Artificial Intelligence in Schools: Opportunity with Responsibility

Artificial Intelligence (AI) is no longer a future concept—it is already part of everyday life. From spelling suggestions in documents to personalised learning platforms, AI tools are increasingly present in classrooms, offices and homes. In schools, this presents both exciting opportunities and important challenges. As educators, our responsibility is not to avoid AI, but to use it thoughtfully, ethically and in ways that genuinely support learning.

The Benefits of AI in Education
When used well, AI has the potential to enhance teaching and learning in meaningful ways.

Supporting teachers and improving efficiency
AI can assist teachers with time‑consuming tasks such as drafting lesson outlines, generating practice questions, analysing learning data, or preparing feedback. By reducing administrative load, teachers can spend more time doing what matters most—building relationships, designing engaging learning experiences and supporting individual students.

Personalised learning for students
AI‑powered tools can help tailor learning to individual needs. Students may receive additional practice, alternative explanations or targeted feedback based on their progress. For some learners, particularly those who need reinforcement or extension, this can improve confidence and engagement.

Developing future‑ready skills
AI is becoming a normal part of many professions. Teaching students how AI works, its limitations, and how to use it ethically helps build critical thinking, digital literacy and problem‑solving skills. Learning with AI—rather than relying on it—prepares students for a rapidly changing world.

Enhancing creativity and exploration
Used appropriately, AI can support brainstorming, idea generation and creative exploration. It can act as a “thinking partner” that helps students refine ideas, test possibilities and reflect on their work—without replacing the thinking itself.

The Pitfalls and Risks to Manage
Alongside these benefits, AI also presents clear risks if not carefully governed.

Academic integrity and over‑reliance
One of the most significant challenges is the misuse of AI in assessments. If students use AI to complete work without understanding or acknowledgement, it undermines learning and makes it difficult for teachers to accurately assess progress. There is also a risk that students may become overly dependent on AI, limiting the development of independent thinking and problem‑solving skills.

Accuracy, bias and misinformation
AI tools do not “know” what is true—they generate responses based on patterns in data. This means they can produce incorrect, biased or misleading information with confidence. Without critical evaluation, students may accept AI‑generated content uncritically, which can impact learning quality.

Privacy and data protection
Many AI tools require users to enter information. In a school context, this raises important concerns about student privacy, data security and the inappropriate sharing of personal or sensitive information. Schools must be cautious about which tools are used and how they are accessed.

Equity and access
Not all students have equal access to technology outside of school. If AI use is not carefully planned, it can unintentionally widen gaps between students rather than reduce them.

A Balanced and Responsible Approach
The question for schools is not whether AI should be used, but how it should be used. A responsible approach includes:

• Clear expectations about when and how AI tools may be used in learning and assessment
• Explicit teaching about ethical use, academic honesty and critical evaluation
• Strong human oversight—teachers remain the experts, decision‑makers and mentors
• Ongoing review to ensure AI supports learning, wellbeing and fairness

AI is a powerful tool, but it is not a substitute for good teaching, sound judgement or human connection. When guided by clear values and thoughtful policies, AI can enhance education while preserving what matters most: curiosity, integrity, creativity and genuine learning.

As a school community, our commitment is to harness the benefits of AI while teaching students to use it wisely, responsibly and with purpose. We are doing this by having an overarching governance framework. AI procedures for teachers and students and promoting ethical and acceptable usage of AI tools.

Harmony Week: Building Belonging in Our Diverse School Community

Harmony Week is an important time in our school calendar, providing a meaningful opportunity to celebrate Australia’s rich cultural diversity and reaffirm our shared commitment to inclusiveness, respect and belonging. Celebrated each year in March and aligned with the International Day for the Elimination of Racial Discrimination on 21 March, Harmony Week reminds us that everyone belongs. 

Schools play a vital role in shaping how young people understand and value diversity. Our classrooms and playgrounds bring together students and families from a wide range of cultural, linguistic and personal backgrounds. Harmony Week encourages us to acknowledge and celebrate this diversity while reinforcing the values that help every child feel safe, valued and connected within our learning community. 

Importantly, Harmony Week is about more than a single day of celebration or wearing orange. It is a chance to engage students in deeper conversations about respect, fairness and empathy, and to build understanding of how our differences enrich us as individuals and as a community. Through age-appropriate learning experiences, students are encouraged to recognise both what makes them unique and what they share with others.

