CTSDE Athletes Bring the Energy at Interschool Carnival!

What a day! On Friday, 8^th August 2025, 27 CTSDE legends hit the track and field for the Primary Interschool Athletics Carnival – and wow, did they do us proud! From sprints to jumps, our team gave it their all, showing awesome sportsmanship, big smiles, and plenty of school spirit. They also looked fantastic out there in our brand-new long-sleeve interschool uniform shirts – a real standout on the field!

CTSDE finished 3rd for the Average Trophy and 6th overall in the Aggregate Trophy – such an amazing achievement against tough competition.

A huge shout-out to our standout performers:

• Delilah M – 1st overall in the 60m sprint
  
• Bobbie P – 3rd overall in the 60m sprint
  
• Sharni R – 1st overall in the 80m sprint
  
• Chance R – 3rd overall in the 200m, 2nd in Long Jump, and 2nd in the 100m (and… selected for the District Team to compete at the NQ Track & Field Trials in Townsville this September!)
  
• Beau M – 1st overall in High Jump
  
• Elle S – 3rd overall in the 800m

A massive thank-you to our families for getting our athletes to and from the event – we couldn’t do it without you!

Way to go, CTSDE – you’re a small but mighty team, and you’ve made us all proud!

Sports Committee

Metalanguage and Spoken Presentations in English Term 3

This term, Year 4 have been focussing on a strange thing called Metalanguage.  This is a tricky word, which simply means the language of writing.  The Year 4 students have been learning how to use words such as noun groups, verb groups, prepositional phrases and time connectives, when discussing an author’s work.  We have been using this metalanguage to show our comprehension of a Journal entry from an Officer on board the Charlotte, which was one of the ships in the First Fleet.  Eliza Bird, Child Convict is another text we have discussed.  Currently we are reading Rowan of Rin, and the children will continue to practise using metalanguage, to discuss how the author develops the character of the unlikely hero Rowan, as the story unfolds.  

Another task of this term’s English has been to deliver a spoken presentation in the role of a child of the First Fleet time from 1788.  This aligns with our HASS unit and has enriched our study of Australia at the time of colonisation. The children chose to be either a child convict, the shipboard surgeon’s child or an Indigenous child and dressed up to enhance their performance.  What great effort Year 4 went to!  They were marked on their written work, including creating engaging detail to entertain their audience, using noun groups, verb groups, prepositional phrases, time connectives and more.  Marks were also awarded for their performance with emphasis on tone, pitch, pace and volume as well as body gestures and movements.  Just look at these photos below of Year 4 in action, which show such fabulous expression.

Kind regards,

Mrs Gallina and Ms Horsford
Year 4 Teachers

As we approach the middle of this term, it's time to explore the incredible journey of our Year 5 students. This term has been a whirlwind of investigation, from the realms of poetry and mathematics to science, music, and more. Let's dive into the highlights of the past few months.

Year 5 students have delved into the enchanting world of poetry, unravelling the intricate connection between poems and narrative storytelling. They've discovered how stories can be beautifully condensed into verses that evoke emotions and paint vivid pictures.

Year 5 embarked on a multi-step mathematical challenge based around chickens and their eggs. This task drew upon the various mathematical concepts learned throughout the year, allowing our young mathematicians to apply their knowledge in an authentic way.

In Science, Year 5 explored the fascinating topic of light, with a particular focus on reflection. Through hands-on experiments and inquiry-based learning, students gained a deeper understanding of how light behaves when it encounters various surfaces.

We are still working through our music unit, but our students are on their way to composing, performing, and responding to a wide range of music types. They have delved into the concept of ostinatos, explored rhythmic and melodic patterns and added depth using tempo and dynamics as a way to add creativity to musical compositions.

We cannot contain our excitement to reunite in Week 10 of this Term for our Outreach. Stay tuned for more adventures in learning and growth!

Year 5 Teachers

It’s all systems go for the Year 6 Camp! The Year 6 teachers have been busily organising our Daradgee camp, and we can’t wait to get on the bus with you all next term!

This term we have been working on Digital Technology. The students used Scratch to create their own maze game, which would help teach children about what they needed to include in an emergency kit in case of a cyclone. It was very pleasing for the teachers to see how students worked co-operatively in our online help sessions to de-bug problems and share their learning. Feedback from our students was positive, and this activity really sparked an interest in some of our students.

In English this term, we are reading the novel Somewhere around the corner by the Australian author Jackie French. We are learning how Jackie French’s author style creates interesting characters, settings and events through the use of narrative point of view, theme and language features. Students will be required to write and record a speech, which the teachers are looking forward to hearing!

Later this term, we’re looking forward to seeing everyone at the various Outreaches. What a great way to finish the term!

Mrs Larson, Mrs Wallis and Mrs Anderssen
Year 6 Teachers

Japan Trip for Year 9–12 Students this September

We’re excited to share that a group of our Year 9–12 students will be heading to Japan during the September holidays for a unique cultural and educational adventure.

