As we reach the middle week of Term 3, I want to take this opportunity to thank you all for your continued dedication and support for our school community. Your efforts have made a significant difference in our students’ learning experiences, and I am proud of the progress we have made together throughout this term. Our upcoming Outreach Program, designed to further support our students’ educational experiences and opportunities will provide us with further opportunities to connect, re-establish relationships and enjoy working together. Throughout this term it has been inspiring to see our students engage with the multiple sporting events, clubs, competitions and challenges.  Student participation in the various academic and extra-curricular activities has been extremely strong demonstrating their amazing resilience, creativity and confidence. I want to extend a gigantic thank you and a proud acknowledgement to our students for your unwavering participation and commitment to having a go in every opportunity that has presented throughout the term.  Thank you also needs to be extended to our families and home tutors for your unwavering support and commitment to our students’ success.

I look forward to attending the Ewan, Cape River/Hughenden, Clermont and Townsville Outreaches.

Outreach Student Numbers Term 3 Week 10 - 16^th to 18^th September 2025

• Brisbane – 23
• Cape River/Hughenden – 42
• Clermont – 26
• Ewan – 16
• Townsville – 18

I also want to emphasise the vital role that communication plays in our school community. Open and constructive dialogue between parents and the school is essential for the success of our students. Your insights, concerns, and feedback are invaluable as we strive to create the best possible learning environment for our children.  Concerns can be raised and heard by the school at any stage of the school year. By engaging in constructive conversations, we can build a stronger, more supportive community that benefits our students and enhances the educational service our school provides.  Thank you for your continued support and partnership. Together, we can ensure that our school remains a place where every child is included and can experience success.

As we continue to navigate the world of distance and virtual education, I wanted to take a moment to share with you how our teachers are harnessing the power of artificial intelligence (AI) to enhance your child’s learning experiences. In our ever-evolving digital landscape, AI is becoming a valuable tool in education. Here at our school, we are excited to integrate AI in various ways to support our students and teachers alike. One of the most exciting uses of AI is its ability to personalise learning experiences to each student’s unique needs. AI tools can analyse how your child learns best and adjust lessons accordingly. For example, if a student struggles with a specific math concept, AI can provide additional resources and practice problems to help them improve at their own pace. This personalised approach when used effectively can ensure that every student receives the support they need to succeed.  We are also working on providing a prompt engineering support guide for all home tutors to allow the generation of personalised ILMs.  That means the creation of personalised ILMs adjusted to the accessibility level of the student you are supporting.  We will be sharing the guide for parent and home tutor input and feedback early in Term 4 and at our Home Tutor School in 2026.

AI is also making life easier for our teachers. With AI tools, they can automate administrative tasks such as creating quizzes and re-designing lesson plans, speech-to-text, send reminders, manage schedules, create educational games (adapted to the skill level and interest of each student). This allows more time for teachers to focus on what they do best—teaching and engaging with your children. As a result, you can expect more interactive and enriching learning experiences for your child as more teachers become increasingly confident, skilled and knowledgeable with the use of AI.

Finally, AI is helping us incorporate more engaging and interactive learning tools into our curriculum. From virtual reality experiences to gamified learning platforms, these innovative resources make learning fun and exciting for students. They can explore new concepts in a way that sparks their curiosity and keeps them motivated.  We will be diving into further resourcing and sharing virtual reality opportunities with our students and home tutors in 2026 so make sure you watch this space!

The integration of AI in our school is an exciting step forward for many of our teachers.  We are all at different stages of capability development and look forward to supporting our students with understanding the ethical use of AI in the near future. We are committed to using this technology responsibly and effectively to support student engagement and growth. As always, we appreciate your partnership and support in this journey.

Your dedication and commitment are truly appreciated by every one of us here at the school. Thank you for your continued partnership and ongoing support for our school. I hope you all have a very successful Semester 2 and I am really looking forward to working with our school community.

Pam Prichard
Principal

CTSDE Shines at the Charters Towers Secondary Interschool Athletics Carnival

On Thursday 31^st July & Friday 1^st August, a team of seven enthusiastic CTSDE students took to the track and field at the Secondary Interschool Athletics Carnival, proudly representing our school. Cameron, Khloe, Levi, Sam, Natalie, Jayden and Rose competed with determination, spirit and a strong sense of camaraderie.

Despite facing some very tough competition from the other Charters Towers high schoolers, each student gave their absolute best, with many achieving personal bests in their events. Their efforts and resilience were truly commendable, and we’re proud of every single one of them.

A special congratulations goes to Sam, who had an outstanding couple of days, winning Shot Put and Javelin and placing second in Discus. Sam’s impressive performance has earned him a spot at the North Queensland Track and Field Trials to be held in Townsville this September. We wish him all the best as he prepares to take on this exciting next challenge!

While not everyone came home with a ribbon, the real victory was in the effort, improvement and pride shown by all. Well done to our CTSDE athletes - you’ve made us proud!

Ms Ruthenberg
Head of Department Science

Distance No Barrier: CTSDE Students Shine at the All Schools Formal!

True to our school spirit, distance was no barrier as CTSDE students came together in record numbers for the much-anticipated event of the season.