By participating in Harmony Week activities, students develop skills that extend well beyond the classroom. They learn to listen respectfully, appreciate different perspectives and stand against prejudice and discrimination. These are essential life skills that support positive relationships, wellbeing and responsible citizenship, both now and into the future.

As a school, Harmony Week also provides an opportunity to strengthen partnerships with families and the wider community. Sharing stories, traditions and experiences helps build connections and fosters a sense of pride in our diverse identities. When students see their cultures and backgrounds acknowledged and respected, it reinforces a strong sense of belonging and confidence in who they are. 

While Harmony Week is an important focus point, its message extends throughout the year. The values of living with compassion and acting with integrity are central to who we are as a college community and underpin our commitment to providing a welcoming and supportive environment for every student.

Together, during Harmony Week and every week, we celebrate the message that our differences are a strength and that everyone belongs.

Sporting Success

Congratulations to Alyce Castner who won a gold medal at the recent Australian Beach Volleyball Championships at Coolangatta. This is an incredible achievement from Alyce!

Tristan Gaviglio achieved a fourth place at the same championships. Well done Tristan! 

Our program continues to grow in strength and stature.

Leah Henley recently represented South Coast Region at the Queensland Under 19 Cricket championships. Leah was playing a number of years up and contributed strongly taking vital wickets.

Independent Schools Australia Newsletter Article

The Facts on School Funding — What Families Should Know
There is a lot of commentary about school funding. Here are the facts.

On average:

Government schools receive $24,860 per student in total government funding.
Independent schools receive $13,080 per student in total government funding.
That is a difference of $11,780 per student. The difference is not made up by governments. It is made up by families.

Independent schools receive almost half the level of total government funding per student compared to government schools.

How the System Works
The Australian Government has created a national funding benchmark called the Schooling Resource Standard (SRS) — an estimate of the base cost and loadings of educating a student.

In 2026, the base amounts of SRS are:

$14 467 per primary student.

$18 180 per secondary student.

Loadings are applied for students with disability, Aboriginal and Torres Strait Islander students, socio educational disadvantage, low English language proficiency and schools in regional or remote locations.

Here is where the system differs:

Government schools receive their full funding entitlement regardless of family income levels.
Independent and Catholic schools have their base funding reduced through the Capacity to Contribute (CTC) measure, which adjusts base funding according to the median income of families at the school.

Every Independent school must bridge the remaining funding gap through fees, fundraising and donations. Families who choose an Independent school contribute twice — first as taxpayers, and again directly to their child’s education.

Independent schools educate one in five Australian students — including large numbers of regional students, students with disability and Aboriginal and Torres Strait Islander students — while operating with significantly less government funding per student.

Funding stability beyond 2029 matters because changes to the funding model flow directly to school budgets, staffing decisions and ultimately the fees families pay.

To stay informed and have your voice heard:
https://schoolchoicecounts.isa..

Upcoming Calendar Events

Term 1 Week 9

Tuesday 24 March

Bravehearts Visit

Wednesday 25 March

Staff vs Students Volleyball-Beach Courts

Primary Beginners Music Concert

Muck Up for Epilepsy Fundraiser

Friday 27 March

Hills Interhouse Cross Country-Ovals and Old Golf Course

Term 1 Week 10

Tuesday 31 March

Secondary Interhouse Swimming Carnival-Beaudesert Pool

Primary Parent Teacher Interviews

Wednesday 1 April

Rivers Day 4

Hills Got Talent

Term 1 concludes

Thursday 2 April

Student Free Day

Friday 3 April

Good Friday Public Holiday

Dear Hills families

I would like to take a moment to sincerely thank you for the warmth, friendliness, and cooperation you show each day. Spending time on crossing duty or at the Drop and Go is a powerful reminder of the wonderful community we are so fortunate to be part of.

Each morning and afternoon, I see meaningful conversations between parents and children about their day, gentle encouragement, smiles, patience, and respectful interactions. These moments may seem small, but they have a profound impact. The modelling of positive manners, calm communication, and mutual respect that our students see from you is carried with them into the classroom, the playground, and beyond.

These positive interactions permeate our school day. They are reflected in how students speak to one another, how they engage with staff, and how they approach challenges. When children consistently see respectful relationships at home, they are far more equipped to live with compassion, act with integrity, and work with diligence throughout their school day.

