Hills Times - 2026 - Term 1 - Edition 5

Term 1 in Review: Building Futures Together

As we come to the close of Term 1, it is timely to reflect on what has been a strong and purposeful start to the year for our school community. Across learning, wellbeing, facilities and co‑curricular opportunities, this term has demonstrated our shared commitment to Building Futures Together.

A key highlight of the term has been the continued completion of our building projects. These developments represent more than bricks and mortar; they are a tangible investment in the future of our students. By creating high‑quality, contemporary learning spaces, we are ensuring our environment supports collaboration, innovation and growth for years to come. We thank our community for their patience and flexibility as these important works have not only progressed but come to fruition.

In January we completed the T block renovation, and we have just finalised the completion of the STEAM Centre. These two projects have been incredibly dynamic projects to be involved in and have brought together the work of many talented people, all with the one purpose of providing our students innovative and contemporary classroom spaces to learn in.

I hope to be able to share some more exciting news of the next round of capital projects early next term. We are always thinking ahead about ways that we can improve the learning opportunities for our students and analysing the kinds of facilities that are needed to support student growth.

Our secondary school camps have also played an important role this term in building strong foundations for student development. These experiences allow students to step beyond the classroom, strengthening relationships, developing independence and building resilience. Camps are a powerful example of how we intentionally support the whole child, helping students grow socially and personally as they build confidence for the future. It was wonderful to be involved in the program by attending the Year 11 camp.

Academic focus has remained strong, with students in Years 3, 5, 7 and 9 participating in NAPLAN. We commend our students for the calm and positive way they approached these assessments, and we thank our staff for the care taken in preparing and supporting students throughout the process. NAPLAN provides one measure of learning and, when considered alongside classroom assessments, helps inform how we continue to support each student’s progress.

Academically, Term 1 is all about putting the foundations in place to set students up for a successful year of learning and the importance of making a positive start cannot be underestimated. For our Secondary students, interim reports will be published during the holidays, and these will form the basis for the feedback provided at parent teacher interviews early next term.

Sporting participation has also been a significant feature of Term 1, with students representing the school across a range of competitions. Through sport, students have demonstrated teamwork, perseverance and sportsmanship — qualities that align strongly with our vision for developing capable, balanced young people. These experiences are an important part of building futures that extend beyond academic success alone.

Our volleyballers certainly shone through this term with a huge number of successful performances at major events. Likewise, our sporting teams in netball, swimming and basketball have also represented the College so well. We have now completed our swimming and cross-country carnivals. Last Friday's cross country was an amazing event with huge parent attendance and excellent team spirit on display.

As we conclude the term, I would like to thank our staff for their professionalism and dedication, our students for their effort and enthusiasm, and our families for their ongoing partnership and support. Term 1 has laid a strong foundation, and together, as a community, we look forward to continuing the important work of Building Futures Together in Term 2.

We wish all families a safe, restful and refreshing holiday break.

Upcoming Calendar Events

Term 2 Week 1

Monday April 20

Student Free Day

Tuesday April 21

Term 2 commences

Wednesday 22 April

Secondary Anzac Day Service - 12.00pm

Saturday April 25

Anzac Day Public Holiday

Jimboomba Dawn Service - 4.25pm

Jimboomba Anzac Day March - 7.00am

Jimboomba Anzac Day Service - 7.30am

Term 2 Week 2

Tuesday 28 April

Secondary Parent Teacher Interviews - 3.40pm - 7.00pm

Wednesday 29 April

Life Education Years 5 and 6

HIA Cross Country and Round 2 Sport

Years 4-6 Spelling Bee

Friday 1 May

Primary Assembly - 2.15pm

Term 2 Week 3

Monday 4 May

Labour Day Public Holiday

Tuesday 5 May

Primary School Photos

Wednesday 6 May

Made Her Project

Years 7 - 9 Spelling Bee

Thursday 7 May

Rivers Day 5

Friday 8 May

Day For Dolly/Kindness Day

Thanks to the P and F

I would like to thank the P and F for their generous donation of a large amount of Lego for the Primary Lego Club. This is a very popular club, and it provides an opportunity for many students to be involved. The P and F's purchase will continue to provide variety of resources for the club.

The P and F also donated money for the purchase of musical instruments for Mr Gratton's musical groups. The Arts is a worthy recipient of this donation.

The P and F aim to fundraise to provide donations of purchases to support programs which benefit large numbers of students in the College. Thanks to the P and F for its continued support of a variety of college programs and events.

The next major P and F fundraiser is the Mother's Day stall early next term. This is always a popular event in the life of the College, and I thank all of our volunteers for their work, commitment and support.

