The end of Term 3 saw PLC students participate in the

inaugural PLC sports carnival. Often students who attend PLC

miss out on participating in regular school activities and

rituals.

The end of term assembly was one such

event that grew from the belief of staff at

DKC that all students should be given

these opportunities.

As was the case with assemblies, students

have taken a while to adjust to the new

routine of sports day practice sessions –

held during second break. I am pleased to

report that in recent weeks there has been

some happy faces and focused

participation. Class groups (houses) will

compete against each other for the overall team award, with

individual champion trophies also up for grabs.

I am pleased to report that the decision

to align our Literacy and Numeracy to

the VTQ modules has resulted in

increased engagement and subsequent

academic growth across the board.

Certificates of attainment are regularly

given out to students on morning

assemblies.

All schools in Queensland are required to develop a Student

Code of Conduct. This is the schools behaviour policy with

information about expectations, consequences and processes

for addressing issues such as bullying and use of technology.

The PBL Framework guides the selection, integration and

implementation of our academic and behavioural systems,

practices and use of data, ensuring we create an inclusive,

positive and safe learning environment.

Please ask any staff member for more information.

Enjoy the upcoming spring break, stay safe and see you all

back for the start of Tem 4.

Ms Sandi

English & Maths

This term, we have partnered

with Vocational Training

Queensland (VTQ), a

registered training organisation

(RTO). Similar to DKC, VTQ

supports young people

accessing alternative learning

programs.

Through this partnership, we

can provide a range of

nationally recognised,

accredited literacy and

numeracy courses. An online

learner management system is

used to track progress, provide

feedback and map outcomes in

real time.

VTQ also provides pre-

vocational (non-accredited)

programs to support students

to develop literacy and

numeracy skills, and increase

learner confidence. Courses

are self-paced and can be

delivered to large cohorts,

small groups or one on one.

PLC NEWSLETTER

TERM 3, 2020

Safety | Respect | Responsibility | Resilience

Check out our website: denisekablecampus.eq.edu.au

School Office: 4631 7111 Team Leader: 0439 850 807 (Ms Sandi) School Watch: 13 17 88

Key Dates for Term 4:

Classes resume on Tuesday 6th October.

Last day of term is Thursday 3rd December.

School Camp – Wed 21st October.

End of Term Assembly – Wed 2nd December.

Positive Learning Centre Update:

There are currently 22 students in Years 5-10 (from schools across

the region) enrolled in the PLC.

55% of our PLC students have now

received a certificate of achievement

for completing VTQ modules for

English and/or Maths. Most students

like to receive their certificate during

our morning assemblies as it

recognises their hard work.

The DKC values of Resilience,

Respect, Responsibility and Safety underpin everything we do. Each

morning, we meet as a group to discuss the PBL focus for the week

and discuss any variations to routine for the day. This semester we

have focused on being in the right place at the right time, using

school appropriate language and actions, and ignoring the

inappropriate behaviour of others.

We have continued to focus on

building relationships within our DKC

community and it has been truly

rewarding to see these connections

strengthening during the term. We

look forward to continuing our

successes in Term 4.

Staff at DKC work consistently with

students and families to support our young people, and at times need

to follow through on behaviour that impacts significantly on the rights

of others to learn and / or feel safe. This

term there has been some intentional

vandalism of school property –

windows, school equipment, furniture

and graffiti on the bus. This is not

acceptable. We ask that carers and

parents treat this seriously and support

us with the consequences that are put in

to place. An individual’s circumstances

will always be taken into account, and

we will treat every incident separately, and provide an opportunity

for those involved to consider their actions and learn alternatives that

are socially more acceptable.

HASS

This semester, students

investigated democratic

values and processes in

the school community.

They explained why

using a democratic

electoral process is

important and how

values and processes are

important in Australia’s

democracy.

Through an introduction

to Vincent Lingiari and

the ‘Wave Hill walk-off’,

they identified and

explained the

importance of

democratic values in

influencing the

behaviours and actions

of Australian citizens.

Science During Science this term, students

have learnt about ‘forces’. They

have reviewed how forces affect

motion; developed an

understanding of balanced and

unbalanced forces; how to calculate

net force and how energy can be

transformed.

Students have learnt some of these

concepts through playing games

and constructing simple and

compound machines. Next term,

primary students will design their

own forces game while the

secondary students will apply their

understanding of fair testing to

construct, test, and modify a

balloon-powered vehicle. They will

analyse the forces acting on the

vehicle.

Project

Project this term has seen students design, produce and evaluate

a project of their choice. Through a structured approach

students are participating in project work across three domains;

manual arts, sewing and cooking. The theme for Project is

“Protect it” which comes from the Technologies learning area.

So far we have seen an array of projects completed by DKC

students including a chicken hutch, the cubby house renovation,

a mystery box, a jewellery box, Covid-19 masks, a pillow, and

food from different cultures including dumplings, burritos and

chicken nuggets. The students were highly engaged in the

practical component of this program and it has been great to see

their plans come to fruition

Electives The Term 3 Elective program has been extremely well received

with “Passport on Plate” facilitated by the multi-talented

teacher, Miss April. This negotiated program has seen students

from Drayton State School travelling around the world in a

search to discover and learn about different cultures and

cuisines. This unit has provided the

platform for some excellent social

skill engagement. The enthusiasm

from the Drayton students has been

clearly evident with all girls

participating in the program at a high

level.

We welcome back Mr Errol to DKC in the Manual

Arts room in the highly sought after “Toy Shop”

Elective. The students have been involved and kept

busy completing the construction of a toy each week.

Toys have included: a ball bearing noughts and crosses

game, rocking horse, tool box and pencil

case. It has been wonderful to see the

students leave DKC after Toy Shop with a

smile on their face and a brand new toy in

hand which they have created.

The third elective program on offer has seen adventure in the sky from Clifford

Park Special School students. “Flight Zone” saw students engage in a weekly

set task which requires design, construction and problem solving to complete.

Tasks have included kites, paper planes, hot air (helium) balloons, parachutes,

flying foxes and gliders. Mr Jamie has been impressed by the students of

Clifford Park and their persistence and sense of adventure.

During Personalised Learning this term, students continued to work towards achieving their personal and

academic goals. This may have been through working on specific social skills, learning about how to deal with

stress or how to start writing a resume in preparation for a career pathway.

All students have worked on their social and emotional capabilities through ‘Skillstreaming’. ‘Skillstreaming’ is

an evidence based program that is designed to support students in their learning of prosocial skills. It provides

students with the skills required to navigate their way through life, whether that be through conflict resolution,

problem solving or self-management.

Students have focussed on improving their prosocial skills through role-play, discussion, written and visual texts

and sharing feedback with each other. They have learned about communicating effectively, working

collaboratively, making decisions, and negotiating and resolving conflict.

Our older students have been working on creating a resume and thinking ahead to their career pathways. They

have been encouraged to focus on their preferred interests, subjects and strengths while investigating the

opportunities that are available to them in the future.