Before stepping onto the red carpet at the Charters Towers All Schools’ Formal, our students and their families gathered for a special meet and greet – a chance to share refreshments, laughter, and a few nerves before the big event. Our usually humble green shed was beautifully transformed for the occasion, glowing with warmth and excitement. The sight of stunning gowns and sharp suits only added to the magic as families mingled, students posed for stunning photos, and the delicious spread of food was enjoyed by all. There was happy chatter in every corner, smiles stretching wide, and just the right amount of butterflies in the air.

When the time came to make their grand red-carpet arrival, not even the school’s ‘trusty Kia Carnivals’ could undermine the style and grace our students carried themselves with.  Gowns shimmered and suits dazzled but what shone most brightly was the immense heart of our students. Distance education can often mean long hours of learning in isolation, but here, in this moment, there was no such thing as standing alone. Students reached out to one another with courage and kindness, ensuring everyone felt seen, safe, and valued. No one was left on the sidelines. By the end of the evening, the dance floor was alive – shoes abandoned, nerves forgotten – as CTSDE students celebrated together with energy, joy, and camaraderie. CTSDE chaperones watched with pride and admiration, inspired by the courage and generosity of spirit shown by our students.

What a night of memories, laughter, and new bonds – a shining reminder that while our classrooms may be spread far and wide, our school spirit is always united.

Ms LeBoutillier
HoD Secondary Senior Engagement & Wellbeing 

 Weather Wonders with Wilma the Weather Wombat

This term in Science, the Prep students have been receiving regular letters from Wilma the Weather Wombat as part of their exploration of weather. Together, they’ve been learning about different types of weather and recording daily observations to identify patterns, similarities and differences.

Through thoughtful discussions, the Preps have discovered why it's important to observe the weather, helping us decide what to wear, what activities are suitable and how the weather affects both people and animals.

To celebrate all they've learned, the Preps have created a beautiful weather collage showcasing their favourite weather moments. We hope you enjoy the gallery!

Did you enjoy the alliteration in the heading? … great, because Preps have also been immersed in the whimsical world of poetry and have loved listening to rhyming stories, adapting poems and identifying sound patterns like the one in Weather Wonders with Wilma the Weather Wombat.

Last week we spent time in class listening to our friends’ poem recitals, practising how to present to an audience, as well as how to be a good audience member, we had 5 stars all round. Well done to our hard working Preps and all the effort put in by their Home Tutors.

Ms D'Amant
Prep Teacher

Year 3 Teachers

Year 7

Year 7 Geography classes explore the mighty Murray-Darling River System.

This term, our Year 7 students have started exploring water uses in our world. Students have been analysing several resources on domestic uses of water, water cycles, drought and water scarcity. Our assessment this term is focusing on the mighty Murray-Darling River system and the social, environmental and economic impacts of this massive water system.

A Journey Through Time

Students have learned the perspectives of our First Nations people, who throughout history, have had a strong connection to land, including the Murray-Darling basin. Our classes have also been learning about traditional Indigenous Australian water practices.

Student Reflections

Students have shared thoughtful responses that highlight the relevance of viewpoints in their lives and communities. Their reflections demonstrate a growing appreciation for water conservation.

Year 7 Geography – Water in the World

Mrs Brooks 
Year 7 Geography Teacher

 

Year 8

Geography

Dormant volcano erupts…volcano explodes…intensified by magnitude…tsunami warnings scream…ring of fire…plate tectonics…global landscapes and landforms. These are just a few of the topics that Year 8 has covered thus far this term.

This week we have been taking a close look at the outstanding Uluru - Kata Tjuta. This is where the Aṉangu people welcome you to Uluṟu-Kata Tjuṯa National Park, a living cultural landscape where earth and memories exist as one. More than just a photo opportunity, the iconic rock formations hide ancient wisdom and diverse plant and animal life. We are also learning about what cultural significance do landscapes have for First Nation’s Peoples of Australia.

Mrs Popham 
Year 8 Geography Teacher

 

Year 9

Year 9 Humanities students have moved on from History to Geography and are exploring the topics of biomes and food security, learning about the particular regions created by various climatic conditions, and the ability (or lack thereof) to live in these regions and produce food in them.  To gain knowledge in these areas, students learn how to read, analyse, interpret and make climate graphs and maps.

From this, students will research and understand an Australian biome, learning how the biome has been used and changed by its inhabitants throughout history, to the present day.  With this understanding, students will then identify any issues with sustainability and make recommendations for improvement.

Mr Paine
On behalf of the Year 9 Geography Teachers

 

Year 10

Economics and Business - From GDP to You and Me!

Welcome to Year 10 Economics and Business in 2025!

You are probably new to this subject this semester – but don’t worry, you’ll be fine, and we’re here to help if anything goes wrong. The first unit we are working through is called Economic Performance and Standards of Living. We examine the performance of economies, and how this influences people’s standards of living and quality of life.

Why ECB Matters! – 10 Great Reasons to Study Economic Performance and Standards of Living:

Understand the Economy Around You
Learn how Australia’s economy works and why it matters in your everyday life.

