Wellbeing Talk with Mayor Ken Anderson

Early this term we welcomed Flinders Ranges Mayor Ken Anderson to speak with our Year 3–12 students. Ken’s easy-going storytelling covered everything from council life to his many hobbies—music proved a real hit! Hands shot up around the room with questions about the instruments he still hopes to master and the pathway that led him to the mayoralty. The session not only broadened students’ career horizons but also reminded us all that learning and passion go hand in hand.

Alternative Delivery Partnership Visit

Hawker Area School’s collaboration with Coober Pedy Area School through the Far North Partnership’s Alternative Delivery program moved from screens to real life this month. After two terms of teaching Year 11 Mathematics online, I finally travelled north to meet our Coober Pedy students in person.

Paul Haywood, Jimmy Morgan, our program coordinator and I left Hawker and caught an early Rex flight to Coober Pedy. A student-led tour of the Coober Pedy school campus helped the boys picture where their online classmates learn each day. That evening, over dinner with the Year 11 English teacher, we swapped teaching stories and laughed about the lone, free-standing door we’d spotted en-route to the Mud Hut Motel—locals later revealed it was the last remnant of an old DVD store.

Thursday was packed with our first combined Mathematics and English lessons, a shared lunch, and a town tour. The standout moment came deep beneath the surface in the Old Timers Mine, where students traced opal seams and imagined life in the dugouts of 1916.

After Friday morning classes we boarded the return flight to Adelaide—tired, inspired, and already planning joint projects for Term 3. Special thanks go to Assistant Principal Aki Puri and Local Alternative Coordinator Jake Miell. 

Positive Behaviour for Learning (PBL)

Our PBL framework continues to celebrate the values of Cooperation, Learning, Responsibility, and Respect. Students earn Warndu tickets for positive behaviour and trade them at the Reward Café for small prizes. The smiles in this term’s café photos say it all—acknowledging the good choices students make every day builds a culture where everyone thrives.

Children’s University

This term, we had a screen-free robotics workshop in the library. Students pieced mats together to create coding pathways, strengthening problem-solving and computational-thinking skills without a single device in sight. We also received thoughtful gifts from Children’s University for last year’s graduates; our students responded with a handmade thank-you card.

Secondary Class Mathematics and Science

This term our secondary classes dove into several hands-on investigations designed to spark curiosity and deepen understanding. From modelling cellular processes with lollies to engineering solutions on tabletop “construction sites,” each task invited students to ask questions, collect evidence and communicate their findings.

Their favourite was the Gummy Bear Osmosis Experiment in Year 7 Science. Students used the bears’ gelatin coating as a semi-permeable membrane, submerging them in water, saline and vinegar solutions. Over three days they measured the bears’ density, watching some bears swell while others shrank dramatically. Lab reports followed, linking observations to the particle model of diffusion and osmosis.

To consolidate key maths and science concepts, we also ran a six-station revision rotation. Small groups spent 18 minutes at each station tackling open-ended challenges such as maximising parking space for toy cars with base-ten blocks and constructing 2-D and 3-D symmetrical shapes from pattern pieces. The fast-paced format kept every student engaged while fostering collaboration and problem-solving skills across disciplines.

Sharon Lam

Wellbeing/Mathematics/Science/Children's University

Mrs Lisa O'Neill

SSO/IMS Teacher

Getting Messy in the Art Room 

It’s been another busy term in the Art room which has seen the multipurpose room grow as a gallery space which you can come and enjoy at the upcoming end of term assembly.   

In the F-2 class we have learnt about form. We learnt that form is one of the seven elements of art and refers to the 3-dimensional qualities of a sculpture or painting. We studied several techniques that artists use to create form, including using highlights, mid-tones, and shadows to create dimension on a piece of paper.  This was allot of fun and was quite mind blowing for students, especially when looking at a range of sidewalk chalk artists work from around the world. Students used these concepts to create birds eye view snowmen using oil pastels, which was a first for some, to create our shading and mid tones, bringing our snow men to life.  These Art works can be found on display on the windows of the multipurpose room for you to look at whilst waiting for class pick up.  

We continued our learning on perspective by exploring the concept of one-point perspective. We learned that one-point perspective is a technique that artists can use to create the illusion of space, making the viewer feel like they are standing inside the artwork. We viewed many different artworks both old and modern and identified where the artist had used a horizon line and a vanishing point to create this effect and then we used these concepts to create our own farm themed artwork. 

Our Artist Study this term was the famous French Artist Henri Matisse.  Matisse used many different tools and mediums to create his art. He was even the leader of an artistic movement that used bold, non-realistic colours and patterns. We learned that many people didn’t like this art, and called the artists “les fauves” which means “the beasts” – this is how this style of art got it’s name – Fauvism.  As Matisse grew older, he experienced health problems that confined him to a wheelchair. Rather than give up his art, he changed mediums! He still loved bold, exciting colours, but instead of using paints, he began to “draw with scissors”. He called this series of artworks The Cut Outs.  Students had so much fun with this concept, it was a little daunting for some to cut out their shapes free hand without drawing the shape first however we did our best to stop worrying about the tiny details and just go where the scissors took us.  Students created their own individual artworks which can be found in their folders and as a class we created a group artwork which is displayed on the wall of the multi-purpose room for all to enjoy.  

To Finish the term off we are having fun, experimenting with different ways of creating art works, using concepts we have learnt about previously, it’s fun revision!  Currently we are revising our knowledge of cool colours.  We are making quirky newspaper sharks emerging from the water.  We created our watery inspired image by mixing paint, water and detergent and then did what all kids love to do with their milkshakes but are never allowed to do, we used straws to blow bubbles into the cup until the paint bubbles overflowed onto the paper. So much Fun, so much mess and so very effective! We can not wait to show you the finished product.  

