Dear Parent/Carers,

We’re now halfway through Term 3, and it’s been fantastic to see our students thriving in their learning and contributing positively to our school culture. Thank you for your continued support in helping make Ripley Valley State Secondary College a place where every student can succeed.

Celebrating Excellence – Peter Doherty STEM Award

We are incredibly proud to announce that Isaac, a Year 12 student at Ripley Valley State Secondary College, has been awarded the prestigious Peter Doherty Outstanding Senior STEM Student Award for 2025. This award recognises Issac's outstanding achievement in STEM subjects and his significant contributions to STEM initiatives both within our school and the wider community.  As part of this award Issac receives a $5000 scholarship to assist him in his future studies as he plans to study Electrical Engineering at QUT in 2026.  

Isaac’s dedication, innovation, and leadership in STEM are truly inspiring, and we congratulate him on this remarkable achievement. He is a shining example of the excellence we strive for at Ripley Valley.

Car Park Works Update

Please note that the planned car park upgrade works, originally scheduled to begin on 18th August, have been postponed to 21st November. We understand this change may cause some inconvenience, but the delay will help ensure the works are completed with minimal disruption to school operations. We appreciate your patience and understanding.

Student Leadership & Awards Night Nominations

We’re excited to announce that student leadership applications for 2026 are now open! This is a wonderful opportunity for students to step up, lead by example, and help shape the future of our school. Interested students are encouraged to speak with their Year Level Coordinator or find application details via Daymap notices.  

In addition, nominations for special awards to be presented at our Annual Awards Night are now open. These awards recognise outstanding achievements in academics, leadership, community service, and personal growth. Staff, students, and families are invited to submit nominations and further information and details is available details via Daymap student notices.  

Thank you once again for your ongoing partnership in your child’s education. If you have any questions or suggestions, please don’t hesitate to reach out.

Yours Sincerely,  

Brendan Krueger

Foundation Principal

SET Plan Meetings – Thank You
It was an absolute pleasure to meet with so many of our Year 10 students and families over the past week to finalise the Senior Education & Training Plans (SET Plans) for 2026 and beyond. Thank you to all parents and caregivers who made themselves available for these meetings, and for your flexibility regarding the change of date.

If your child has not yet finalised their SET Plan, please ensure they visit Administration in the coming days to complete this process.

Uniform Bank Process
As you may be aware, if a student arrives at school in incorrect uniform, they will be provided with a loaned uniform item for the day. This item must be returned at the end of the same school day. If it is not returned, families will be invoiced to cover the cost of a replacement.

To support this process, please note the following:

• If your child borrows a uniform item and does not return it the same day, a parent/caregiver will receive a text message notification.

• If the item remains outstanding, a follow-up email will be sent.

• In Weeks 5 and 10 of each term, any students who have not returned their loaned uniform will be invoiced for a replacement item. Once generated, these invoices cannot be removed as the college will be required to purchase a new item.

• For hygiene reasons, socks cannot be loaned. If a student is wearing incorrect socks, they will be provided with a new pair. An invoice of $2.00 will be issued to cover the cost, and the student will keep the socks.

2025 Student Resource Scheme (SRS) - 2nd instalment date Friday 16th May

Thank you to those families who have already made payments or set up payment plans. 

Year 7, Year 8 and Year 9

For those families who are paying the Student Resource Scheme (SRS) in instalments, the 2nd instalment ($230) is now overdue.

The remaining payment due date is:

• 3rd instalment ($230) due Friday 15th August

Statements have been emailed, please note that if you have already made a payment or set up a payment plan through direct debit or Centrepay these statements are for your information only.  Statements will be sent again prior to the final instalment due date.

Following are the SRS parent information letters for each year level which outline the inclusions and cost of the 2025 SRS.

Performing Arts

DANCE

Dance Academy

In Semester 2, our Dance Academy students have launched into exciting new units of work, focusing on three key areas: performance, choreography, and responding.

Year 7 students have begun exploring the expressive style of Lyrical Dance, while Year 8s are diving into the techniques of Contemporary Dance. Our Year 9 students are embracing the iconic style of Bob Fosse through a Jazz unit inspired by his unique choreography.

Each Dance Academy class will showcase their newly developed routines at the upcoming Ipswich Performers Dance Festival, alongside performances of their earlier work from this year.

We wish all our talented dancers the best of luck as they prepare to take the stage!