Thank you for the partnership you provide and the trust you place in our staff. The strong relationship between home and school is one of our greatest strengths, and it plays a vital role in supporting student wellbeing, behaviour, and learning.

I am incredibly appreciative of the community we share and the positive example you set for your children each day.

Reminder about Parent Teacher Interviews

A friendly reminder to book your child's Parent-Teacher Interview on 31 March. Bookings are open via Parent Orbit from 17-24 March. All interviews will be held in your child's classroom, except for Years 4, 5, and 6, which will take place in the Resource Centre. Parents of 3C, your parent-teacher interview will be held on 28 April, due to Mrs McKenzie being absent. Our classroom teachers look forward to discussing your child's growth and development to support their future learning.

Yours sincerely,

Mr Matthew Noel
Head of Primary

Living the Learner Profile @ Hills 

At Hills, learning is about more than academic achievement, it’s about building futures together.

As an International Baccalaureate (IB) World School, our teaching and learning is guided by the IB Mission, which aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The IB Learner Profile is what brings this mission to life for our students each day.

The Learner Profile describes the attributes and dispositions that guide how students think, act and learn. At Hills, these attributes are intentionally developed across classrooms, co‑curricular experiences and everyday interactions.

The IB Learner Profile at Hills:

• Inquirers – Students develop curiosity and a love of learning. They ask questions, explore ideas and build the skills needed to learn independently and collaboratively.
• Knowledgeable – Students build understanding across a range of subjects, making meaningful connections to ideas that matter locally and globally.
• Thinkers – Students use critical and creative thinking to solve problems, make decisions and approach challenges thoughtfully.
• Communicators – Students express themselves confidently and respectfully, listen to others, and work effectively with peers in a range of contexts. 
• Principled – Students act with integrity and honesty, take responsibility for their actions, and understand the importance of fairness and respect.
• Open‑Minded – Students appreciate their own cultures and perspectives while valuing and learning from the views and experiences of others.
• Caring – Students show empathy, compassion and respect, and are committed to making a positive difference in their community and the wider world.
• Risk‑Takers – Students approach new situations with confidence, try new things, and learn from both success and challenge.
• Balanced – Students understand the importance of intellectual, physical and emotional wellbeing, and strive to maintain balance in their lives.
• Reflective – Students thoughtfully consider their learning and experiences, recognise their strengths, and identify areas for growth. 

Together, these attributes create a shared language for learning across the College. They help students understand not only what
they are learning, but who they are becoming, making the IB Mission visible through action, reflection and growth.

Looking Ahead to Term 2

In Term 2, families can look forward to some exciting developments connected to the Learner Profile across the College.

You will begin to see the Learner Profile made more visible and explicit in learning spaces, and around the College. These initiatives are designed to help students make clear connections between their learning, their choices and their future pathways.

We encourage families to continue these conversations at home by noticing and celebrating examples of the Learner Profile in everyday life.

Mr Stuart Ablitt

Deputy Head of Primary & Head of IB Programmes

Captains Captions

Last Tuesday, the Primary Captains had the privilege of attending the Young Leaders Day at the Brisbane Exhibition Centre. It was an amazing experience!

What made this day so special was that everyone had their own story to share, and each one taught us something new about leadership. A message that really stuck with me was a quote shared by Thomas Duncan Watt, “Every master was once a disaster.” This quote shows that if you truly love something, you should not give up, no matter how challenging it becomes.

Another powerful message came from Mark Knowles, who said, “Lead yourself first, then lead others.” This reminds us that leadership is not just about guiding others, but also about making good choices, showing self-discipline, and being the best version of yourself.

My favourite part of the day was listening to all the speakers share their personal stories and inspire us to become better leaders for the future. 

From Bandgi

I thought this day was very special because it influenced many of us captains and helped us think more deeply about how we can improve and show leadership. A quote from Thomas Duncan Watt really stood out to me and made me reflect on my own leadership. It reminded me that I should never give up and that failing is okay because every failure brings you closer to success.

This message is something that could help everyone at our school. Sometimes students, including myself, feel frustrated when we get something wrong, but this experience helped me think, “I failed, that is okay, next time I will get it.”

One of my favourite parts of the day was spending time together during the breaks, laughing, having fun, and getting to know each other better.