Make Smart Money Decisions
Discover how economic performance affects wages, prices and job opportunities.

Think Like an Economist
Develop critical thinking and problem-solving skills by analysing real-world data.

See the Bigger Picture
Learn how global economic trends impact Australia and your future.

Read the News with Confidence
Understand what terms like GDP, inflation and unemployment really mean.

Shape a Better Future
Explore how governments and businesses can improve living standards for everyone.

Discover Your Career Path
Get an idea about careers in economics, business, government, finance and policy.

Spot Economic Challenges Early
Learn how to recognise signs of economic issues like recessions or inequality.

Make Informed Opinions
Build your own evidence-based views on taxes, government spending and welfare.

Understand Sustainability and Growth
Explore how economic growth can be balanced with social wellbeing and the environment.

Ms Britten
Year 10 Economics and Business Teacher

  

Geography

This term, Year 10 Geography students are studying environmental change and management. Students are learning fundamental concepts of environmental change, both natural and man-made, and how different environments might be sustainably managed, looking at a variety of case studies at a range of scales and in different contexts.

Students are focusing in particular on environmental change in Australia’s premier river system, the Murray-Darling, and how this can be managed sustainably to provide on-going water resources for our main agricultural region, while ensuring our freshwater ecosystems remain healthy and can continue to provide a range of recreational and cultural opportunities. These including fishing, boating, swimming and camping, as well as maintaining a vibrant biodiversity of freshwater fish, birdlife and riparian vegetation.

Students will participate in a video link presentation provided by Taronga Zoo, where issues like habitat destruction and loss of biodiversity will be discussed in the Australian context, and hopefully they will have some animals hopping around in the background.

Mr Collerton
Year 10 Geography Teacher

 

History

Welcome back to Term 3 at CTSDE! We hope everyone had a restful break and is ready to march into an exciting term ahead.

This term, our Year 10 History students are all mobilising to explore the Second World War. Together, we explore the lead-up to this global war and having discussions about how some of those issues might still relate to the world today. Over the next few weeks, our junior historians will take aim at various conflicts throughout the war, ranging from the Battle of Britain and naval battles in the Pacific to the Eastern Front campaigns - where we ask important questions like, “Well, when should I invade Russia?”

In Week 8, our students will be entrenching ahead of an exam focusing on the Kokoda Campaign and attitudes in Australia regarding the looming Japanese threat.

From the Year 10 History team, we wish everyone the very best of luck this term. Remember, we’re here to help, so don’t hesitate to call in reinforcements if you need them. Let’s make this term a great one!

Mr Newton, Mr Paine, Ms Simpson and Mr Taylor
Year 10 History Teachers

 

Year 11

Year 11 Ancient History: Unveiling the Power and Politics of Ancient Rome through Agrippina the Younger

This term, our Year 11 Ancient History students have embarked on an exciting journey into the heart of Ancient Rome by studying the life and influence of Agrippina the Younger. As one of the most powerful women of the Roman Empire, Agrippina’s story is a captivating exploration of ambition, family dynamics and political intrigue in a world where power was often reserved for men.

Agrippina was the daughter of Germanicus, sister of Caligula, niece and wife of Emperor Claudius and mother of Emperor Nero. Her life was marked by dramatic events, including her rise to the title of Augusta, her involvement in imperial politics and her controversial reputation among ancient historians. Through her, students are learning how individuals could shape history and how gender and societal expectations influenced the way people were remembered.

Ancient Rome itself was a remarkable civilization that laid the foundations for much of the modern world. The Romans were master builders, inventing concrete that has stood the test of time and engineering aqueducts that brought fresh water to cities. The Colosseum, one of Rome’s most famous landmarks, could hold up to 50,000 spectators who gathered to watch gladiatorial contests and public spectacles. Romans also developed an extensive road network, famously saying “All roads lead to Rome,” which helped unify their vast empire.

A few fun facts to share: Romans used a calendar very similar to ours today: those born in August can thank the Emperor Augustus for that month; they introduced the concept of public baths as social hubs, and even had a form of fast food with street vendors selling snacks out of stores called “thermopolia.” They also believed in a rich pantheon of gods and goddesses who influenced daily life and politics.

By studying Agrippina, students are not only uncovering the complexities of Roman politics but also examining how ancient writers portrayed powerful women—often through the lens of traditional Roman values of pietas (duty), modestia (modesty) and fides (faithfulness). The examination of sources encourages critical thinking about bias, perspective, and the challenges of interpreting historical sources.

Our students are engaging with a variety of sources, including writings by Tacitus and Suetonius, and are developing skills in historical inquiry, analysis and argumentation. This unit offers a unique opportunity to connect with the past and understand the enduring impact of Ancient Rome on our world today.

Yours in education,

Ms Mroz
Head of Department Humanities

 

Year 11 Business Studies - Marketing Magic

Are you a marketing genius? You could be! Our Year 11 Applied Business Studies students are studying a unit called Working in Marketing, which we can also call Marketing Fundamentals. This should be an interesting and informative journey through the fundamental marketing concepts, and gives students the opportunity to find out what real businesses do to promote themselves and their products.

