What a fantastic two weeks. So much has been going on with workshops, online classes, learning tasks and challenges. I hope that everyone is safe and well and is enjoying the first week (from Wednesday) of eased restrictions.
I am so proud of how everyone has coped during this time, I know it was a real test to everyone’s patience, resilience and character as we were nearing on nearly two months of isolation. Thank you to everyone for being so helpful and patient with our teachers and ES staff, it has made a real difference for them as they try to navigate online learning and ensure that our students have the best opportunity to learning during this time. Additionally thank you for all of the support and kind words we have received through social media, phonecalls and emails. It has meant a lot to our staff that their efforts have had an impact.
Following advice from the Chief Health Officer, the Victorian Government has advised that schools can begin a phased return to on-site schooling.
This is absolutely great news and I’m sure everyone is keen to get back to normality as soon as possible.
In the first stage, students in Year 11 and 12 will return to school from Tuesday 26 May.
Year 10 students undertaking VCE studies should also attend school for those classes where practicable. If this is not possible for your child/children, our teachers will continue to make sure the work provided to students attending at school is also provided to your child/children.
To support all school staff to prepare for this transition, Monday 25 May will be a pupil-free day.
In the second stage of our return to on-site schooling, all other year levels will return to school from Tuesday 9 June.
For those students who cannot be supervised at home and vulnerable children, the existing model of on-site schooling will remain in place during the two-week period from Tuesday 26 May to Tuesday 9 June. The current process that we are using to enable parents and carers to indicate the days or part-days for which on-site schooling is required will continue for this two-week period.
All other students in these grades and year levels will continue learning from home until Tuesday 9 June.
Once a year level has returned, all students will be expected to attend school as normal. This means if you choose to keep your child/children home after their year level has returned to on-site schooling, we can no longer support their learning from home.
This does not apply to children who need to be absent for health or medical reasons. For those families, please contact us, along with supplying medical evidence, so we can make an appropriate plan.
This same approach is being taken by all government schools in Victoria.
To support the health and wellbeing of all our students and staff, our school will continue an enhanced cleaning routine and will encourage frequent hand washing.
If you child is ill or is feeling unwell, they must not attend school. They must remain home and seek medical advice.
While the Chief Health Officer has advised that students will not be required to maintain physical distancing at school, there will be a number of important changes to our school operations, consistent with health advice to all schools that is available.
I understand that some families may feel anxious about this move back to classroom teaching and learning. I can assure you that this decision has been taken on the basis of the best health advice available to our state.
More information about the return to school and coronavirus (COVID-19) can be found on the Department’s website, which will continue to be updated: https://www.education.vic.gov.au/about/department/Pages/coronavirus.aspx
Thank you for your continued support and patience during this time. We all look forward to welcoming our students back to the classroom.
A reminder that if you need assistance with laptops and/or internet connection please call the relevant campus general office between 9am-4pm on school days, or email via email@example.com.
Our communications team are also posting highlights and useful snippets on our social media platforms and I encourage you to check in from time to time to see some of the examples of the creative and supportive approaches to learning taking place across the college. Instagram (@fgscinsta) have been posting daily motivation tips, quotes and different ideas and inspiration for our Community during this time, along with our Facebook page which has been providing consistent updates, reminders and celebrations of our students and their accomplishments (https://www.facebook.com/FountainGateSecondary)
Please don’t hesitate to reach out to us if you are struggling or have any concerns or issues so we can deal with it as soon as possible
Pete your Principal
Fitness and Health Online
Daily physical activity boosts physical and mental health and improves wellbeing. It also helps with concentration, retaining information and solving problems. That is why the Department is supporting Victorian schools to provide daily physical activity for their students during remote learning.
A range of engaging, interesting and educative physical activity resources have been collated for teachers, parents and students. These resources aim to support students to stay active, connected to sport and involved in physical education whilst they are at home. For further information please see the FUSE Learning from Home Platform.
Resources include a four-week online football program called Kick it with Victory, developed by Melbourne Victory Football Club, in collaboration with the Department and School Sport Victoria. This free resource is available for teachers to use in their teaching plans or for parents to pass on to children to keep them active while learning from home.
The program continues the Department’s ongoing successful relationship developing and delivering educational outcomes with Melbourne Victory Football Club.
Doctors in Secondary Schools
The Doctors in Schools Program has resumed this week. All appointments will take place over the telephone – no video calls will be permitted.
'FSCG Do You Have Talent!'
Check out our new ISO Talent competition with amazing prizes to be won! Entries open 13th May 9am and close on June 1st.