The group will visit Osaka, Kyoto, Nara, and Hiroshima, exploring Japan’s rich history, art, and traditions. Highlights include historic temples in Kyoto, friendly deer in Nara, the vibrant streets of Osaka, and a reflective visit to Hiroshima’s Peace Memorial Park.

This trip is a wonderful opportunity for students to deepen their understanding of Japanese culture and history while making lasting memories.

We look forward to sharing their experiences in the next newsletter!

Summer Fun at Obon in Japan

Every year in August, towns all over Japan come alive withお盆 Obon festivals! Streets glow with colourful lanterns, people wear yukata (a light cotton kimono), and everyone joins in bon odori — an easy-to-learn circle dance with cheerful music. During Obon festivals, you can enjoy tasty festival foods like yakisoba noodles and shaved ice, and watch fireworks light up the night sky. Obon is also a special time for families to re-unite, honour and remember ancestors, share stories about family history and enjoy special moments together.

Ms Sheridan
Japanese Teacher

Junior Secondary HPE

Students in the Junior Secondary 7-9 HPE classes have been learning about the importance of making healthy choices and getting health information from reliable sources. Healthy choices can include eating healthy food, good sleep hygiene and regular physical activity. Destiny-Jane created this great poster to promote eating fresh foods, using a drawing app on her iPad.

Year 7/8 Science

This term, Y7/8Q have explored Chemistry to understand the states of matter – solid, liquid and gas. They examined how substances change from one state to another through processes like melting, freezing and evaporation and engaged in hands-on experiments and investigations. In this investigation, students were creating mixtures and making decisions about the scientific classification of the resulting mixture. Well done Jake, for your amazing scientific investigation.

Ms Duff
Diverse Leaning and Inclusion Teacher

Year 9/10 Science

Year 9/10Q students have taken inspiration from “George’s Marvellous Medicine” by Roald Dahl in their English unit to explore chemical sciences. Students have conducted experimental investigations including identifying physical and chemical changes, classify solids, liquids and gases and describing changes of state.

Below is a compilation of student investigation reports including work from Bradley, Kymisha, Mya, Jayden, Kori, William, Jasmine, Jett, Jordy and Mia.

Year 7

Hello all!

It's been a busy and inspiring term for our Year 7s. Over the last few weeks we've been investigating plastics — learning how long different materials last, how recycling works, and how small changes at home can add up so we can be part of the solution, not the pollution. Alongside plastics, students have explored wider environmental issues such as climate change, deforestation and pollution and the threats these can pose without action.

In the coming weeks each student will create a short vlog. They can choose to unbox and review a product, discuss its environmental impacts and suggest greener alternatives for their audience. Please keep an eye on your mailboxes and at home for suitable packaging or small items your student might use for a brief filmed segment. The Year 7 English team can’t wait to see the imaginative pieces students produce!

As usual, anybody with questions, concerns or ideas is welcomed and encouraged to reach out to their teachers.

Ms Barnes, Ms Warburton, Mr Newton
Year 7 English Teachers

Year 8

Year 8 Explore Persuading your Audience through social media.

Persuading an audience to take positive action to assist with a worldwide environmental and sustainability issue through the use and influence of social media platforms.

Students are currently working on an exciting and creative assessment task that blends research, communication skills, and digital media. The task asks students to take on the role of a popular YouTuber or TikTok creator who is passionate about environmental or sustainability issues.

Their goal is to create a short video or PowerPoint presentation designed to persuade an audience to take positive action on a current global environmental challenge (e.g. climate change, fast fashion, plastic waste, or another issue negotiated with their teacher).

This task encourages students to combine critical thinking, creativity and digital communication skills while also building awareness of real-world sustainability challenges. It offers them the opportunity to practice persuasive speaking, research, and responsible media creation, all while developing their own voice as young change-makers.

We look forward to seeing the innovative and inspiring ways our students communicate their ideas to encourage positive environmental action.

Year 8 English Teachers

Year 9

When I wake up, the other side of the bed is cold. My fingers stretch out, seeking Prim’s warmth but finding only the rough canvas cover of the mattress. She must have had bad dreams and climbed in with our mother. Of course, she did. This is the day of the reaping.

So begins Suzanne Collins’s The Hunger Games. From the very first words, there is a sense of unease. A cold bed, a rough canvas instead of smooth sheets, two sisters having to share a bed, nightmares because of something called ‘the reaping’. Something is very wrong.

As the story quickly progresses, it becomes clear why there is a feeling of tension, unease, and even fear. However, this is not just a tale of cruelty and oppression, it is also a story of hope, family, and survival against the odds. When our protagonist’s worse fears come true, she will reveal the remarkable lengths she will go to protect the sister she loves.

Revealing a dystopian world sometimes frighteningly similar to our own, this term our Year 9s have been delving into the themes and characters of The Hunger Games, to see how Suzanne Collins puts across her key messages of oppression and rebellion. Published back in 2008, the story remains relevant and incredibly popular to this day, with a new film in the works for a Hunger Games prequel (Sunrise at the Reaping). An easy and engaging read, it’s a great way to introduce our students to the dystopian genre, as well as how authors use language features and text structures to share key themes and important messages.