7 Dance

The new rotation of Year 7s have begun their Dance experience with a theory unit. They’ve developed a strong understanding of the elements of dance and are now preparing for their upcoming exam, where they will analyse and evaluate an unseen dance routine.

Excitement is building as students prepare to begin their practical unit. In the weeks ahead, they’ll be challenged to demonstrate perseverance and dedication as they learn a group performance. This stage of the course also encourages students to build confidence as they prepare to perform in front of their peers.

9 Dance

This semester, we welcome our Year 9 students into the dance space as they begin their exciting dance elective—and they’re hitting the ground running with a high-energy unit titled "Bringing Back the Beat."

Students will be diving into the dynamic world of Hip Hop Dance, exploring its roots, evolution, and cultural significance over time. As part of their learning journey, they will take part in three exclusive Hip Hop workshops led by industry professional Miss Jaimi Zaklan from our partner studio, The Creative Edge Performing Arts.

Building on their workshop experience, students will then step into the choreographer’s role—developing and performing their own original routines in the style of hip hop. It promises to be a unit full of creativity, confidence-building, and collaboration.

We can’t wait to see what this talented group brings to the floor!

11 Dance

Our Year 11 Dance students are currently immersed in their most significant and creative task of the year — the Dance on Film project. In this unit, students are choreographing original contemporary routines that explore powerful themes such as acceptance, well-being, and relationships.

As part of the creative process, students have selected locations for their performances, using these settings to enhance the intent of their work. They have also been workshopping how to incorporate effective camera angles, movement framing, and cinematic techniques to deepen the audience's understanding of their chosen theme.

Next, students will begin the challenging yet rewarding task of editing their footage to produce a cohesive and emotionally engaging dance film. This project not only showcases their choreography and performance skills but also highlights their ability to communicate meaning through visual storytelling.

DRAMA

8 Drama

This term, our Year 8 Drama students are diving into the rich world of Australian Indigenous Theatre while building their acting skills in vocal expression and movement qualities to bring characters to life. By exploring the elements of drama and applying them in practical performances, students are learning how to create dramatic meaning that truly engages an audience.

They have been captivated by the play Honey Spot, which tells the heartwarming story of two teenagers who form a friendship free from judgement. The play offers thought-provoking moments, exploring important themes of racism and reconciliation, and encouraging students to connect with the characters’ experiences on a personal level.

As the term progresses, students will work towards a performance task that will highlight their creativity, confidence and growing collaboration. We look forward to seeing them share their skills in a way that informs, inspires and entertains.

10 Drama

The Year 10 Drama class has just wrapped up their first ever directing task, stepping into the challenging but rewarding role of leading their peers in performance. For many, it was a brand-new experience that required creativity, clear communication, and the ability to bring their artistic vision to life on stage. Students embraced the challenge, gaining valuable insight into the collaborative nature of theatre and the importance of guiding a cast effectively.

With that milestone complete, the class is now turning their attention to the dark and atmospheric world of Gothic Theatre in preparation for their upcoming exam later this term. From eerie settings to heightened emotions and dramatic tension, students are exploring how this genre uses design, performance, and mood to captivate audiences. It’s an exciting next step in their learning journey, blending historical knowledge with creative expression as they prepare to bring Gothic stories to life.

11 Drama

Our Year 11 Drama students are stepping into the director’s chair this term, crafting their own unique vision to bring the powerful Australian story Jasper Jones to life on stage. Set in 1965, this compelling coming-of-age tale follows Charlie Bucktin as he unravels a mystery alongside local outcast Jasper Jones, confronting themes of fear, racism, and the loss of innocence.

Students are exploring how creative choices in costume, set, music and sound effects, multimedia elements, and acting can be used to highlight the text’s poignant themes for a modern audience. Each student is developing a directorial pitch, carefully considering how elements of drama and stylistic conventions, along with production elements, can work together to move, challenge, and inspire viewers.

Toward the end of the term, one student’s vision will be selected to be brought to life, with the class collaborating to perform the piece exactly as it was imagined by their peer. We can’t wait to see the creativity, innovation and bold storytelling that lies ahead for this talented group!

MUSIC

7 Music

Grade 7 is back into the swing of things with a brand-new group of eager musicians hitting the ground running. This term, students are exploring the characteristics of Pop music, investigating what makes a genre distinctive, and discovering how popularity is often linked to the way music is consumed. They’re using the elements of music to unpack how these features shape the songs we know and love.