- Best vocal performance
- Best instrumental performance
- Best Dance Performance
- Best Acting Performance
- Best Tik Tok Solo Act
- Best Tik Tok Family Act
To enter students can create a short video for one of the above categories and then email our College Captains at SHW0002@fountaingatesc.vic.edu.au or SHA0056@fountaingatesc.vic.edu.au
2021 High Achiever Program
Applications for the 2021 High Achiever Program have been extended to the 15th of May. Don't forget to apply at the link below
• A member of the Wellbeing Team will be in the Front Office every morning from 8:45am to 9:00am.
• Wellbeing Centre 8:30am – 4:00pm Mon to Fri (located behind the canteen).
• Online workshops 1:00 – 2:00pm Mon to Fri.
Remember to take a deep breath!
Student of the Arts Inquiry Project
Year 10 student Ejay submitted this incredible project to the 'Student of the Arts Inquiry Project,' recreating a music video clip. Well done Ejay!
Art Weekly Challenges
Each week our Art and Media students have been participating in the Art Weekly Challenges which are a group of small tasks that have been push out to all Art (art, VCD, media, photography, music, dance and drama) classes on Compass as Learning Task. Students can select to do one of these a week!
VISUAL ARTS: Year 10 Photography Online Learning Challenges
The use of lighting creates different tones upon your subject. The stronger the light, the stronger the contrast in tones upon a form. This term, Year 10 photography students have been creating dramatic high contrast photograph using a low lighting technique. Students used a dark space with a single light source to create a low light portrait or still life photograph. Here is a selection of some of the students, well considered photographs from the past few weeks!
Humanities Weekly Challenges
English Essay by Student
Macbeth did not have free will over his actions in the play. Discuss.
In the play, ‘Macbeth’, William Shakespeare explores the rise and fall of the tragic hero, Macbeth, through the opposing themes of fate and freewill which permeate throughout the play. Although fate may be predetermined, Macbeth’s actions leading up to it was at his own discretion. Shakespeare introduces the theme of fate versus free will from the outset through his characterization of the witches as supernatural forces and their penchant for telling ‘half-truths’ as the triggering event which leads to the moral undoing of “valiant” Macbeth. Lady Macbeth also abuses her position of power in her relationship by influencing Macbeth’s actions and spurring him towards his moral corruption. However, it is through Macbeth’s own exercise of free will and his dark ambition that he allows the witches and Lady Macbeth to influence his actions.
Throughout the play, Shakespeare explores Macbeth’s ongoing internal conflict to illustrate his own volition and how uncontrolled ambition can lead to moral failure. Through frequent soliloquies that expose the tragic hero’s moral confliction, it is emphasised that Macbeth is fully aware of the injustice of his murderous plans but neglects these noble convictions to satisfy his own desire for the throne with heinous acts. In Macbeth’s first soliloquy he expresses that he has no incentive to kill Duncan besides his “vaulting ambition, which o’erleaps itself and falls on th’ other,” which establishes that he is fully aware of the “even-handed justice”, and knows that the choice is his own and the only thing driving him is his own lust for power. Furthermore, when King Duncan announces Malcolm as his successor, Macbeth uncovers his willpower to “o’erleap” this “step” which “in [his] way it lies”. Shakespeare’s omitting of letters in both speeches’ manifests Macbeth’s impulsivity and suggests that Macbeth acts impulsively in order to push away his conscience. This is further evident when he convinces himself that the “firstlings of [his] heat shall be the firstlings of my hand,” before killing Macduff’s entire family. Furthermore, Macbeth tries to convince himself to wait to kill Duncan because “If chance will have me king, why, chance may crown me, without my stir.” The repetition of the word “chance” indicates that Macbeth is fully aware that he should be leaving his chances up to fate and not taking action into his own hand through immoral acts. Before Macbeth kills Duncan, Macbeth sees a “dagger” with “the handle toward [his] hand,” symbolising his guilty subconscious warning him of the consequences of killing Duncan for his own personal gain, however, at his own accord he decides to dismiss the warnings and follow his ruthless ambition through the murder of Duncan. Through this, Shakespeare warns the dangerous quality of unchecked ambition which led Macbeth down a path of insanity and moral deterioration. While the witches may have prophesied Macbeth will be king, Macbeth as an instrument of freewill fosters the idea of murder, voluntarily slaughtering his way to his demise.
