- Beginning of Term 2
- Anzac Day
- Term 2 ‘taypani limilinaturi’ (Assembly) start time TBA
- Legal Studies Essay Winners Travel to Canberra for Convention
- Charlotte Vernham Wins Regional Final, Lions Youth of the Year
- In Focus: LOTE (Japanese and French)
- In Focus: English
- School Leadership Members
- School Recommendation Program
- Fashion Design
- Devonport mapali
- School of Rock
Allira Lynd-Williams, Michaelia Weeda and Katiya Hyvattinen were chaperoned by Legal Studies teacher, Elise Davey to attend the National Schools Constitutional Convention in Canberra, ACT in March following the successful entry of their essay into a competition.
Here is a refletion on the experience (and the food!) from Allira:
The three of us had to write a 400-word short essay in answer to “Do you think Australia should have a bill of rights?”. From this, five students across Tasmania were selected to attend the convention.
Over the three days we were to discuss Section 128 of the Constitution which involves referendums and the ways in which Australia’s Constitution can be changed. We were randomly put into groups with one student from each State and Territory to discuss whether or not sSection 128 is still necessary, as well as discussing the Voice to Parliament Referendum. Our discussions were also informed by listening to a variety of key-note speakers, all of whom had strong and differing points of view.
We were fortunate enough to experience a number of different things in Canberra aside from sitting in Old Parliament House debating the topic in question. The second we arrived in Canberra we dropped our luggage off at the hotel, had lunch and were bussed straight to Parliament House where we got to witness the childish nature of House of Representatives Question Time in person! In saying that, it was actually a really enjoyable experience. A lot of us felt that the speaker was a little biased in Labor’s favour, we heard a lot of “quiet on my left!” (that’s where the Opposition sits). On the second day, after the discussions, we were bussed to the Governor-General’s house, where we got to have a little walk around tour, take a very rushed and hectic photo with the swarmed Governor-General himself, sing My Only Sunshine with Her Excellency Mrs Linda Hurley as she played the piano, and snack on some yummy Aussie food (yes, I’m talking FINGER FOOD!!). After that we attended the High Court of Australia, where we got to go into different courtrooms, including the one where the Lindy Chamberlain case was held. We were also pretty fortunate to be allowed to have dinner at The High Court, the food was kind of weird though, I’m not going to lie.
On our last day we had more discussions, we got to participate in a mock referendum, and we also got a tour of Old Parliament House, which is tiny in comparison to the new one! And then we had to fly back to Tassie (which none of us were complaining about seeing as they flew us back from Canberra to Melbourne in Business Class).
Overall, it was an incredible experience, and whilst the discussions about the Constitution and our system of government were interesting and eye-opening, I think the more practical experiences of the trip were the most valuable (and most enjoyable) of our time there.
Well done to these students, an excellent achievement to have three Don College students represent the state at the convention. What a fantastic learning opportunity for students to see the inside workings of parliament.
Japanese 3 students Makybie Robb and Taso Bookarof practicing their speaking skills.
Japanese 3 student Taso Bookarof shares his reflection:
In the Japanese 3 classes, we have been heavily focused on learning new words and phrases. I am learning that with each new phrase, comes a different and re-useable sentence structure. Personally, I find it interesting how different words mix and match, much like puzzle pieces. The Japanese language puzzle has different rules and patterns to our familiar English language puzzle.
My favourite part of studying Japanese is the pronunciation and diction of words. The Japanese language involves a lot of hard consonants that encompass using the tongue, to touch the roof of the mouth to create the correct sound. I find creating these sounds in fast succession satisfying and rewarding. Speaking full sentences in a natural manner like a native speaker, in normal real-time conversation, is also extremely rewarding. It’s a fun and interactive way to evaluate my progress.
Recently in class, we have pivoted into talking about Japanese culture in respect to their history. I find this fascinating because it highlights the difference in belief systems and hierarchy inside of households. I enjoy studying Japanese as it unlocks the understanding of a different culture and offers me a different method of communication.
Japanese 3 student Makybie Robb is also passionate about learning the language. Here is a reflection on her experience learning Japanese with Karen Marshall:
The Japanese courses are the kind where you can’t just skip level two and go straight to level three. Even though I had studied the language on and off during primary school and during my own time there was still a lot I had to learn in the level two course. I’ve been interested in the language and culture since I started learning it in Grade One. I find it a lot of fun contrasting what’s different and similar between our culture and language and Japan’s. In my spare time, I like to support my studies by exploring Japanese culture on the internet by watching travel vlogs, listening to music, and recently, watching Japanese cinema. It’s a good excuse to use entertainment as homework. Learning a new language is a lot of fun, it’s extremely rewarding being able to slowly understand more and more of what’s being said when I watch a movie or listen to a song.
Q and A with French Student
Charlotte Robertson is studying French 2 with Shane Wolfe this year.