From Cooper

What made this day special to me was learning how to take on a leadership role and how to be a good leader both in and out of school. A message that really stuck with me was from Thomas Duncan Watt, who explained that everyone makes mistakes, but with determination and persistence, you can eventually achieve what you are working towards.

Another important takeaway came from the actress who plays Moana, who encouraged us not to be afraid to make mistakes and to ask for help when we need it. She reminded us not to hide our mistakes, but instead talk about them so others can support us and help us improve.

What I would like to bring back to our school is making sure everyone feels included and not left out. It is important that we are all humble and kind so everyone feels like they belong in our school community.

From Jade-Rose

I think this day was special because it showed us why being a captain is important and encouraged us to make positive choices in life. Thomas Duncan Watt shared how he failed many times and felt like giving up, but instead he kept pushing himself until he became successful. Hearing his story showed me that persistence really does pay off.

Another message that stuck with me was from retired Olympian Mark Knowles. His words gave me a lot of energy and motivation throughout the day. I also really liked the message from the actress who plays Moana, who said we should not be afraid to ask for help, even when something feels uncomfortable or challenging.
One message we can bring back to Hills is that many successful people failed many times before they succeeded. If we keep getting back up and hoping for the best, good things can happen for us too. My favourite part of the day was the meet and speak session. Even though we did not get to speak to everyone, it was great hearing other students talk about how inspiring and friendly the speakers were.

From Mutsa

In the Spotlight with Prep C

Our Preppies have settled beautifully into the “big school” routine, showing growing confidence and independence each day. They have been busy making new friends and enthusiastically enjoying all that school life has to offer.

This term, students explored a range of concepts across the curriculum, including Special Places in our Unit of Inquiry. This area of learning has brought with it many conversations and play scenarios as the students compared and collaborated with one another.

In English, they have been learning their first set of letters and sounds to begin their reading and writing journeys. This has been the most rewarding phase to enter, as the lightbulbs and moments of pure pride for their efforts have been ever so frequent.

Finally, in Mathematics, the focus has been on numbers and positional language, with students demonstrating great engagement and curiosity as they explored lots of environmental and personal resources. We have utilised our learning and play spaces throughout, cementing the idea that learning can be so much fun!

In The Spotlight With 3B

It has been a fantastic and productive start to the year in Year 3. The students have settled well into their routines and have been working extremely hard across all areas of learning.

Firstly, I would like to congratulate our Year 3 students on completing NAPLAN, their first experience with a formal set of school tests. They should be extremely proud of themselves for the focus, resilience, and effort they showed throughout all four assessments. Each student approached the tests calmly, worked quietly, and truly gave their best, which was wonderful to see.

In terms of what we have been working on this term so far:

• In English, we have been exploring narrative structure, learning how to organise our stories with clear beginnings, problems, and resolutions. Students have also been practising persuasive writing, learning how to present strong arguments and support their ideas with reasons and examples. It has been wonderful to see students growing in confidence as writers, and many have already shown noticeable improvement in both their writing and spelling.
• As a class, we have also been enjoying reading Matilda together. The students have thoroughly enjoyed the story so far and have been highly engaged in our discussions about the characters and events. Reading this novel has helped us expand our vocabulary bank, as we have been discovering and learning many new and interesting words along the way.
• In Mathematics, students began the term learning about chance and probability, where they explored how likely events are to occur. They also collected data and created their own graphs to represent information. As part of this unit, students were introduced to Microsoft Excel, learning how digital tools can be used to organise and present data. Following this, we moved into place value, working with numbers up to and beyond 10 000 and strengthening our understanding of how numbers are structured. Most recently, students have been practising addition and subtraction using a variety of strategies. These include the jump strategy, split strategy, and vertical addition and subtraction with regrouping. It has been great to see students applying these different methods to solve problems and explain their mathematical thinking.
• For our Unit of Inquiry (Sharing the Planet), students have been learning about the natural world and how living things grow and change. We began by exploring the differences between living and non-living things, before moving on to investigate the life cycles of animals and plants. Students have also learnt about different types of soil and discussed where our food sources come from.
• To connect our learning with real-life experiences, we planted sunflower seeds as a class, which we check on several times each week as they slowly grow. In addition, each student planted their own bean seed and is responsible for caring for it themselves. This activity has been a wonderful way to encourage responsibility while helping students observe how plants grow over time.