As we reach the end of Term 1, I would like to take a moment to reflect on the learning, growth, and community partnerships that have shaped a positive start to the year in Primary.

Parents and carers play a vital role in their child's education, particularly during the primary years. Everyday moments such as conversations, shared reading, play, and routines all contribute meaningfully to learning and wellbeing. Holiday periods provide an especially valuable opportunity to strengthen these connections. Encouraging curiosity, maintaining routines, reading together, and supporting positive social interactions can make a significant difference to children confidence and readiness for learning.

This term, we have been particularly impressed by the way our students have engaged in wellbeing learning through coordinated and modelled programs such as Open Parachute. We have seen strong peer to peer responses, increased emotional awareness, and students demonstrating the language and strategies needed to support themselves and others. The level of engagement shown by our students throughout this program has been pleasing and speaks to the value of consistent, whole school approaches to wellbeing.

In Term 2, our Year 6 students will inaugurate the Peer Mediation Program, and the response, during training this term, has been extremely positive. Students demonstrated high levels of engagement, maturity, and commitment as they developed skills in active listening, problem solving, respectful conflict resolution, and understanding when to seek adult support. Many students are well prepared to begin their roles as peer mediators early next term, with further support and development planned for others as they build confidence. This program not only strengthens interpersonal skills but also provides valuable leadership opportunities and supports a positive, inclusive playground culture.

Our recent parent teacher interviews also provided a valuable opportunity to deepen our partnership with families. I sincerely thank all parents and carers who took the time to engage in meaningful discussions about their child learning journey, share insights, and contribute thoughtfully to these conversations. Your involvement strengthens our shared commitment to student growth, wellbeing, and success.

This term, we were thrilled to launch the inaugural Hills Got Talent, a wonderful lunchtime showcase of student creativity and confidence. Lively performances included music, cheer, gymnastics, dance, and even a comedy act. The enthusiasm and courage shown by our performers was truly impressive.
It was also fantastic to see our Beginner Music Program students shine on stage last Wednesday. Their confidence and growth were a highlight and a reminder of the incredible talent developing across our Primary school. A sincere thank you to Mr Gratton for leading this initiative and bringing this exciting event to life. What an amazing display of talent we have at Hills.

On behalf of the Primary College, I wish all families a safe, restful, and joyous holiday period. To those students celebrating their birthdays during the Easter break, a very Happy Birthday. We look forward to welcoming everyone back for Term 2 and continuing the learning journey together.

Mr Matthew Noel
Head of Primary

matt.noel@hills.qld.edu.au

An IB Education at Hills: Learning with Purpose, for Life

At Hills, an International Baccalaureate (IB) education is not an add‑on or a label, it is the foundation of how we design learning, nurture wellbeing, and prepare students for a rapidly changing world.

The IB philosophy closely aligns with our College vision to develop inquiring, knowledgeable and resilient young people who demonstrate intercultural understanding and respect. This shared commitment shapes everyday classroom practice, relationships, and long‑term strategic decisions across the College.

What is an IB Education?
The International Baccalaureate aims to develop students who are curious, caring, and capable of making sense of complex global contexts. IB programmes emphasise:

inquiry‑based learning
deep conceptual understanding
international‑mindedness
student wellbeing and agency

These principles are not theoretical at Hills, they are visible in how students ask questions, collaborate with others, reflect on their learning, and connect classroom experiences to the world beyond the College.

How We Do IB at Hills
Hills International College is an authorised IB World School for the Primary Years Programme (PYP), and we are continuing to strengthen our IB journey as part of our broader strategic direction.

Our approach to IB education is intentionally school‑centric, designed to reflect our community, context, and values. Learning at Hills prioritises:

strong relationships and student wellbeing
high expectations for learning and personal growth
thoughtful, evidence‑informed teaching practices
meaningful local and global connections

In practice, this means students experience learning that is:

connected — across subjects and experiences
challenging— encouraging critical and creative thinking
authentic — grounded in real‑world contexts
reflective — supporting students to understand themselves as learners

Developing Global Citizens, Locally Grounded
An IB education at Hills prepares students to be confident local contributors and capable global citizens. Our Strategic Plan highlights the importance of deepening global connections for students, and the IB framework provides a powerful way to support this.

Students are encouraged to:

explore multiple perspectives
develop empathy and respect for others
take responsibility for sustainable practices
act with integrity and compassion

These dispositions closely reflect our College values — Live with Compassion, Act with Integrity, Work with Diligence, and Strive for Success, ensuring that character development and academic growth go hand in hand.

Looking Forward
Our commitment to IB education is both educational and strategic. The College Strategic Plan prioritises innovation, quality learning, and future‑focused practice to ensure Hills students are well prepared for further education, work, and life beyond school.