Why Marketing Matters! – 10 Great Reasons to Study Marketing Fundamentals

1. Understand How Customers Think
   Learn what makes people buy things and how to influence their decisions.
2. Build Real Business Skills
   Gain practical knowledge you can use in business, entrepreneurship or everyday life.
3. Unleash Your Creativity
   Design campaigns, create ads, and think like a brand strategist.
4. Make Sense of Social Media
   Discover how platforms like TikTok and Instagram are powerful marketing tools.
5. Turn Ideas into Action
   Learn how to promote a product or service from concept to customer.
6. Understand the Market
   Learn about target markets, product positioning, pricing strategies and more.
7. Master the Art of Persuasion
   Find out how to write compelling messages that get results.
8. Explore the Power of Brands
   Understand why you choose Nike over Adidas or Coke over Pepsi.
9. Connect with the World
   See how marketing shapes culture, trends and even politics.
10. Launch Your Career
    Marketing skills are valuable in almost every industry—from fashion to finance!

Ms Britten 
Year 11 Business Studies Teacher

 

Geography

This term, our Year 11 Geographers have been studying liveability and sustainability in Australia. As Australia’s population continues to grow, we need to ensure we have the space and resources to match. How is this done? Who is responsible?  What needs to change? These are the questions that our aspiring experts have been learning to answer in this unit.

Liveability isn’t just about surviving – it is also about thriving. Of course, our towns and cities need to have access to essential resources such as clean water, housing and power. However, we also need entertainment, public spaces to enjoy and pleasant amenities to use. Nobody wants to live in a place with nothing to do, after all. That is where our Geographers come in. Using their own local knowledge, experience and investigative skills, they have examined what works well, and what doesn’t work so well in their local areas.

Across Australia, we are blessed with stunning landscapes, world-class cities, and towns overflowing with character and history. In order to determine how these places can reach their full potential, our Geographers have gone out into the wide world and completed field studies in their local area, identifying real issues and challenges which impact residents and visitors. They are not simply leaving it there, however. By interviewing locals to gain real feedback, looking to overseas cities for ideas, and using their own experience to think “What could make this place shine?” our Geographers are proposing ways to make their local area stand out. Many students have even tried their hand in using AI to create conceptual models of new and improved public spaces and resources, based on their own designs.

So, keep an eye out in the future. Our Geographers may be the future movers and shakers in town planning, crafting the amazing developments of Australia’s future!

Mr Lenihan
Year 11 Geography Teacher

 

Modern History

Last term, we discovered a period of intense change – the Industrial Revolution.  We learned about the rights our ancestors gained as they endured the worst labouring conditions in history.  This term, we are exploring a period of equal intense and ongoing change – that of the empowerment of First Nations Australians, since 1938.

The first Day of Mourning. From the left is William Ferguson, Jack Kinchela, Isaac Ingram, Doris Williams, Esther Ingram, Arthur Williams, Phillip Ingram, Louisa Agnes Ingram OAM holding daughter Olive Ingram, and Jack Patton. The name of the person in the background to the right is not known at this stage. AIATSIS Collection HORNER2.J03.BW.

The amount of change that has occurred in almost 100 years is quite significant.  We’re looking at the change from almost no civil rights at all, control of people by state government-run protectorate systems, designated reserves, exclusion from non-Indigenous society by legal and social means…to full citizenship, equality, anti-discrimination legislation, land rights, “Closing the Gap” strategy, acknowledgment of country, traditional language resurgence and the use of traditional place names, to name a few.

We have considered such events as the 1938 Day of Mourning, the establishment of FCATSI, 1965 Freedom Ride, 1966 Wave Hill Walk-off, 1967 Referendum, 1972 Tent Embassy, 1976 Native Title Act, and are now reviewing the 1992 Mabo decision, bringing us to the modern time of discourse about sovereignty, treaty, the Voice.  Right now, students have begun their own determination about which of these events have most empowered First Nations Australians, and how. 

As much as this is occasionally sad and confronting history, we have a responsibility to learn about it and work together to support this democratic nation in its work for all citizens.  The students are broadening their understanding of the enormous extent of government work.

Ms McPhail-Hogg
Year 11 Modern History Teacher

 

Social and Community Studies

This semester, our Year 11 Social and Community Studies classes have been working on Sustainable Lifestyles, diving into key concepts that help them better understand the world around them and their place within it.

Sustainable Lifestyles focuses on developing students’ awareness of the environmental and social impacts of the modern conveniences we often take for granted—such as online shopping, fast fashion, rapid technological advances, and the waste produced by constant consumption. Students are encouraged to think critically about the roles individuals and groups play in shaping society, and the ways in which we, as active citizens, can influence the behaviours of others.

Our students are continuing to hone all aspects of their research skills—from developing inquiry questions and conducting effective research to improving their critical literacy and communication abilities.

We look forward to seeing how students continue to apply these learnings in future topics and beyond the classroom.

Ms Coleman
Year 11 Social and Community Studies Teacher

 

Year 12

Geography

Year 12 students are currently working on their Data Reports where they are investigating the demographic characteristics of a chosen town or city suburb using Australian Bureau of Statistics (ABS) census data. Students have learnt to transform tabulated data into graphical and cartographical forms to visualise information contained in the data. Students have got enthusiastic about doing this and some interesting work is being done.