Overall, it has been a fun, but definitely busy first term. The students have done a fantastic job settling into Year 3 and have been working on building strong learning habits. We look forward to continuing our learning journey together and are excited for the rest of the term and year ahead.

Mr Travis Wort
Year 3B Teacher

Resilience, Respect, and Communication: A Partnership That Matters

In recent newsletters, we’ve been exploring resilience – how children learn to manage disappointment, cope with challenges, and navigate difficult situations in healthy, productive ways.

This week, I want to extend that conversation to an area that powerfully shapes children’s resilience but is often overlooked: how adults communicate with one another, particularly when things feel stressful or emotional. This applies to all the adults on campus – whether staff, parents, or other visitors.

When Communication Breaks Down
Schools are complex environments. Decisions about learning, behaviour, safety, and wellbeing are not always simple, and at times, parents may feel worried, frustrated, or unsure. That’s understandable. Sometimes, staff feel the same way, and the same expectations apply to all of us.

It’s also really important to acknowledge that the vast majority of communication from and with parents and staff is positive, engaged, and productive. Some of the examples of good communication I’m drawing on in this week’s article are direct examples from my experiences over the last few weeks and months (often in the Hills Wellbeing Community Meetings) with parents and staff who have been able to resolve concerns by using exactly these kinds of questions and statements.

What we have noticed recently, however, is an increase in interactions where communication has seemed:
Rushed or incomplete, leaving out key details

• Factually incorrect, sometimes unintentionally reconstructing events inaccurately
• Emotionally charged or disrespectful, particularly toward frontline teaching and administrative staff
• Defensive or minimising of behaviour that compromises safety

While these interactions may stem from stress or concern, they can:

• Delay resolution for students
• Create unnecessary conflict
• Undermine trust and collaboration
• Model unhelpful coping strategies for children

Why Good Communication Matters
Children learn resilience not just from what we tell them, but from what they see us do.

When adults communicate:

• Calmly under pressure
• Honestly and accurately
• With respect, even when they disagree

…children learn that problems can be solved without blame, aggression, or avoidance.

Strong communication also ensures:

• Clear, accurate information is shared
• Decisions are made fairly and consistently
• Staff can focus their energy on supporting students rather than repairing relationships

Good communication is not about “always agreeing” — it’s about working together constructively when we don’t.

How We Can Approach Difficult Conversations Well

Here are some practical ways you can engage with teaching and admin staff productively, even around sensitive issues.

1. Start with Curiosity, Not Conclusions

Assume there may be information you don’t yet have.

Instead of:  “This punishment is completely unfair and ridiculous.”

Try:  “I’d like to understand what led to this decision so I can support my child at home.”

2. Separate Feelings from Facts

Strong emotions are valid — but facts matter.

Instead of:  “My child was targeted and treated far worse than others.”

Try:  “My child feels very upset about what happened. Could you clarify what occurred and how decisions were made?”

3. Be Specific and Complete

Clear information helps staff respond accurately.

Instead of:  “There’s been a problem with homework.”

Try:  “My child has said they’re unclear about the expectations for Task 2. Could you please clarify what needs to be submitted and by when?”

4. Use a Collaborative Tone

Frame the conversation as a shared goal for your child’s growth.

Instead of:  “You need to fix this.”
Try:  “How can we work together to help my child improve in this area?”

Example Conversations Parents May Need to Have

Discussing Behavioural Consequences
“My child has shared their perspective, but I understand there may be more context. Could you walk me through what occurred and the reasoning behind the consequence?”

Questioning Assessment, Homework, or Grades
“Thank you for the feedback provided. I’d appreciate some clarification on where my child met expectations and where improvement is needed, so we can support them more effectively.”

Asking About Policies or Procedures
“Could you please explain how the school policy applies in this situation? I’d like to better understand the process.”

Raising Safety or Wellbeing Concerns
“I’m concerned about a safety issue that occurred. I want to make sure I have the full picture and understand how it’s being addressed.”

A Shared Responsibility

Resilience is built when children:

• Experience fair boundaries
• See adults manage conflict respectfully
• Learn that accountability and care can exist together

As a school community, we are strongest when families and staff treat one another with professionalism, honesty, and mutual respect — especially when conversations are hard.

Thank you for continuing to partner with us in modelling the skills we want our children to grow into: calm communication, responsibility, and resilience.

