do this, particularly if it means making our community a better place and doing what鈥檚 right for everyone.
Good leaders also listen more than they talk, although I鈥檓 still working on this, as I know I can talk a lot! I even have a Little Miss Chatterbox mug at home. But I am learning that if we listen, we really learn about the needs, feelings, and opinions of those around us. Congratulations to those who received a leadership badge, and for those who tried for a leadership role, you already have the confidence and courage to be leaders. In fact, we each have our unique leadership skills, and by working together, we will make our school community even better than it already is!

Inspiring words from Primary School Captain 鈥� Seb H:

A quote that inspires me is 鈥淟eadership is not a position or title, it is action and example鈥�. First of all, leadership is an action not a thing. To be a leader you have to have the courage to congratulate people and share nice things. It鈥檚 not all about having a really shiny badge, even though they are all shiny. It isn鈥檛 about being nice while someone watches you. It is all about the leadership that is included in the action. I hope that I can show you with my actions that I have the leadership qualities to help support you, the students, the teachers and anyone else who is a part of our wonderful community. Thank you and remember, lead by example and you are a leader.

Congratulations again to all the students who undertook this process. May the elected Class Leaders for Semester 1 lead by example with courage and grace in their hearts. I look forward to watching all of our students鈥� leadership journeys in the years ahead.

Rachel Johns | Deputy Head of Primary - Students & Wellbeing

Our Lakes Learners celebrated Queensland School Library Week in February in a variety of ways. Some students chose to have a 鈥淏lind Date with a Book鈥�, where they selected a wrapped book and read a short synopsis of what it was about. They borrowed the book, without seeing the cover and after borrowing they could then reveal what book was borrowed. There was lots of excitement with books selected for this display from our Fiction, Middle Fiction and Secondary Fiction collections as well as some from our very popular Graphic Novel collection.

The theme for 2024 was 鈥淥ur Heart, Our Stories鈥� see the website for more information.

Our readers also had the opportunity to create a bookmark and of course spend their time in the Library space to read and play chess.

Therese Stafford | Head of Library & Research

These words encapsulate the essence of our recent Year 7 Camp at Luther Heights, where our students bravely stepped into the unknown, faced their fears and emerged stronger and more resilient than ever.

From 30 January to 2 February, our Year 7 students embarked on a transformative journey to "Step Up and Embrace the Challenge." Our aim was clear: to foster connections and positive relationships essential for both pastoral and academic success at 91福利.

Throughout the camp, our students encountered a myriad of challenges designed to push their boundaries and ignite their spirits. From navigating rope courses high above the ground to unravelling the mysteries of escape rooms, they demonstrated unwavering courage and determination to complete any challenge.

Amidst the thrill of adventure, our students also revelled in the beauty of the beach, where they engaged in friendly competitions and team-building exercises. They also had the opportunity to hit the surf with body boarding and surfing.

But beyond the rush of adrenaline, it was the moments of vulnerability and authenticity that truly defined the camp experience. Whilst supporting each other through challenges, our students learned the value of empathy, compassion and genuine connection - a lesson that will assist them as they continue their journey at TLC.

Kristy McNally | Head of House - Tabbil

Rozelle D (Yr 11) took part in the Little Athletics Regional Championships - Metro West in February and qualified for LA QLD State Championships this month, for three out of the three events she had entered for: 200m, 400m (bronze) and 100m (bronze)!

Some fantastic results from the Bundaberg Open Taekwondo in February:

• Daham W (Yr 6):
  • 2 Gold medals in Sparring, Black Belt Male 12 to 14 years 33.1 Kg to 37 Kg (Match Play).
  • Gold medal in individual traditional Poomsae, Black Belt 1st Dan Male 12 to 14 years.

• Amal W (Yr 5):
  • Silver medal in Sparring, Black Belt Male 10 to 11 years 22.1 Kg to 25 Kg (Match Play).
  • Gold medal in individual traditional Poomsae, Black Belt 1st Dan Male 10 to 11 years.

• Juwon H (Yr 4):
  • 2 Gold medals in Sparring, Red Belt Male 8 to 9 years 38.1 Kg to 42 Kg (Match Play).
  • Gold medal in individual traditional Poomsae, Red Belt Male up to 9years.

What an incredibly vibrant February it has been for our TLC community! It warms our hearts to witness the overwhelming support from parents and carers, as they actively participate in the array of "back to school year" functions hosted by TLC and TLCCA.

We extend our deepest gratitude to the Primary and Secondary Leadership Teams for embracing TLCCA's involvement in their Information Evenings. This collaboration is a new and exciting endeavour for TLCCA, providing us with invaluable opportunities to educate our parents and carers on the various avenues for engagement. A special thank you to the staff, parents and carers who adorned the events with their smiles and words of encouragement for Ren猫e and Kristina. Although the Primary Information Evening faced a setback due to unforeseen weather conditions, rest assured, the TLCCA Executive team remains committed to supporting Primary events throughout the year.

On 8 February, Nicole Gregory graciously hosted the annual Principal's Welcome Evening, and in tradition, the TLCCA Executive Team stood ready to ensure all attendees stayed refreshed, serving drinks with enthusiasm. We were particularly thrilled by Treasurer Mike's inaugural assistance at the event, as he donned his vest and tie, embracing the role of Bartender with gusto!

Once again, our TLCCA Picnic in the Park proved to be a resounding success last weekend, with over 120 TLC families in attendance. We extend our heartfelt appreciation to the City of Moreton Bay for their generous grant funding, which significantly contributed to the event's success. Laughter and love filled the air as families enjoyed the sausage sizzle, cold drinks, icy poles, popcorn and snow cones, ensuring everyone remained nourished and hydrated. To our remarkable Picnic in the Park volunteers, we cannot thank you enough for your selfless dedication and boundless energy. Despite the challenging heat, your presence made the day truly unforgettable, and we are profoundly grateful for your unwavering support.

The February meeting, held on the evening of 28 February, was a resounding success, with 18 attendees participating both in person and virtually. The feedback received following the meeting has been overwhelmingly positive. For those who couldn't attend, meeting minutes can be accessed here.

Looking ahead, our next meeting is scheduled for Wednesday 27 March, the last day of Term 1. Join us at 8:45am in the Primary Staff Room, where younger siblings are warmly welcomed. We eagerly anticipate welcoming new faces as we continue to foster a welcoming and inclusive community.

Kristina, Rene茅, Mike and Amy | TLCCA Executive

91福利 extends sincere thanks to our 2024 TLC Sponsors, whose steadfast support plays a vital role in fostering the overall development and wellbeing of our students. We acknowledge and value the dedication of the businesses listed below, whose investments directly enrich the educational journey of our students. Their contributions provide invaluable resources and open doors to opportunities that might not have been accessible otherwise. We are truly grateful for their commitment to enhancing the educational experiences at 91福利.

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