Alongside this, students are picking up the guitar. developing essential coordination, dexterity, and listening skills. Learning an instrument doesn’t just build musical ability; research shows it also boosts memory, concentration, and problem-solving, making it a powerful tool for cognitive development.

We’re incredibly proud of the respect, responsibility, and perseverance our students have shown so far. With this enthusiasm and dedication, we’re looking forward to some exciting performances later in the term.

10 Music

In Grade 10, we have started a new unit! In this semester, students get to explore how music communicates personal identity, as we explore different artists, genres and times. Our students are busily preparing their performances, that will showcase how each of our musician's ability to convey their own message through cover versions.

This term, we started our unit by running our first lunchtime concert, and it was amazing to see how huge and loud our audience was! This success means that another concert is on the way - watch this space!

11 Music

Grade 11 Music is a combined class with students working across two pathways: ATAR and In Practice. Both groups are currently engaged in Unit 2, which focuses on the theme of identity and the powerful ways music can express political, social, and cultural perspectives.

ATAR students are taking a research-led approach. They are selecting a specific identity to explore in depth and investigating how music reflects and communicates that identity. This work will form the foundation of a research project, culminating in a performance or original composition that embodies their thesis statement. This process encourages students to connect academic research with creative expression, developing both analytical and practical skills.

Meanwhile, In Practice students are also exploring the theme of identity through a more hands-on lens. They are examining music that has personally influenced their understanding of political, social, or cultural identity and using these insights to shape their own performances. This pathway gives students the chance to think critically about the messages they want to convey as emerging musicians and to plan projects that reflect their individual perspectives and values.

Both groups are developing a deeper appreciation of how music functions as a form of communication and storytelling, preparing them for more confident and purposeful performances in the future.

Instrumental Music

With the conclusion of Music Night, students have now moved into units that will lead to project performances in Term 4. Woodwind and brass students are focusing on learning folk music, while percussion students are developing their skills on the drumkit and pitched percussion through popular media pieces. Bass guitar students are working on technique and ensemble playing, including slap bass styles.

Our students consistently demonstrate strong individual commitment, and their progress reflects an ever-improving program. This year, they are sight-reading songs that previously took six months to master, showing real growth in musicianship and confidence.

We are also pleased to welcome Ms Westwood to the team. She is teaching woodwind and beginner bass guitar and has quickly become an invaluable part of both the music department and the wider school community. Rehearsals continue as we prepare for upcoming performances, so please ensure your child attends regularly to make the most of these opportunities.

Certificate III Community Dance, Theatre and Events

The Certificate III Community Dance, Theatre and Events class are proud to announce their 2025 event: The Animal Welfare League Community Fundraiser.
 

Details:

- Friday 29th August

- 4:30pm - 7pm

- RVSSC Performing Arts Centre
 

What to expect:

- Access to crafts, photo booth and adopt a toy station and games with background performances from 4:30pm

- Main stage performances from 6pm

- Coffee, water, snow cones, fairy floss and popcorn available for purchase

- BYO food and drink allowed (no alcohol)

- Variety of seating available: Tables, chairs, rugs, bean bags and stools

- Profiles of animals up for adoption at AWL featured

- No live animals at event

EXTRA-CURRICULAR

Music Night

A few weeks ago, we came together to celebrate our school’s very first Music Night. It was a special evening that marked an important step in our students’ musical journeys. More than just performances, it was a chance to see how much they have grown, how brave they were, and how they shared a part of themselves through their music.

For many students, simply stepping onto the stage was a big achievement. They pushed through nerves and doubts to perform in front of an audience, and it showed in the confidence and emotion they brought to each piece. Whether they were experienced musicians or performing for the first time, everyone made impressive progress that night.

The audience was with us the whole way, listening carefully and showing their support. That encouragement really matters. It helps our students believe their voices are worth hearing and inspires them to keep developing. Nights like this are about more than just playing music. They give young people the chance to find their own voice and discover what music means to them.

Dance Squad

Excitement is building as students from our Dance Squad, Dance Academy, and Certificate II in Dance course prepare to take the stage at the Ipswich Performers Dance Festival, held on Monday, 11th August at the Ipswich Civic Centre.

Dance Squad students have been refining their performance and technical skills through dedicated rehearsal, focusing on key areas such as flexibility, strength, coordination, and alignment.

This year marks our biggest festival season yet, with a total of 12 routines being presented across a vibrant mix of styles including Jazz, Contemporary, Musical Theatre, and Lyrical. Each group has been working tirelessly to polish their routines and deliver confident, expressive performances on stage.