When the reports are completed, students will be focusing on Topic 2 of the unit which focuses on population at the global scale.

The world’s population is expected to increase by nearly 2 billion persons in the next 30 years, from the current 8 billion (reached in November 2022) to 9.7 billion in 2050. We need to understand what drives this and the implications this has for the world. Year 12 Geographers are now considering this very thing as they study global population change, where the focus is on investigating the processes and patterns of world population change. Issues being investigated include the size and composition of global population, as well as  the demographic factors such as fertility and mortality rates and age-sex structures that are critical in explaining population change. Students are developing a range of skills in transforming and interpreting demographic data using statistical, graphical and cartographic methods, and are evaluating how models help us understand past and possible future changes in population.

Mr Collerton
Year 12 Geography Teacher

 

Modern History

Greetings!

I alluded last term to my penchant of including a little jocularity in these missives, but again, this term our Year 12s are studying a bleak topic – genocide.  I cannot find anything light-hearted about this topic, apart, perhaps, from the increased awareness that has resulted from improved communications.

The good news is that international convention and legislation has developed over the past few decades, which means that, events can be identified earlier as signs of possible genocide eventuating, and eventually, perpetrators may be identified, charged, brought to judicial scrutiny and appropriately punished.  The counter of this good news is that despite such disincentives, genocide is not something we can consign to the history books.  It is not something that happened ‘ago’ but is ongoing as we speak.  Right now, our dogged students are putting the finishing touches to their very last Modern History assignments, on genocidal events up to 2008, which, some have discovered, have not ended.  Just as shocking is that events do not receive the international scrutiny and action they morally deserve and require, due to a complicated system of actually defining whether the slaughter of innocent people constitutes the act of genocide.

This country has a recent history of supporting the victims of such acts.  Australia welcomes refugees from all corners of the world, allowing tortured humanity to flourish under its democratic skies. These are important aspects that we all need to learn about.

https://www.genocidewatch.com/

From Week 5, our students will be preparing for their external exam in W5 of T4.  We will be exploring Australia’s position in Asia, with a focus on the Vietnam War.  Despite the horrors of war, this topic provides us with the opportunity to look at the cultural historical surrounding the period of time – great music, the protest era, and the evolution of Australia from conservative pre-war society to the vibrant multicultural nation we know and love now.

Ms McPhail-Hogg
Year 12 Modern History Teacher

 

Social and Community Studies

The Year 12 Social and Community Studies class is currently exploring the topic of relationships, with a focus on how they function and develop in both work and personal settings. Students are learning about the key elements that contribute to healthy and respectful relationships, such as communication, trust, boundaries, and emotional intelligence. Through discussions, role-plays, and case studies, they are examining how personal values, social expectations, and individual experiences can influence interactions with others in a range of contexts.

In addition to personal relationships, the class is also investigating professional relationships in the workplace. This includes understanding the importance of teamwork, managing conflict, and maintaining professionalism. Students are developing skills that will help them navigate different workplace dynamics, including how to collaborate effectively with colleagues and supervisors. By comparing and contrasting personal and work-related relationships, students gain a deeper understanding of how to build positive connections that contribute to personal wellbeing and successful professional outcomes.

Ms Coffison
Year 12 SACS Teacher

 

Business Studies - The Power of People: Working with Customers

Our Year 12 Applied Business Studies students are completing a unit called Working with Customers. Students have been exploring ways to deliver exceptional service to customers, which should lead to improved sales and business success. This is a new unit of study for the school, and promises to be an interesting and informative journey.

Customers Come First! – 10 Great Reasons to Study Working with Customers

1. Learn How to Keep Customers Happy
   Discover the key to great customer experiences and long-term loyalty.
2. Gain Real-World Job Skills
   Develop essential customer service skills for any career—retail, hospitality, health, or business.
3. Communicate Like a Pro
   Learn how to listen actively, speak clearly, and deal with tough situations calmly.
4. Understand What Customers Really Want
   Explore how to meet customer needs and exceed their expectations.
5. Stand Out in the Workforce
   Excellent customer service skills can make you more employable and promotable.
6. Solve Problems Creatively
   Learn how to handle complaints and turn negative experiences into positive ones.
7. Support Business Success
   Understand how great service leads to better business results like repeat sales and referrals.
8. Build Positive Relationships
   Learn how trust and empathy shape strong customer connections.
9. Adapt to the Digital World
   Explore how customer service works across email, phone, social media and live chat.
10. Prepare for Leadership
    Great customer service is the foundation of great leadership—lead by example!

Ms Britten
Year 12 Business Studies Teacher

 

Ancient History 

Sometimes, when studying ancient history, the people, events and cultures are lost in the distant haze of time and it's difficult to see a link between the ancient past and our modern world. The Persian Wars, however, are a great example of how turning points in history, even ones that occurred more than 2000 years ago, can have a significant impact on our lives today.