What has been your experience learning language prior to starting at Don? I I learnt a little bit of French at Ulverstone Secondary College a couple of years ago but nothing since then.
Why did you choose French this year?
I have plans to travel later in life and French is widely spoken across the world. In Australia it provides the biggest opportunity to learn a language.
What have you been learning in French this term? We have been learning language to describe oneself, and verbs to express that such as, "to have" and "to be". We have also been learning French expressions that are polite and the cultural aspects of French culture and customs.
What are some of the challenges learning a new language? Pronunciation is very different. There are some sounds in other languages that we don’t have in English, it takes a lot of practice. I listen to other people saying the kinds of things we are learning and watch mouth movements.
What do you see as the reward in learning a new language? It sets up a lot of opportunities for jobs, and often in a well-paying career. I might possibly use it later on in either work or when I go travelling overseas.
One of the unexpected benefits is that it has helped me also learn a lot about English grammar, because it is pointed out rather than knowing it naturally from it being a native language.
Charlotte's powerpoint assignment to illustrate how to use basic greetings, verbs constructs and introductions in French
English Writing students have been studying poetry over Term One. For many, this was a new experience, and pushed students to challenge their approach to writing. This unit teaches students to examine each and every word, and consider how language can be used in new and interesting ways. The course aims to refine students' use of language, writing in several different forms including poetry, short story, familiar essay and an individual project of the student's choice. The polished pieces are used as part of a folio that students are required to submit at the end of the year.
English Writing teacher, Shane Wolfe, approached the unit by exposing students to many different poets, and assessing the unit through submission of an atmospheric piece of writing based on place and an ekphrastic piece of poetry as a response to an image.
Here is a finished atmosphere piece by student, Charlotte Robertson:
Under the Highway
Under the bridge
the walls tremble,
like a spider crouched
at the centre of its web
after someone’s thrown a rock.
The sun’s lights simmer,
dancing on the river below,
tiptoeing up to shadowed pockets
where the girders shudder.
Shoes kick stones
shrieking like birds across the concrete pylon,
then retreating into the shadows.
Under the tunnel’s arc
people-less faces stare
spraypainted over names,
watching hours mingle together.
Under the highway,
the once vibrant paint slows,
taking the time to pack up,
before they leave,
wandering away with the wind.
In English 3, students have started the year with an adaptation unit. Students in Darren Close's class have been looking at short story, So Much Water So Close to Home by Raymond Carver and the film, Jindabyne, directed by Ray Lawrence.
Students are assessed through essay comparing the two texts, examining the themes and how texts change meaning from one form to another, and through a creative task. Students were asked to produce an imaginative multimodal piece, along with a 500-word justification identifying the symbolism of the piece.
Student Lauren Page produced this painting:
Year 12 students can apply for up to five courses at the end of June with University of Tasmania. Rather than an ATAR, your application is based on a school recommendation. This recommendation includes your year 11 results, as well as other considerations.
If you don’t receive an offer for your dream course through the Schools Recommendation Program, you might be re-assessed for a higher preference offer once your ATAR is released.
University of Tasmania will release offers from August through to early November. For full details please see Andrea or Julie in Careers in the library or visit University of Tasmania (utas.edu.au)
Student work from Shanli Perkin's Fashion Design course.
Fashion Design students have started the year with amazing efforts in fashion illustration, fabric printing and bag making.
Zoe Cox, Eli Savage, Laura Mathews, Finn Rosevear and Maddy Mark have work samples displayed in the Fashion Design area.
We are looking forward to seeing this year’s creations as students' ideas evolve and they refine their skills in this subject.
Food and Hospitality Enterprise students have been refining their skills for cafe service this term.
Students were required to complete a two-course meal preparation of spaghetti bolognese and a deconstructed chocolate mousse.
Students worked in teams to prepare 33 plates in one hour. Team collaboration and taste testing as well as plate presentation and food hygiene were covered in this session.
This provides students with the skills they need for working in the hospitality industry.
Students have also entered the Tasmanian Cooking Challenge for schools.
The theme was "Tasmanian Dairy". Winners will receive a $250 dining voucher.
Good luck to students, we hope you are successful!
Don College staff took part in the mapali held in Devonport as part of the Ten Days on the Island Festival in March.
Andrew Jarman, Ryan Mather and Emily Carter played a key role in activating the river as kayaking stingrays and on the day, worked closely with one of the designers in the production team.
The event was held as a celebration of the stories of Devonport area and Mersey River, aiming to:
"bring the whole community together, inviting us to consider our community’s identity and our region’s shared future.
Returning to Devonport where it began, this now-iconic event was the third created and narrated by artist and cultural leader Dave mangenner Gough. Its story, mulaka makalina (hunting stingray), is inspired by the waters of the river that literally runs throughout this stirring event."
Ten Days on the Island