We are incredibly proud of the effort and commitment shown by all dancers and look forward to seeing their hard work shine in this upcoming event.

Best of luck to all performers!

Drama Troupe

The RVSSC Drama Troupe has stepped behind, and in front of, the camera this term, beginning the exciting process of filming their very own short films. From the earliest stages, students have drawn on their collaboration, communication and organisation skills to prepare production elements, map out shot types, plan costuming and ensure every detail is ready before the cameras roll.

Once on set, they have brought their stories to life with impressive acting skills, creating moments that are compelling, heartfelt, and even delightfully comedic at times. Filming can be a demanding process, but the troupe has taken it all in their stride - problem-solving on the fly, working as a team and maintaining high energy and focus across multiple takes.

We can’t wait to see how they conclude filming and step into the next challenge: shaping their stories in the editing room. With their creativity, teamwork, and dedication, we know something special is on the horizon.

Vocal Ensemble

The Ripley Valley State Secondary College Vocal Ensemble recently had the pleasure of performing at Ripley Central State School’s annual performance evening, MADDS Night. The event brought together a vibrant showcase of music, dance, and drama, with our talented high school vocalists opening the evening with polished harmonies and engaging stage presence.

It was a proud moment to see our students leading by example, demonstrating professionalism, teamwork, and a love for performance to the younger primary school audience. Their confident delivery and supportive interactions backstage showed the younger performers what it means to be part of a creative community.

Opportunities like this not only allow our ensemble to share their passion for music, but also to inspire the next generation of performers. The evening was a wonderful celebration of the arts, strengthening the connection between our schools and fostering a culture of creativity, collaboration, and confidence.

Musical

With just weeks to go, excitement is ramping up as our Legally Blonde cast and crew move into the final stages of production. Students have made incredible progress—advancing their performance skills, working confidently off-script, and bringing dynamic energy to every scene. The choreography is sharper, the harmonies tighter, and the routines are truly coming to life!

Our sets are nearly complete, with painting now underway thanks to the tireless work of our Visual Arts and Creative Arts team. A huge thank you goes out to all departments who have gone above and beyond—from the workshops building set pieces, to the staff collecting and coordinating costumes, and to the creative minds behind our set design and construction. Your collaboration and commitment are what make this production possible.

Meanwhile, our Marketing and Media team have been capturing the magic behind the scenes. Keep an eye on our social media pages for sneak peeks, cast interviews, and all the behind-the-scenes action as we count down to opening night.

Save the dates – October 17th and 18th – and get ready to bend and snap your way into the world of Elle Woods! This is a production you won’t want to miss!

Ben Sharma

Sports Co-ordinator

bksha0@eq.edu.au

QTAC Applications Now Open – Supporting Your Child’s Next Step

QTAC (Queensland Tertiary Admissions Centre) is now open for applications, marking an exciting and important time for our Year 12 students as they begin to plan their post-school pathways.

Mrs Ingram, Guidance Officer for the senior school, recently delivered a presentation to Year 12 students on how to apply through QTAC and how to preference courses effectively to maximise their chances of receiving an offer. This session aimed to demystify the application process and ensure students feel confident in navigating their options.

Parents and carers play a key role in supporting students through this next stage. We encourage families to talk together about goals and interests, explore courses through the QTAC website https://www.qtac.edu.au/essential-information/

If you have any questions or would like further support, please don’t hesitate to contact Mrs Ingram at the school.

Parents' and guardians' guide to university

Here is the help you need to support your teen through the applications process 

The article below has been provided by Griffith University.

5-minute read

In between all the decisions, deadlines and jargon, applying to university can be a stressful experience. But it doesn’t have to be. In this article, we’ll provide plenty of helpful info—from how to help your teen choose the right degree to getting your head around Tertiary Admissions Centre’s (TACs), adjustment factors and early offers.

Choosing the right degree

While your teen might already have an idea of what they want to study, they might also still be considering their options. Fortunately, there’s plenty you can do to help them.

Get started by discussing what your teen is good at, what they’re interested in and the sort of career they want to pursue. This can help inform their thinking, both about their immediate future at university and where they’re headed after. Try to encourage your teen not to be overly influenced by peer pressure, family expectations or misconceptions—like if they receive a better ATAR than they expect, they’ll be ‘wasting’ it by choosing a degree with lower entry requirements.