Occurring in the 5th century BCE, the Persian Wars involved Greek city states, such as Sparta and Athens, desperately fighting off invasions by the largest empire the world had yet seen: the Persian Empire. The battles that occurred are still imbedded in our culture today, with Marathon races inspired by and named after the Battle of Marathon, and the battle of Thermopylae was brought back to life in the 2006 film 300. However, the impact of these battles on our lives today goes beyond sporting events and the retelling of heroic stories. The outcome of the Persian Wars forever shaped the western world. 

Despite the immense odds, the Greeks were able to defeat the Persians and force them into retreat. From there, Athens became a power-house and the domineering Greek society, architecture and religion would spread and influence the Romans, who would go on to spread these further when their empire dominated Europe. Today, many European languages are based on Latin and Greek script, Athenian philosophy is still studied, and many countries have a democracy inspired by the original, Greek democracy that allowed ordinary people to cast a vote and work in government.

If Greece had failed in their attempt to ward off the Persian Empire, our very language, ideas of democracy and philosophy, as well as famous Greek tales, heroes, theatre and architecture, would cease to be. 

Of course, the ancient Greek world was not a perfect one. The right to vote was only held by free men, while slavery was abundant, and women were treated as little more than property. Meanwhile, the Persians rejected notions of slavery and gave women more rights. Fair elections, equal rights and modern slavery are still challenges we face today: would they exist in our world if the Persians won? It's impossible to tell as our history and even identity as a western civilisation, would be inconceivably different.

If it wasn't for poor decisions made by Persian rulers, smart thinking from Athenian generals, and the occasional well-timed storm damaging the Persian navy, we would probably not be living the lives we do today. 

Our students have had the opportunity to consider how key battles and people shaped the outcome of the Persian wars, by writing an essay on a topic of their choice. Soon, we will be starting our fourth and final topic of the year, which will introduce one of history's most iconic figures whose death would forever change the ancient world: Julius Caesar.

Ms Apps
Year 12 Ancient History Teacher

Primary HPE

For this term I will have the pleasure to teach online Diverse Learning, Prep, Year 1, Year 3 and Year 6 students. This term we are focusing on how we use Respectful Relationships with others. It will be great for students to understand these messages around being respectful at home and online.

We have just started to learn about how to identify ourselves and other people’s emotions.  In Prep they will get to know more about their identity and as well as being safer in their home and around. In Year 1 the students will need to show me how they should be respectful to others in a poster or a report in showing me how they can be respectful.  

The Diverse learners will learn all these respectful behaviours and show me how it benefits their health in a Poster for the Wombats and answering three questions in a Report for the Echidnas for me.

The Year 3 students will show me by giving me a report to answer three questions about the importance of having respect in their interactions with their family, others and why it is good for their Health to be respectful.  They will have the opportunity to have a deeper understanding of how to manage emotions, recognise what influences their identity and apply strategies that promote positive relationships.  

The Year 6 students will need to answer 10 questions detailing why it is important to have respectful relationships. They will have to answer questions in relation to how family, culture and experiences shapes their identity, how to manage emotions and how stereotypes affect our roles. They will also have to answer questions relating to why we need to have good communication between each other and also how we do it online. They will also need to answer questions on why this Health information builds a positive relationship with others.

I intend to try and visit students at Outreach in Week 10 to deliver some physical skills they could use in any game.

Mr Adams 
Primary HPE Teacher

 

Year 7

HPE

Our energetic Year 7 students have hit the ground running in HPE this term, diving into the unit "Understanding Movement." It’s been a fantastic journey of discovery as students explore how and why we move the way we do – and how to do it even better!

Throughout the term, we’ve unpacked a range of exciting topics. From learning about the importance of regular exercise and how it supports physical and mental wellbeing, to understanding how different techniques can affect performance – students are building strong foundations in physical literacy.

We’ve also had a blast exploring projectile motion (think throwing, kicking, and jumping!) and will soon be learning about movement sequences, where students are learning to link actions smoothly and with control.

Coming up next, we’ll be diving into strategic awareness in games and sport. Students will learn how to make smart decisions on the field, work as a team, and adapt tactics during play – developing those all-important thinking skills to match their physical ones!

And of course, we’re making sure that every student feels welcome and valued through our focus on inclusivity and fair play. Students have been reflecting on how to be supportive teammates and respectful competitors.

A reminder that students will complete an exam in Week 7, covering all the topics we've explored so far. Revision activities and support will be provided in class, and students are encouraged to keep reviewing their notes and asking questions.

It’s been a busy and rewarding term so far, and we’re proud of the enthusiasm and effort Year 7 are showing. We can’t wait to see them continue to grow as confident, capable movers!

Ms Donaldson
Year 7 HPE Teacher

 

Design Technology - Exploring Food and Fibre Around the World

This term in Design Technology, our Year 7 students are diving into a delicious and diverse journey around the globe as they explore Food and Fibre Cultures from Around the World.

Through this unit, students are learning how food and fibre choices reflect a culture’s history, geography, values, and environment. Each student has selected a culture of interest and is currently investigating the unique ingredients, textiles, and traditional practices that shape that community’s way of life.