Through the play, Shakespeare uses the relationship between gender and power to explore Lady Macbeth’s control and influence over Macbeth’s actions. Macbeth thinks of killing Duncan but observes that the “image doth unfix my hair,” conveying his horror at murder. He tells Lady Macbeth that “we shall proceed no further in this business” but she intervenes, calling him a “coward” and bringing up the recent death of their child, suggesting she would “dash its brains out” if it were still alive, rather than turn her back on a promise. Lady Macbeth’s attack on his manliness, telling him that she is more of a man than he is, brings out Macbeth’s own weakness of character, his pride and lack of self-control, which succumbed him to his wife’s coercing in attempt to adhere to the social standings of the stereotypical male. Through this, Shakespeare warns the dangers of toxic masculinity and false pride which is “mortals’ chiefest enemy”. Furthermore, Macbeth’s letter to Lady Macbeth about the witches’ prophecies suggests that Macbeth knows that he is “too full o’ th’ milk of human kindness” and writes to her so she can “pour [her] spirits in thine ear” and help him kill Duncan. In Macbeth’s letter to Lady Macbeth, he emphasises her own low status as a woman in a patriarchal society compared to what is being “promised” to her as queen. By using the informal form “thee” and “thou” when addressing Lady Macbeth and contrasting this to when he calls her his “dearest partner of greatness,” Macbeth is encouraging her to contemplate becoming queen and goading her towards action. Macbeth also writes his letter in prose to emphasise to Lady Macbeth that she and himself are both of low status compared to the position of royalty. Through this, Shakespeare suggests that Macbeth is manipulating Lady Macbeth to help him because he knows that he doesn’t have the “illness” to attend his “ambition.” As such, Lady Macbeth had an influential role in Macbeth’s downfall, however it is Macbeth’s culpability and own weakness of character that is to blame for putting the control into her hands.
Shakespeare uses the supernatural as a catalyst for Macbeth’s actions and forewarns the dangers of messing with fate. Although the witches sparked Macbeth’s ambition by prophesising to him that he “shalt be king hereafter,” the witches’ did not tell him to commit the crimes he did; it was his own lack of self-control and his own ambitious nature that drove his actions. In the witches’ chorus, where they chant “double, double toil and trouble; fire burn and cauldron trouble,” the description of creating not murder or disruption, but an innocent use of “trouble” suggests their limited power. When compared to how the second witch describes Macbeth’s coming as “something wicked,” the use of the word “wicked” is much more worse than how they describe their own power which is only to cause “trouble”. Through this, Shakespeare conveys their limited power and influence and suggests that it is his own wickedness that leads to his undoing. The witches emphasise that it is Macbeth’s own hamartia, his ambition, that shapes his downfall, and that they are only exploiting something he already embodies. This idea is further evident when at the start of the play, before the witches’ meet with Macbeth, the sergeant describes Macbeth as a vicious soldier who “unseamed” his enemies “from the nave to th’ chops,” establishing from the very beginning of his aggressive and ambitious nature. At the end of the play, one of Macbeth’s final lines before his death at the hands Macduff is “and be these juggling fiends no more believed.” In this line, Macbeth is talking about the witches and recognises that it is simply his belief in their prophecies and apparitions that led to his downfall. He realises that they have merely “juggled” with his mind and that it is not their supernatural power or fate that caused his demise, but their power of manipulation which exploited his psychology and played on his weaknesses. Additionally, when Macbeth talks about the witches stating, “damned all those that trust them,” Shakespeare uses irony to communicate that Macbeth is fully aware that the witches are not to be trusted. This is further evident through Macbeth’s description of the air the witches ride on as “infected,” and Shakespeare’s use of thunderstorms and lightning for setting when Macbeth is meeting with the witches; a warning for Macbeth of their malicious and vindictive intentions. Overall, while fate and the supernatural may dictate what will become, it was Macbeth own weakness of character that moulded his decisions.
Through the grave death of Macbeth, Shakespeare concludes the tragic play with the destructive essence of evil. Supernatural forces and Lady Macbeth contribute to the protagonist’s moral deterioration; however, Macbeth, exercising the act of free will, chooses to let these fateful factors dictate his actions through his all-consuming ambition, which is the primary cause of his own undoing. The gory spectacle of Macbeth’s head impaled on Macduff’s spear ultimately concludes the play with a grim warning for all those who choose the “poisoned chalice” that they will be met with “even-handed justice”.
By Shekinah Robins
Student's Youtube Success!
Tevin Wettasinghe (year 8), who enjoys creating digital music for his YouTube channel, has had some of his work purchased through YouTube. Tevin has also been approached by a small record label that is interested in his work.
Congratulations Tevin! We are thrilled to be able to share this news on your behalf and wish you all the best with your interests in digital music!
YouTube - https://www.youtube.com/channel/UCelhiOwTMKeWU9jqtu9HNFw?view_as=subscriber
New Student Enrolments
Enrolments for Year 7 2021, find out more on our Student Enrolments page
Information provided in the Fountain Gate Secondary College Newsletter may contain content from various resources used to educate and inform our community on a range of topics. These sources being the Internet, DET, Headspace, Educational Websites, Community News, Articles and Magazines. The College takes no credit or claim to have written these articles.