You and your teen should also check out our Degree Finder, which lists all the information you’ll need about our degrees, including entry requirements, majors and potential career outcomes. For up-to-date guidance on career pathways, employability rates and job growth areas, you can also check out Australian government sites like:

• Jobs and Skills Australia
• MyFuture
• YourCareer

Doubling your options

If your teen is torn between a few options, a double degree might be the perfect solution. They can combine two related degrees to become a specialist or choose from different areas to broaden their knowledge and career options. And while it might seem counterintuitive, a double degree does not necessarily mean double the work. In fact, they’re generally cheaper and faster to complete than the two single degrees they’re comprised of.

There are plenty of other benefits to choosing a double degree including:

• a future-proofed career with the flexibility to work in different fields and industries
• a wider and more diverse network of student, academic and industry contacts
• a greater understanding of the requirements and ways of thinking required in other disciplines

Demystifying the applications process

The applications process has plenty of moving parts, and it’s easy to get caught up in all the jargon. Here’s what you need to help your teen skip the confusion and sail through to success.

What’s an ATAR?

An Australian Tertiary Admission Rank (ATAR) is a number between 0.00 and 99.95 that indicates a student’s position in relation to their peers. It’s expressed as a number on a 2000-point scale from 99.95 to 0.00 that progresses in steps of 0.05. An ATAR of 80.00 does not mean a student got 80 per cent. Instead, it indicates they placed within the top 20 per cent of their age group.

What are QTAC and UAC?

Queensland Tertiary Admissions Centre (QTAC) and Universities Admission Centre (UAC) are state authorities, known as TACs. They administer the application and offer processes for places at tertiary or higher education providers, such as Griffith. QTAC and UAC administer the majority of our undergraduate degrees.

How do QTAC preferences work?

Preferences are designed to help keep students’ options open as they decide what they want to study. When they apply, your teen will be asked to select up to six preferences, with their first preference being the degree they want to study most.

When your teen chooses preferences, it’s important to remember:

• some degrees have earlier offer rounds than others—so make sure to check, so they don’t miss out
• adjustment factors might mean your teen’s ATAR is better than expected, allowing them to aim higher with their first preferences
• pathway options—such as undergraduate diplomas—make a great choice for fifth and sixth preferences as they can help your teen transfer into their desired degree without adding time or cost.

What’s an offer round?

Offers for undergraduate degrees are released on specific dates, known as offer rounds. These dates are listed on the TAC websites. As a general rule, the earlier your teen applies, the more offer rounds they’ll be considered for.

Applicants will only receive one offer per round—generally their highest eligible preference. Once they’ve received an offer, your teen will need to respond to it by a certain time.

What’s an adjustment factor?

Adjustment factors are a way for universities and other tertiary institutions to account for Year 12 students’ various academic achievements and personal circumstances when considering their application. They don’t actually change an overall ATAR—instead they act like a one-time only offer that can increase a student’s selection rank to help them get into their degree of choice.

It’s important to note that students are only eligible for adjustment factors if they apply to university for the year after they finish Year 12. For example, if your teen graduates from Year 12 with an ATAR of 65.00 and applies to Griffith, they could receive up to 8.00 adjustments to bring their ATAR up to 73.00. If they choose not to accept an offer but apply again next year, their effective ATAR reverts back to 65.00.

What’s the difference between a prerequisite and assumed knowledge?

Prerequisites are subjects your teen must have studied previously as a condition of entry. Assumed knowledge is knowledge that your teen is expected to have gained through certain subjects at school—and while it’s not required as a condition of entry to a degree, it will make the material more accessible.

Except for a few exceptions, most degrees at Griffith only have assumed knowledge, not prerequisites, but you can check on the relevant degree page. If your teen doesn’t meet the prerequisites for a particular degree or they need extra support, we offer Griffith Bridging English and Foundations of Academic Writing.

What’s the Year 12 Early Offer Guarantee?

The Year 12 Early Offer Guarantee provides certainty to eligible students by allowing them to receive an offer before they get their ATAR or IB diploma results. This eliminates the anxious wait for results and offer rounds, so your teen can enjoy their break before starting at university.

What’s the Guaranteed Admission Scheme?

Guaranteed Admissions Schemes create increased opportunities and greater certainty about future study choices by offering a range of guaranteed admission options. These include schemes for teens who attain an ATAR of 80.00+ or an IB of 28+ or have completed a VET qualification.