From discovering the significance of rice in Japanese cuisine to exploring the vibrant patterns and sustainable fibres used in African clothing, students are developing a greater understanding of how people innovate and adapt using the resources available to them. It’s been fantastic to see the curiosity and enthusiasm in the classroom as students compare farming techniques, food preservation methods, and clothing designs from different parts of the world.

As the term progresses, students will have the opportunity to share their research and showcase how culture and design go hand in hand. We look forward to seeing the creativity and thoughtful reflection that will come through in their final presentations.

Stay tuned for updates—and maybe even some food inspiration!

Mrs Price
Year 7 Design Technology Teacher

 

Year 8

Teamwork, Leadership and Fair Play: What’s happening in Year 8 Term 3 HPE!

This term in Year 8 Health and Physical Education, we’re diving into Unit 4: Leadership, Collaboration and Teamwork, and it’s shaping up to be an exciting ride! From discovering what makes a great team player to exploring how leaders shine in sport, we are learning skills that go far beyond the playing field.

Here’s a quick look at what we’re exploring:

• Teamwork: Understanding the behaviours that build strong, supportive teams.
• Leadership: Learning what it takes to guide and inspire others in physical activity.
• Inclusivity: Investigating how to make sport accessible for everyone.
• Fair Play: Applying scoring systems to assess movement performance with fairness and integrity.

With assessments, check-ins, and independent learning all happening through QLearn, we are staying active, engaged, and ready to lead both on and off the field.

So, here’s to a term full of movement, motivation, and meaningful teamwork!

Miss Doel Hanshall
Year 8 HPE Teacher

 

Year 9

Design Technology

Year 9 Design Students Explore Sustainable Food and Fibre Futures

Year 9 Design students are digging deep into the future of sustainability through a hands-on research project focused on farming and processing food and fibre.  With a strong emphasis on environmental, economic, and social sustainability, students are learning how to design real-world solutions that may shape the future of agriculture and ethical production.

Learning Through Inquiry

The project invites students to explore:

• How food and fibre are grown, harvested, and processed
• The environmental impacts of different farming methods
• The role of technology in sustainable agriculture
• Cultural and community perspectives on food and fibre production

Students are working with their home tutors to investigate crops like cotton, mushroom leather, and native bush foods, as well as animal-based fibres such as wool and alpaca.  They are also examining food systems – from vertical farming to regenerative agriculture, including permaculture design practices.

“We are not just learning about farming – we are learning how to make it better for everyone and the planet,” said one student in class.

Cultural Perspectives

As part of their research, students are investigating how different cultures grow and produce food and fibre products, including:

Traditional and Culturally Authentic Cuisine:

• Native Australian bush foods such as wattle seed, kangaroo grass and finger lime
• Japanese rice and seaweed farming for sushi and miso production
• Mexican maize cultivation for tortillas and tamales
• Indian spice farming including turmeric, cardamom, and cumin
• Mediterranean olive and grape farming for oils and vinegars
• Pacific Island taro and coconut farming for traditional dishes

Traditional Fabric Fibres

• Indian organic cotton and Khadi fabric
• Peruvian alpaca wool used in traditional textiles
• West African Kante cloth woven from locally grown cotton
• Chinese silk production from mulberry-fed silkworms
• Pacific Island tapa cloth made from tree bark

This global lens helps students appreciate the diversity of agricultural practices and the importance of respecting cultural knowledge in designing sustainable solutions.

Design Thinking in Action

Using the design thinking process, students are:

• Empathising with farmers, producers and consumers
• Defining sustainability challenges
• Ideating creative solutions
• Prototyping systems or products
• Testing their ideas through feedback and reflection

Some student proposals include biodegradable packaging made from agricultural waste, aquaponics systems, and wearable tech that tracks fibre origin and environmental impact.

Real-World Applications

This study connects directly to real-world industries and innovations, including:

• Sustainable agriculture: Students learn how regenerative farming, permaculture and hydroponics are used to reduce environmental impact and improve soil health.
• Ethical fashion and textiles: Understanding fibre production helps students explore careers in sustainable fashion, including organic cotton, bamboo and recycled materials.
• Food technology: Processing, packaging, and supply chain innovation
• Agri-tech: Smart farming tools, sensors and data analytics

Future Pathways

This project introduces students to career opportunities in:

• Agricultural science and Agritech (e.g., AusAgritech – Australian Agritech Association)
• Environmental design and sustainability consulting
• Ethical fashion and textile innovation
• Food technology and supply chain management
• Community development and education.

Ms Neven
Year 8 Design Technology Teacher

 

HPE

Music

Year 10 Music Students Hit the Right Note with Podcast and Clipchamp Reviews

Our innovative Year 10 music students are making waves in the digital world with the development of their podcast music review series.  Students are blending classroom learning with real-world music production.

The students have created vibrant music review videos using Clipchamp.  In their videos, students analyse, evaluate and celebrate music across genres – from indie rock and classical to hip-hop and electronic music.  Their reviews are insightful and infused with youthful energy and fresh perspectives.

From Classroom to Studio

The project began as part of a term-long assignment focused on music appreciation and media literacy.  Students were tasked with selecting songs, researching the artists, and producing engaging reviews using podcasting and video editing tools found in the Microsoft Clipchamp app.