Through ongoing reflection, professional learning, and careful planning, Hills continues to strengthen how IB principles are lived across the College, not as a programme in isolation, but as a shared way of thinking, learning, and growing together.

An IB education at Hills is ultimately about building futures together, equipping students with the skills, values, and understanding they need to thrive in an interconnected world, while remaining firmly grounded in who they are.

Wishing everyone a wonderful Easter and break ahead. If travelling, please stay safe. We will see you next term!

Kind regards,

Mr Stuart Ablitt

Deputy Head of Primary and Head of IB Programmes

Captains Captions

This week, we collected feedback on the I am a Hills Kid posters and shared ideas on how these could be better accessed by all students. Some of the suggestions included adding pictures or actions to support understanding and help students connect more clearly with the messages. We are excited to continue this work and hope to see a focus on these visuals displayed on the big screen during assemblies in Term 2.

As Mr Noel mentioned in his article, many of our Year 6 peers are also dedicating themselves to training through the Peer Mediation Program. This is a valuable opportunity for students to support other students with social conflict and help promote positive and respectful interactions across the playground.

On behalf of the Primary Captains, we wish everyone a fabulous Easter holiday and look forward to what Term 2 will bring.

Primary Captains

In the Spotlight with 4B

This week in Mathematics, students worked on multiplying and dividing numbers by multiples of 10, developing their understanding of place value and number patterns. They practised using mental strategies and visual supports to explain how numbers change when multiplied or divided by 10, 100, and 1000. Students continued exploring odd and even numbers, as well as addition and subtraction. These concepts were consolidated through a Maths assessment to demonstrate their understanding of these key skills.

Students applied their Maths learning to real-world contexts by counting collections of coins and calculating change. Through hands-on activities, they identified the value of different coin combinations and practised working out the correct change when making purchases. These tasks supported problem-solving skills and helped students build confidence using money in everyday situations.

In English, students completed a reading comprehension assessment about Ned Kelly, demonstrating their ability to read texts carefully and respond to questions using evidence from the text. Throughout the week, they applied strategies such as identifying key information, making inferences, identifying elements of a biography text and explaining their thinking clearly and accurately.

Students have also been working to complete their own written biography, working through the full writing process. They researched their chosen person at home with their families, drafted their biography, edited their work for clarity and accuracy, and published a final piece to a high standard. Students should be proud of the effort they showed in improving their writing and applying feedback to produce a polished final piece.

As we conclude our Unit of Inquiry, How We Organise Ourselves, students have been working through some final activities to demonstrate their knowledge and understanding about how identify shapes us and our decisions, designs that meet the needs of people and a final design challenge to meet a local community need.

It’s been a busy term, and students should be proud of the effort they’ve put in. Thank you to families for your ongoing support throughout the term. We hope everyone enjoys a well‑earned, relaxing Easter break and comes back refreshed for Term 2.

Mrs Davies
Year 4B Teacher

Sleep Is Not Optional: Why Rest Matters for Teen Wellbeing and Learning

As we finish off the term, it feels like it's been about 15 weeks' long. We all need a good rest - but so do our students, because many of them simply aren't getting enough sleep.

One of the most significant wellbeing issues we are seeing across secondary school students right now is chronic sleep deprivation. Many students are going to bed very late — often unmonitored — and using phones, tablets or gaming devices until 1–2am. This is not a minor lifestyle issue. It is having a direct and serious impact on students’ mental health, behaviour, learning, and safety.

We want to approach this topic supportively, not judgementally — while also being clear: sleep is non‑negotiable for healthy adolescent development.

How Much Sleep Do Teenagers Actually Need?

Despite the common belief that teenagers “need less sleep” or can “catch up later”, the science is very clear:

Young people aged 13–18 need 8–10 hours of sleep every night
Fewer than 7 hours on a regular basis constitutes a sleep deficit
Weekend “catch‑up sleep” does not undo the impacts of chronic sleep loss

A student who goes to bed at 2am and wakes at 7am is functioning on the equivalent of significant sleep deprivation, even if they feel “used to it”.

What Sleep Deprivation Looks Like at School

When students aren’t sleeping enough, we commonly see:

Irritability, emotional outbursts, or shutdown
Poor concentration and memory
Increased anxiety and low mood
Reduced resilience to normal challenges
Poor decision‑making and impulse control
Lower academic performance
Increased conflict with peers and staff

In older adolescents, chronic sleep deprivation is also linked to:

Risk‑taking behaviour
Increased emotional distress
Reduced capacity to manage stress

In short, sleep loss undermines the very skills we are trying to build: resilience, self‑regulation, learning, and wellbeing.