Student Musicians Shine in Lunchtime Concert

This week, our College community was treated to an outstanding display of musical talent during a special lunchtime concert showcasing three of our dedicated young musicians.

Year 11 student Jackson Rideout opened the event with a powerful performance of “Purple Rain” by Prince. His electric guitar work captivated the audience, demonstrating both technical skill and emotional expression beyond his years.

Following Jackson, Year 8 bassist Reid McManus impressed the crowd with his performance of “The Chain” by Fleetwood Mac. Reid’s confident command of the iconic bass line was a highlight of the concert and earned enthusiastic applause from students and staff alike.

Rounding out the program, Year 11 performer Liv Retallack took to the stage with acoustic guitar and vocals. Liv delivered two polished and heartfelt renditions: “Mama’s Broken Heart” by Miranda Lambert and “Hair Salon” by Megan Moroney. Her expressive voice and musicianship brought the concert to a memorable close.

We extend our warmest congratulations and thanks to our talented performers — Jackson, Reid, and Liv — for sharing their passion and hard work with us.

Special thanks also go to Mr Gratton, Dr Pope, Steven Gurney, and Abby-Rose Cox for organising this valuable performance opportunity and supporting the growth of our Arts program.

Leah continues her winning ways!

Recently, Year 10 student, Leah Henley attend the U19 School Girls Cricket Carnival.

South Coast performed very well and came home with the Silver Medal, winning 5 out of their 6 games in a rain effected shortened competition. Leah’s primary role was as a bowler, and she finished the carnival as the 3rd highest overall wicket taker: 7 wickets at an average of 7.43 runs/wicket and an economy of 2.73/over.

South Coast also had the highest run scorer for the carnival and highest wicket taker for the carnival; both players were selected in the Queensland School Girls U19 team. It was a very successful carnival for the region and for Leah.

Volleyball - Indoor Representative success

Indigo Harradine, Tristan Gaviglio and Chelsea Knight from our BV@H program have all been selected in the Pacific District Indoor teams.

We're very proud of all three students, and they're fabulous representatives for the College and the BV@H program.

Rivers Day Touch Football

Rivers Days are participation-based sport cluster days that give students a chance to play sport across the district. Our participating Hills students, the Year 12 boys, played touch football and went down to some very tough competition, with three losses. The highlight of the event was the boys scoring a try against another participating school, Trinity College. There were very few challenges for them during the whole event, it all went very smoothly. We look forward to next year’s Rivers Day event, as our school grows as well as our sport participation. Contact Mr Robinson if you would like to participate next year.

By Zoe Moffit and Shanaya Mishra

Hills Reporting Team

Police Announcement regarding E-Scooter/E-Bike use

The Logan School Based Policing Unit is working hard to educate your young people on the current legislation regarding E-bikes and E-scooters. There is currently a parliamentary inquiry in relation to e-mobility safety. Many students both in primary and high school will be affected by these recommendations if they were to be enforced.

Please note these are only recommendations at this stage however it is clear the new direction of compliance and enforcement will heavily impact children under the age of 16.

Please see recommendations below:

Recommendation 10 

• That the Queensland Government update state legislation to align definitions of compliant e-bikes, PMDs, and batteries with recognised product safety standards – including EN15194–Electrically power assisted cycles for e-bikes, and an equivalent product standard for PMDs, to ensure that e-mobility devices that are sold in Queensland are safe to use.

Recommendation 12 

• That the Queensland Government amend state legislation to expressly provide that any device that does not meet the definition of a compliant e-bike or PMD with a top speed which exceeds 25km/h, be defined as a motorcycle, moped or other appropriate classification, and make clear in the legislation that:
  • riders must hold an appropriate class of driver licence, such as a motorcycle licence
  • devices must be sold by a licensed motor trader
  • devices must be registered, and therefore meet Australian Design Standards, have a vehicle identification number (VIN), and be covered by Compulsory Third Party insurance
  • devices must only be ridden on roads, and are prohibited from being ridden on footpaths and bike paths
  • riders must wear a motorcycle helmet that complies with appropriate product safety standards

Recommendation 13 

• That the Queensland Government amend legislation to provide that: 
  • e-bikes and PMDs can only be ridden by individuals aged 16 years and over
  • riders of e-bikes and PMDs be required to hold at least a Queensland Class C learner licence which requires completion of the PrepL online learning and assessment program
  • this requirement does not apply to e-wheelchair and other accessibility device users.

