NewsBites - Term 2, Week 3, 2024

Fostering a Restorative Culture: Nurturing Relationships in Education

Recently, there has been a resurgence of interest in traditional disciplinary measures within educational institutions. The allure of swift consequences seems promising to many, offering a quick fix to behavioural issues. However, as educators and families, we must pause and reflect on the deeper implications of such an approach. Are we merely addressing symptoms, or are we fostering meaningful change in our students' lives?

At Faith, we pride ourselves on our commitment to Restorative Practices (RP), an approach deeply rooted in the ethos of empathy, understanding and accountability. While the allure of punitive measures may offer temporary compliance, RP delves into the heart of behaviour, focusing on teaching, understanding and individual growth.

One of the fundamental tenets of RP is recognising that appropriate behaviour is learned. By embracing this principle, we shift our focus from punishment to education. Through restorative conversations and interventions, we guide our students in understanding the impact of their actions and empower them with the tools to make better choices in the future. This transformative approach not only addresses the immediate issue but equips students with lifelong skills essential for navigating the complexities of the world beyond the classroom.

Central to the philosophy of RP is the cultivation of empathy and understanding. In a society that often emphasises individual achievement, it is crucial to instill in our students the value of connection and compassion. RP provides a platform for students to recognise the humanity in one another, fostering a sense of community and mutual respect. By engaging in restorative processes, students develop the capacity to empathise with others, an invaluable skill that transcends the boundaries of academia and prepares them for meaningful participation in society.

Moreover, RP emphasises the importance of seeking understanding, providing support and holding individuals accountable when necessary. It is not about turning a blind eye to wrongdoing but rather about addressing it in a manner that promotes growth and restoration. By creating a culture of relational accountability, we empower our students to take ownership of their actions while offering the support necessary for positive change.

In a world characterised by constant change and evolving challenges, the significance of relational schools cannot be overstated. By fostering environments where students feel connected and valued, we create the foundation upon which academic success and personal growth flourish. When students feel safe, supported and understood, they are better equipped to engage in learning and contribute positively to their communities.

As members of a Lutheran school community, we recognise that conflict between community members is unavoidable, but we have a unique opportunity to shape not only the academic trajectory of our students but also their character and worldview. Through our commitment to Restorative Practices, we affirm our dedication to nurturing relationships, fostering empathy and preparing students to thrive in a world that values understanding and connection above all else.

Colossians 3:13
Bear with each other and forgive one another if any of you has a grievance against someone. Forgive as the Lord forgave you.

Reid Dobson
Director of Communities and Culture

Earlier this week, our Foundation Phase students embarked on a special journey to Redeemer Lutheran Church in Laidley. This excursion was more than just a field trip—it was a celebration of our school’s 25th anniversary and an opportunity to learn about our roots.

All Aboard the Faith Express! The College bus service transported our eager students and dedicated staff to Laidley. Foundation Teachers accompanied their students, ensuring a smooth ride to and from Redeemer. 

As the wheels turned, so did the pages of history. Redeemer Lutheran Church, with its stained-glass windows and wooden pews, whispered tales of yesteryears. It was here that our students learned about the early days of our beloved school - the humble beginnings, the dreams and the tireless efforts that transformed it into the thriving community it is today.

During this special church service, our students sat attentively and respectfully. No fidgeting, no whispering - just pure engagement. They absorbed the wisdom of those who came before them, reflecting on the journey that brought Faith Lutheran College to where it stands today.

Our dedicated staff members ensured student supervision during each chapel service. Kudos to you, dear educators - you’re the real MVPs!

In conclusion, our excursion to Redeemer Lutheran Church was a pilgrimage through time - a celebration of growth and a reminder that our school’s legacy is etched in every brick, every smile and every “aha!” moment. 

Here’s to 25 years of Faith Lutheran College - may the next 25 be even more extraordinary!