Why Devices Are Such a Big Part of the Problem

Most adolescent sleep issues are not caused by school workload — they are caused by late‑night device use. Devices affect sleep in two ways:

Time displacement – students simply stay up far later than intended
Brain stimulation – social media, gaming and messaging keep the brain alert and emotionally activated

Even students who say they’re “just scrolling” may have:

Heightened emotional arousal
Increased anxiety or fear of missing out
Interrupted sleep due to overnight notifications

Importantly, adolescents are not neurologically wired to self‑regulate device use well, especially late at night. This is not a failure of character — it is a developmental reality.

Why This Is an Adult Responsibility

Expecting teenagers to manage bedtime and device boundaries independently is often unrealistic. Strong sleep habits require adult structure, particularly in secondary school. This doesn’t mean being controlling or punitive — it means recognising that:

Sleep is a health issue
Structure is protective
Clear boundaries reduce conflict in the long run

Paradoxically, many students feel relieved when consistent external limits are in place.

Practical Ways Families Can Support Healthy Sleep

Here are evidence‑based strategies that make a real difference:

1. Set a Clear, Age‑Appropriate Bedtime

Aim for 8–9 hours minimum on school nights
Bedtime should allow wind‑down time, not just “lights out”

2. Remove Devices Overnight

This is the single most effective intervention.
Devices should be out of bedrooms overnight
Use a common charging space (kitchen, study, hallway)
If needed, use parental controls or device downtime features

This is not about mistrust — it is about sleep protection.

3. Establish a Wind‑Down Routine

No screens for at least 30–60 minutes before bed
Encourage low‑stimulation activities: reading, music, journaling

4. Be Consistent (Even When It’s Hard)

Inconsistency creates arguments and loopholes
Calm, predictable boundaries work better than repeated negotiations

5. Model Healthy Sleep

Teenagers notice adult habits more than we realise
Consistent family expectations strengthen buy‑in

A Message of Partnership

We know families are juggling many pressures, and that devices play a significant role in teens’ social lives. This is not about blame. It is about recognising that sleep underpins everything — learning, behaviour, mental health, and resilience. As a school, we can teach strategies, provide support, and adjust where reasonable — but we cannot replace the role of sleep at home.

When students are well rested:

They cope better with challenges
They are more emotionally regulated
They learn more effectively
They are safer and more resilient

Sleep is not a luxury. It is a foundation.

Thank you for partnering with us to support your child’s wellbeing — not just at school, but where it matters most.

Nicola Advocating for Neurodivergence and Women

Nicola Martin, Year 10, will be a guest speaker at Autism Queensland's Bridging Voices: Celebrating Connections for Young Women.

April 17: 2pm
Wheelnutz Garage Logan
7/33-43 Meakin Rd, Meadowbrook

It's so wonderful to have our students active and advocating in the wider community, and Nicola is a fine example of our students building a better future!

"Nearly A Vet" Sessions for Primary!

These school holidays, North Maclean Family Vet is holding a "Nearly a Vet" Convention - where primary school aged children can come together wit their toy pet and be guided by author Rebecca Johnson (Juliet - Nearly a Vet) in becoming a vet and looking after their pets. The children and parents will then get a tour through a working vet clinic, ask a veterinarian and a veterinary nurse all their questions and each child will get their very own "Nearly a Vet" Kit with all the necessary supplies to practice their new vetting skills!

Spaces are limited! We are taking bookings now for April 19th at 3pm.

For information regarding the author, please visit Rebecca's website here: About - Rebecca Johnson - Author

Burleigh Bears Holiday Clinics

If your children are interested, please reach out to Troy for any questions - troy@burleighbears.com.au

Registration link: https://linktr.ee/BearsHolidayClinics

Fundraiser update - Muck Up For Epilepsy

On 26 March, our school community came together to support the Epilepsy Foundation by participating in the Muck Up for Epilepsy fundraiser. Students were invited to wear purple for a gold coin donation in support of epilepsy awareness and research.

Thanks to the generosity of students and staff, a total of $607.40 was raised to help the Epilepsy Foundation continue its work towards finding a cure for epilepsy.

The fundraiser was organised by me, Zoe Moffitt, who created the event to help raise awareness and involve the school community in a meaningful cause. Students also had the opportunity to purchase handmade purple ribbons for $2, further supporting the fundraiser.

Thank you to everyone who wore purple, donated, and showed their support in making this event such a great success.