Recommendation 19 

• That the Queensland Government amend laws to require that e-mobility devices sold in Queensland for on-road use align with recognised mechanical and electrical safety standards (such as EN15194:2017 for e-bikes and an equivalent standard for PMDs). That non-compliant devices sold for use on private property only, are to be clearly marked with permanent and visible markings that indicate for consumers and enforcement officers that the device is ‘for use on private property only’ and that there be appropriate penalties for retailers and riders for non-compliance.

Recommendation 20 

• That the Queensland Government introduce anti-tampering laws that prohibit the sale and use of modification kits or assistance by retailers to increase the power and speed of e-mobility devices.

Recommendation 22 

• That the Queensland Government amend laws to ensure that the Queensland Police Service has sufficient power to seize and impound an illegal e-mobility device on a first offence. This should include the ability for the Queensland Police Service to dispose of, or destroy, the device. Fines should be set at an appropriate level to cover costs associated with disposal of the illegal device.

Recommendation 24 

• That the Queensland Government amend laws to enable the State Penalties Enforcement Registry (SPER) to pursue 16 and 17 year old riders who breach e-bike and PMD regulations.

Recommendation 25 

• That the Queensland Government amend laws to provide that the parent/guardian can be pursued for penalties for breaches of e-mobility device regulations by children under 16 years of age.

Recommendation 28 

• That the Queensland Government provide guidelines to assist schools to promote safe and compliant riding behaviours and set clear expectations for students travelling to and from school, that inform the school community about any changes to e-mobility regulations, road rules, what are legal devices, and safe riding behaviours.

https://www.parliament.qld.gov.au/Work-of-Committees/Committees/Committee-Details?cid=272&id=4522

Harmony Week

What a big week at Hills! Today we celebrated our wonderful diverse population by wearing orange, traditional and cultural dress. Students and staff looked spectacular as we came together to celebrate the diverse cultural identities at not only Hills, but also in Australia. Orange is the colour which represents open communication, inclusiveness and respect. By brightening our community today, we showed that we value each other, respect our combined heritages, and support the values of compassion and inclusivity.

Today we also enjoyed a delicious bento lunch, provided by Gold Coast company Come on Mate. Thank you to everyone who purchased a bento today, and special thanks to the ladies in the office who assisted with payment and ordering! Our Year 12 volunteers did a sterling job delivering the meals to every Primary classroom and all staff - thank you! Final thanks to HLC student Jamesame, Mrs Perrett, Mrs Ogoti and Mrs Parer for their support today too.

My favourite part of today has been how the event has allowed people to open up and share their stories. I have chatted to people across Primary and Secondary school, teachers and staff today, and they have been eager to share their stories of culture and heritage. It has helped me to understand who they are, and reflect on who WE are as a community.

In the map below, 106 staff and students responded to a survey, which asked the place of birth for us, our parents and our grandparents. On the map, we are represented by red markers, our parents are green, and our grandparents are blue. This data is also represented in the infographic below. What a great visual to show our cultural diversity spans six continents!

Finally, I am proud to say we raised $507 for the Refugee Association of Logan. This donation from our community will go towards providing clothes, school supplies and food for people in need. 

Thank you, Hills Community! 🧡

Introducing our Japanese Intern

Introducing Anna Hayashi!

Where are you from?
I am from Japan.

How old are you?
I am 20 years old.

Why did you come to Australia?
I have visited Australia before and really liked it like the beautiful nature and how friendly the people were. This experience made me want to come back and stay for a longer time. Also, I am interested in teaching Japanese, so I decided to join the program which I can go to Australia for the long term and teach Japanese.

What is your favorite food in Australia?
I think Australian chocolate is good.

What has been the best part of your time here?
Meeting students who are interested in Japan and experiencing the beautiful nature like Tamborine Mountain.

What has been the biggest challenge?
The biggest challenge was getting used to a new environment at first, and communicating in English.

What do you miss most about Japan?
Food! I miss Japanese sushi, ramen, and many other Japanese food.

What is your best piece of advice to students considering doing an overseas exchange?
My advice is to take the chance while you have it and try as many new things as possible!

SeoYoon Jang and Jennifer Chen

Hills Reporting Activity