“We wanted to give students a chance to express their musical opinions in a format that is relevant to their generation,” said Mrs Neven, the Music Teacher.  “They have gone above and beyond – writing scripts, recording episodes and designing their own music review video formats in Clipchamp.”

Behind the Mic

As part of this term-long assignment, students:

• Research artists, their styles and genres
• Write and record their music reviews
• Edit their episodes in Clipchamp

Skills for the Future

Beyond musical analysis, the project has helped students develop skills in voicing their opinions, critical thinking and digital media production – skills that are increasingly valuable in today’s creative industries.

This project has helped students build:

• Confidence in speaking and voicing their opinions
• Critical thinking
• Digital media production

Mrs Neven
Year 10 Music Teacher

 

Year 11

Design Information and Communication Technology Students Dive into 3D Coral Reef Modelling

Year 11 Design students from the Information and Communication Technology (ICJ) subject have taken a deep dive into marine conservation and digital innovation by proposing 3D model designs of coral reefs.  This interdisciplinary project combines environmental awareness with cutting-edge technology, allowing students to explore the intersection of design, ecology and digital modelling.

Inspired by Nature, Driven by Tech

This project challenged students to research a coral reef ecosystem and translate their findings into conceptual 3D models using design software.  Each student is currently finishing their proposal for the 3D coral reef modelling project.  Next, students will develop a 3D coral reef in Blender, incorporating elements such as coral polyps, marine life habitats and realistic underwater terrain.

“We wanted students to think critically about how design can support sustainability,” said Mrs Neven, teacher for ICJ11 students.  “Their models reflect both creativity and a strong understanding of ecological systems.”

Students were encouraged, but not limited to, digital tools, including:

• Blender and Tinkercad for 3D modelling
• Microsoft Whiteboard for design development
• Microsoft PowerPoint for visual presentations and project documentation

Each proposed design is accompanied by an outline of the environmental significance of coral reefs, threats to their survival, and how digital modelling can be used for education and awareness.

Industry Integration

To bridge the gap between classroom learning and real-world application, students learned how 3D modelling is used in fields such as:

• Marine conservation and education
• Virtual reality (VR) and simulation
• Game design and animation
• Architectural and environmental design

These industry connections help students understand how their classroom skills align with current trends in STEM and creative industries.

“It is amazing to think I am learning how to build something that looks real and has a purpose,” one student commented in class.

Future Pathways

This project opens door to a wide range of future careers, including:

• 3D Modeller or Animator
• Environmental Designer
• Marine Biologist (with tech integration)
• Game Developer
• UX/UI Designer
• Digital Media Specialist

Mrs Neven
Year 11 Design Information and Communication Technology Teacher

 

Visual Arts in Practice

In Year 11 VAP, students are diving into a new unit exploring aspects and perspectives of local, national and global issues. Through the creation of their experimental art folios, students are developing works that communicate personal experiences and provoke thought around significant topics. This unit challenges students to push creative boundaries as they express complex ideas using a variety of visual approaches. As a cohort we are all excited to see the developed works being shared in our online gallery space, where students and teachers can engage in constructive peer feedback to refine ideas and reflect on artistic intent.

Mr Price
VAP Teacher

 

Year 12

Year 12 Design Information and Communication Technology Students Propose Custom App for Charters Towers SDE

Year 12 Design students from the Information and Communication Technology (ICT) subject have stepped into the world of app development with a forward-thinking project aimed at supporting students at the Charters Towers School of Distance Education (CTSDE).  Their mission: to design a mobile app – compatible with either Apple or Android devices – that enhances the learning experience for all CTSDE students.

Student-Centred Innovation

The project encourages students to identify real challenges faced by distance education learners, such as isolation, time management and access to resources.  In response, they proposed app designs that include features like:

• Interactive timetables and reminders
• Live chat and peer support forums
• Offline access to learning materials
• Gamified learning modules
• Virtual classroom integration

“We wanted students to think like designers and problem-solvers,” said Mrs Neven, senior subject teacher. “The app designs students are proposing show empathy, creativity and technical skill.”

Design Tools and Processes

Students use industry-standard tools such as:

• Adobe Creative Cloud, including InDesign app wireframing
• Microsoft Whiteboard for design conceptualisation and sharing
• Canva for branding and presentation
• Microsoft PowerPoint and Word for documentation

Each student reports a full design proposal explaining how their app may improve the CTSDE experience.  This proposal includes a client brief, technical requirements and a design wireframe.

Industry Integration

The skills students are learning have real-world application, and so students have learnt about careers in:

• Mobile App Development
• UX/UI Design
• Educational Technology
• Software Engineering
• Digital Product Management

Future Pathways

This project has provided students with the opportunity to develop skills relevant to:

• Designing apps for education, health or business
• Studying software engineering or digital design
• Launching their own tech startups
• Working in remote learning innovation

“Bringing one of the student-designed apps to life is a realistic possibility and something students are working towards” said Mrs Neven, “and I hope that one day soon, CTSDE will have a student app that was developed by students for students.”

Mr Neven
Year 12 Design Information and Communication Technology Teacher