Zoe Moffitt

Year 8 student

🌟 Celebrating Autism and Disability Awareness – Term 2, Week 2 🌟

April is internationally recognised as Autism Spectrum Disorder (ASD) Awareness Month; a time to increase understanding, acceptance and celebration of the strengths and diversity within our community. At school, we will be extending this focus into Week 2 of Term 2, where we will celebrate Disability Awareness Week together.

Throughout the week, students will participate in activities that highlight inclusion, diversity and the message that everyone has unique strengths to share.

Our activities will include:
🌈 School Displays
Across the school, students will see displays that highlight a range of disabilities, promoting understanding and celebrating diversity.

🦹Sharing superpowers
We would like to invite students, parents and staff who would like to share how their disability impacts them and becomes their superpower. This could be done via a poster or we can organise to record short video messages that can be share with the college community.

🌳 Superpower Trees in the Library
All students are invited to contribute a “superpower leaf” to our Superpower Trees, celebrating individual strengths, talents and positive qualities.

🎨 Door Design Competition – “Different Brains, Different Strengths”
Classes are invited to take part in a fun and creative door design challenge. The theme reminds us that our differences make us stronger as a community.

💬 Sharing Information During Connection Times
Teachers will share disability awareness content, stories and discussion prompts to help students build empathy and knowledge.

🌈 Bright Colours Day – Friday 1 May
To finish the week, students are encouraged to wear bright colours to celebrate the message “It’s OK to stand out!” Students are asked to bring a gold coin donation which will be used to purchase games and activities.

We look forward to a wonderful week of learning, celebrating and embracing the strengths of every member of our school community.

Mrs Tracy Ashbridge

Head of Inclusive Education

Q: Why does the P & F Committee always bring a ladder to the meeting?

Term 1 - P & F Wrap Up

As we come to the end of Term 1, it has been a busy and rewarding start to the year for the P & F.
We are incredibly grateful for the ongoing support from our school community, which allows us to
continue delivering meaningful contributions and opportunities for our students.

Sports Merchandise Sales

Thank you to all parents and students who supported our sports merchandise sales at the
Swimming and Cross Country Carnivals this term. Your support not only brought great energy to
these events but also helps us continue to fund initiatives across the College.

P & F Contributions

This term, we are pleased to share several contributions made possible through your support:

A donation of Lego has been provided to the Lego Club, with additional small kits available
for students in Years 3 to 6 who may benefit from them as a classroom learning tool
A $5000 contribution has been made to the Music Department to assist with the purchase
of additional instruments, supporting greater student participation and enhancing learning
opportunities across the music program

General Meeting Update

Our first General Meeting for the year was held on 17 March and was a great start to the year, with
lots of positive discussion and a number of wonderful new ideas shared. We appreciate those who
made the effort to join us, both in person and online.

Online Meeting Update

Based on feedback from our community, we have been trialling online meetings over the past 18
months to provide more flexible attendance options for families and we would like to thank those
who have taken advantage of this option and supported the trial.

While we have enjoyed being able to offer this option, the continued low attendance means it is
unfortunately not sustainable, particularly given the significant time and coordination required
behind the scenes by our IT team who generously volunteer their time outside of their regular
school responsibilities. As a result, online access will now only be offered for the Annual General
Meeting.

The P & F Committee Needs You

We are currently looking to welcome new parents into the P & F Committee, with a number of
existing committee members looking to step out of their roles and support a transition to new
volunteers. Bringing in new members allows for fresh ideas and new perspectives, helping to bring
fresh ideas to life and continue building on the strong foundation already in place.

The committee plays an important role in organising fundraising initiatives, supporting school
events, and contributing ideas that help strengthen our school community. This is a great
opportunity to have a voice in these initiatives and be part of the team behind what the P & F
delivers.

Whether you can contribute in a small way or take on a committee role, we would love to have you
involved. Bringing a friend along is always encouraged, and your support makes a real difference
to our school community.

Volunteer Opportunities

Mother’s Day Stall

The Mother’s Day Stall is fast approaching, and we will be calling for volunteers towards the end of
the school holidays. Volunteers are needed to assist with setting up and packing down the stall, as
well as helping students choose a special gift for their mum or loved one. There will be a range of
affordable gifts available, and it is always a highlight for students who love the opportunity to
independently select something meaningful to take home. More information will be shared soon.

Rodeo – Saturday 20 June

Get ready for one of the biggest and most exciting events on the school calendar. Our annual
Rodeo is happening on Saturday 20 June and we will need plenty of helping hands to bring it to
life. There are lots of opportunities to get involved, and it is always a fun and rewarding day. Not
only does it bring our community together, it also raises valuable funds that go straight back into
the school.

Thank you again for being part of such a supportive and engaged community.

A: Because they’re always looking to take things to the next level!