Dylan Lister
Head of Wellbeing - Foundation Phase

Finding the Balance: Paid Work and School Commitments

As we navigate through the Graduate Phase of schooling, it's essential to maintain a careful balance between paid work, school commitments and other activities. We understand that our students have diverse commitments both within and outside of school. Whether it's community service, sports or paid work, these engagements play a crucial role in shaping our students' experiences.

In today's economic climate, the allure of paid work is stronger than ever for our young people. It offers them independence and provides a means to prepare for life after school. However, while these commitments are undoubtedly valuable, they can sometimes take a toll on our students' overall wellbeing. Fatigue, overexertion, and a lack of time are common consequences, impacting their capacity to achieve the results of which they are truly capable.

The Graduate Phase of schooling passes by quickly, yet it holds the potential to open many doors beyond school. It is a short snippet of time that can significantly influence a student's future. Therefore, we encourage our students and their families to reassess their weekly commitment timetables. It's crucial to find an effective balance between school, schoolwork, paid work, community service, extracurricular activities, spirituality and wellbeing.

A well-rounded schedule should also incorporate enough time for rest, sufficient sleep and positive social interactions. We believe that finding this balance is vital for our students' overall success and wellbeing.

Legal Considerations for Paid Work

It's essential to remind our students and families about the legalities surrounding paid work for school-aged children. The Child Employment Act 2006 and the Child Employment Regulation 2016 has firm guidelines regarding the hours school-aged children are allowed to work on a daily and weekly basis.

Maximum Allowable Hours of Work for School-aged Children:

• 4 hours on any school day
• 8 hours on any non-school day
• 12 hours in any school week (commencing Sunday)
• 38 hours on a non-school week

Breaks:

• An employer must give a school-aged child at least a one-hour break after the end of the fourth hour, unless an industrial instrument provides otherwise.
• A school-aged or young child must have a 12-hour break between shifts for the same employer.

Shifts per day:

• Shifts: 1
• Break during shift: 1 hour after the end of the fourth hour
• Break between shifts: 12 hours

We encourage our young people and families to be empowered by these Acts and Regulations. They serve as a guide to help find a happy medium between paid work and other commitments, ensuring a balanced and fulfilling life during the graduate phase of schooling.

For more detailed information, please visit this link: Restrictions on children working in Queensland (other than in the entertainment industry) | Business Queensland

Traineeships and Apprenticeships Information:

Check out this one-page infographic, outlining the intricacies of working or completing a traineeship or apprenticeship while still at school. There are numerous opportunities available for our students and we encourage them to reach out to us if interested, so we can connect them with staff who can assist.

Emma Saal and Josh Searchfield
Heads of Wellbeing - Graduate Phase

Work Placement – Amberley RAAF Base Familiarisation Experience

By Ashleigh Rawson, Graduate Phase

As a student at Faith Lutheran College, there are many opportunities available to expand your knowledge and experiences in and out of school, and I was lucky enough to be picked for one of these opportunities. 

The Amberley Royal Australian Air Force base, and many other military bases across Australia, take applications for the Defence Work Experience Program and hold multiple workplace experiences throughout the year. Of 80 applicants, I was fortunate to be one of only 23 students chosen for this experience. 

Over the course of the three days, I had access to the base. I got to see C-17s, KC-30s, Super Hornets (F/A-18) and Growlers (EA-18G) take off, I got to go inside an active Spartan (C-27J) and a KC-30, along with up close and personal with the Growlers. We had experiences all over the base, such as: drill practice; physical training; First Aid; Air traffic; ADGs/Dog handlers; the firefighters (I got to sit in a fire truck and aim the hose); the Heritage Centre and much more. 

For students who may be interested in applying for this opportunity, visit Information for students | Jobs & Careers | Defence for a list of experiences such as this all over Australia. You must be enrolled in some kind of educational institute and above Year 10 to apply and there are no other commitments to the Air Force after the experience. I highly recommend this opportunity and, as it is an incredibly competitive program, I recommend getting in your application as soon as possible.