The 3-6 art class started the term learning about and practising gradation.  This is the skill of moving from one colour to another seamlessly and without a trace.  This would be a skill they would use in their artworks throughout the coming term.  From here the 3-4 class moved into their first art project using air dry modelling clay to create ‘Textured Drip Sculptures”  We looked at the works of modern artist and Instagram sensation Dan Lam.  Students spent time getting used to and simply playing with the clay so they could get an understanding about how it held its structure, how they could work with it and hence how far they could push the medium.  First attempts to dry were not very successful for some students but after group/peer discussions students came up with a new plan on how they could get their sculpture to dry and hold its shape with a more even weight distribution.  It was at this point that students fully understood that art is, like maths, a problem solving subject, just in a much more creative manner.  These projects will be completed next term as there was a problem acquiring the spray paint which is still on back order, however patience is a virtue and good things come to those who wait so stay tuned.   

The 5-6 class took their gradation work and moved into their project “Patterned Landscapes”.  This was a unit that showed students that they can make wonderfully mesmerising artworks with very few materials, that a simple black pen can create beautifully interesting art works. 

The objectives of this unit of work were: 

• Create compositions by analysing and interpreting reference landscape images.  

• Transform realistic images into abstract, pattern-filled designs. 

• Develop control and precision in creating line drawings 

• Explore pattern-making techniques, experimenting with contrast, repetition, and rhythm. 

• Evaluate and articulate your work using appropriate language. 

To finish the term off/have a short break from the patterned landscapes unit the 3-6 class undertook a fun and colourful Picasso Portrait project.  Using the phrase “Being a Little Weird can Be Amazing” as our reference point and a massive pile of cardboard left over from the recent election, we created bright, colourful, kooky self portraits that celebrated our inner “weirdness”.  

The 7-8 Art Class has spent the term exploring the life and works of abstract artist Paul Klee who was most well know for his paintings and his use of colour.  “Colour has taken possession of me; no longer do I have to chase after it, I know that it has hold of me forever... Colour and I are one. I am a painter.” – Paul Klee 

Strictly speaking, the word abstract means to separate or withdraw something from something else.  The term can be applied to art that is based on an object, figure or landscape, where forms have been simplified or painted in a very ‘not real’ way and that was our goal.   

  The objectives of this unit of work were: 

• To learn about the artists Paul Klee 

• To practice creating an artist research page  

• To learn about ‘Quality of Line’ and importance of Composition 

• To experiment with watercolour paints. 

Students created their Klee inspired art works using monstera leaves as their subject matter reference point.  We had a focus on composition so students produced many draft copies before deciding on their final compositions, deciding each time what needed to be removed or added in to visually make the most of the space they had to work with.  As we speak students are so close to completing their final works and if all goes according to plan, they will be ready and on display at the end of term assembly.  When entering the Multi-purpose room you will also be able to view the class’s Chihuly inspired instillation they completed last term and which is now hanging for your viewing pleasure. 

Student will be taking home a photography based assignment to complete in the holidays so we can hit the ground running next term with a very practical based term filled with printmaking mess and fun.  

Mrs Emily Fels

Art Teacher

Year 3 – 6

Students in Year 3 to 6 have been looking at skills in drawing diagrams using the Technical drawing methods. We have been looking at diagrams with three views, a top view, side view and end view. Students have attempted to draw their project ideas using this concept before building their idea.

Students have also continued to develop an understanding of the design, make and appraise/question process by having to solve problems with the designed ideas while building and testing materials for our own project ideas. While building, we have also looked at the different types of tools available for cutting timber and metal and the correct way to mark lines and measurements and are now looking at making our designed projects using safety equipment.

Year 7 – 10

Students in Year 7 to 10 have continued to develop skills in planning project ideas and working through the design process to develop a project plan. As a group, we have been developing skills in using the different technical drawing methods for planning project ideas. We have been developing skills in using the 3rd Angle Orthogonal drawing technique, showing three views, and perspective drawing in one, two and three points. Students are continuing to further develop skills in working in the welding and fabrication area, developing skills in oxy-acetylene and mig welding mild steel as well as safe use of the metal lathe to machine diameters and project components to length. To assist in developing skills in how an engine works, several of the students have been involved in taking apart an old engine and working to rebuild it, achieving success in testing their skills by making it run.

Mr Travis McDonald

Design and Technology Teacher

On May 27th the SRC successfully organised Do it for Dolly Day, with everyone wearing blue to take a stance against bullying. They raised $162 for the cause, with SRC representatives working hard to cook and serve sausages with a smile, face paint and the facilitate a whole school game of Capture the Flag.

Well done to the Hawker Area School SRC students for your responsible attitude towards team work, and to everyone who participated to make it a fun day!

On the last day of Term 2, please be reminded that students are invited to wear their favourite sports colours. At lunchtime Zooper Doopers will be for sale for $1 each, a raffle for 50 cents, as well as a gumnut guessing competition for 50 cents. Winners will be announced at assembly and will get to choose a prize before they go home. At this stage, the SRC is still deciding how to spend the money raised in addition to nominated causes. Will keep you posted. Thank you and happy holidays

Ms Annette Hill

SRC Coordinator 

This term, students have been learning about different tools that have been made and used by Stone Age people around the world. They examined the three basic types of rocks indigenous people would have encountered in Australia and explored the possible uses of sample stones. Students learned how to make cord from plant leaves, and how this could be put to a variety of uses, depending on its thickness and strength. They learned what songlines are, and how these involve landscape, waterscape and skyscape. Students explored the meaning of symbols in indigenous art and how these can be used to describe detailed songline stories and maps without using written words.

Yura Muda

Mrs Robyn McInnis

Pastoral Care Worker