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Why choose our school?

Alexandra Hills SHS is a well established school located in the bayside city of Redlands. While we have traditions of which we are justly proud, our school is a dynamic, innovative organisation where we strive together with students and their families to ensure that all students are offered the educational experience which best meets their individual needs.

Our approach to student welfare

It is our belief that that happy students learn best.

In order to ensure that students develop emotional resilience and learn how to cope with the day to day pressures of adolescent life, a personal development program is in place from Years 7-12. In Junior Secondary (Years 7-9),  Alex and Me addresses such issues as transition, friendships and organisation, while the Senior program is built around topics suitable to young adults in their last years of high school.

The Hub is a purpose built centre for the welfare team which includes the Guidance Officers, School Nurse, Chaplains, Youth Support Co-ordinator and other visiting agencies. All students have confidential access to the Hub personnel who work individually or together with parents and teachers to address a student’s particular issues.

Student leadership revolves around making the school climate happy and supportive of positive relationships amongst students of all year levels. The Student Council, Junior and Senior School Captains, Senior Leaders, House Captains and Mentors all contribute by giving their time and energy to group and individual projects which help to make our school a place where students want to be.

Our approach to curriculum

Our aim is to provide a curriculum which is broad enough to accommodate student choice but is structured in such a way that students who graduate have a clear pathway to university, TAFE or employment, no matter what their choice.

The Junior curriculum is built around the eight Key Learning Areas (KLAs). All students study a core of English, Mathematics, Science and History each semester. Health and Physical Education is compulsory until the end of semester 1, Year 10. Students have a choice of more than 40 elective units to complete their learning program.

The Senior curriculum is both comprehensive and flexible. Divided into an Academic or Vocational Pathway, students are able to choose from 28 QSA Authority Subjects, 12 Authority Registered Subjects and Certificate courses offered at school including one Certificate IV, five Certificate III and three Certificate II qualifications.  

As a Pilot School for the Introduction of Year 7 into secondary school, the curriculum we have introduced allows for an emphasis on the core subjects of English and Mathematics with Science taught in laboratories and subjects such as Industrial Technology and Design and Dance taught in specialist facilities.

Our approach to catering for the full range of students

We believe that students will achieve best when their individual strengths, talents and needs are recognised.

To this end, a number of specialist classes are offered including:

  • Academy Class (Years 8-10 for students with aptitude in Mathematics and Science)

  • Sports Excellence (Years 8-10 for students who excel in a sport)

  • Rugby League Development (Years 8-12 for students with aptitude in Rugby League)

  • Language Learning (Years 7-12 for students who have learned another language at school or who speak another language at home)

  • Instrumental Music (Years 7-12 for students who play an instrument)

  • Music Extension (Year 12 for students who wish to take an additional Music subject)

  • Advanced English (Years 8-12 for students who excel in English)

Students with learning needs are catered for in a number ways such as one to one tutoring, ability level grouping, homework club as well as teacher aide assistance in the classroom.

Our approach to co- curricular activities

It is our aim that school life at Alexandra Hills SHS is full with a diverse range of activities to appeal to every student. Researchers at the Menzies Research Institute Tasmania have found that in considering student engagement, “the notion that a school should be about sports, music and drama (and other activities) – not only literacy and numeracy – is really important.”

Our co-curricular activities include:

  • Weekly Sports Program

  • Leadership Program

  • Student Council

  • Public Speaking

  • Debating

  • Dance Troupes

  • Music Program – instrumental and vocal

  • Interact

  • Leos Club

  • Annual Study Tours to complement our languages program – Italy, Germany and Japan

  • Camps for Years 7, 9 and 11

  • Enrichment activities to support individual subjects

  • Fundraising for Special Causes

Our approach to communication

Parents and carers are our partners in caring for and educating our students. It is essential, therefore, that communication is appropriate, useful and well timed.

Teachers are expected to ensure that parents are aware of any issues which may be affecting their child’s learning. They will phone or email when necessary and parents are encouraged to accept our invitation to do likewise. Furthermore, parents are informed by text in the event of a student’s absence.

Key people, such as the Year Level Deputy Principal and Co-ordinator, will continue to be responsible for the cohort for the duration of their enrolment, such that parents will be introduced to them in Year 7 and will be able to develop a relationship during the child’s six years. In this way, parents can confidently address issues with a person, familiar to them, who knows their child.   

From time to time, text and email will be used to remind parents of coming events while the regular school newsletter Bringing Learning Home is emailed and can be found on this website.

Our approach to discipline

We believe that adolescents thrive in an orderly environment where the boundaries and rules are clear.

We have high expectations of student behaviour, dress and work ethic. While our responses to behaviour issues are clearly outlined in the AHSHS Responsible Behaviour Plan, we rely on parent support in addressing problems with student behaviour. It is essential that students understand that parents and carers agree with the school’s values such that students are not confused by contradictions between what is considered acceptable by parents and carers and what is permitted by the school.

As Dr Joan Abbott-Chapman has said in a study of student engagement, “If parents are able to co-operate with schools and teachers to help promote student engagement, then this is likely to provide a springboard for future achievement in school and in employment right through to adulthood.” 

 

Mrs. Gail Armstrong

Principal