For our assessment this term, students have the freedom to choose a theme and character from The Hunger Games and discuss how Collins explores the theme through the character, from oppression to hope, from dehumanisation to friendship. There are so many things to explore within the pages of The Hunger Games, and we’re looking forward to reading our students’ interpretation of its key messages. 

Ms Apps
Year 9 English Teacher

Year 10

Round-Up: Year 10 English Explores War and the Front Page

This term, Year 10 English students have embarked on a literary adventure with John Marsden’s Tomorrow, When the War Began and stepped into the shoes of journalists by crafting newspaper articles from their favourite characters’ perspectives. It has been an exciting ride through suspense, strategy and storytelling. Our classroom buzzed with discussion, drafts and debate as students combined analytical thinking with creative flair.

Transforming fiction into front-page news was our term’s signature assignment. Students reimagined pivotal scenes as newspaper articles—Ellie’s midnight rescue, Lee’s reconnaissance briefing, Homer’s survival update—capturing authentic character voices in journalistic style. This process sharpened their skills in structuring headlines, crafting leads and weaving quotes to build credibility. They also learned to design layouts with subheadings and images, guiding the reader through drama and suspense.

Ms Lovett
Year 10 English Teacher

Year 11

From Poetry to Monsters: Year 11 General English

This term in Year 11 General English, we have been exploring the power of poetry and ultimately, how one form of writing can inspire another. Our class recently completed a creative assessment where we used an Australian poem as the inspiration for an original short story. By unpacking the imagery, themes and emotions of the poem, we transformed its ideas into new narratives that reflected our own voices and perspectives. This task encouraged us to explore the interconnected nature of ideas expressed in literature. A single piece of writing can spark countless interpretations and, in turn, generate fresh stories that are both personal and meaningful. It was a chance to stretch our creativity, practise our writing skills, and learn how to carry meaning across different text types.

Now, we are shifting from poetry-inspired short fiction to one of the most influential novels in English literature: Mary Shelley’s Frankenstein (1818). As we read, we will be investigating timeless ideas about science, ambition, creation and responsibility. Shelley’s novel still resonates today, raising questions about human identity and the consequences of pushing beyond natural limits; topics just as relevant in the 21st century as they were over 200 years ago. Together, these units highlight the journey of literature: from local Australian voices in poetry to the enduring global classic of Frankenstein. Both remind us that stories, whether written in verse or prose, centuries ago or in our own time, continue to challenge, inspire, and connect us.

Mr Taylor
Year 11 General English Teacher

Year 12

Year 12 Essential English: Exploring Heroism in Ant-Man and Beyond

As Year 12 students approach their third of four final assessments, with only one term left before graduation, the focus of Essential English shifts to an engaging study of heroism. This term, students will explore the representation of heroism in the 2015 film Ant-Man alongside other comparable texts.

Ant-Man offers a fresh take on the superhero genre through Scott Lang, an everyman with flaws who grows into his role motivated by love and redemption. This contrasts with traditional heroes, encouraging students to think critically about what makes a hero in modern storytelling.

Students will also compare Ant-Man with other texts featuring diverse hero journeys, such as Iron Man’s transformation from arrogant billionaire to selfless protector, and Gran Torino’s story of redemption through empathy and sacrifice.

Through film analysis, discussions and creative tasks, students will develop skills in critical thinking and narrative analysis—essential for their upcoming assessments and final exams.

This unit not only prepares students academically but also invites personal reflection on heroism, resilience and growth as they approach the culmination of their Year 12 journey.

Mr Gray, Ms Oss, Ms McPhail-Hogg
Year 12 Essential English Teachers

English

Well, they’ve finally made it. Over the last two years, students have tackled a whole range of topics and issues in their English classes but are now into the final stretch.

The Year 12s recently began a deep dive into Shakespeare’s Othello. In classes we’re analysing characters, motivations and themes in the play, all to get ourselves ready for their last English assessment early next term. As students move from I-ago to Ia-know, everyone is reminded to remember a balance between study and rest. The loom of external assessments can be stressful, but worrying helps nobody.

Anybody with questions, concerns or even ideas is encouraged to reach out to their teachers.

Good luck with the coming weeks everyone!

Mr Newton and Ms Lovett
Year 12 English Teachers

INSTRUMENTAL MUSIC- RECRUITMENT

The Queensland State School Instrumental Music (IM) Program is a comprehensive program of instruction in which students learn orchestral or band instruments.  This is a complementary curriculum to classroom music and provides opportunities for greater participation in, and enrichment of music education for the whole school community. Learning a musical instrument has been proven to have beneficial impact on the brain and improved educational outcomes across literacy and numeracy. IM is delivered online at CTSDE by our fully qualified IM specialist, Mrs Megaera MacKenzie.

The school is commencing the recruitment and selection process for the 2026 Instrumental Music Online Program for students currently in Years 3 to 11.  The Instrumental Music Program is a wonderful opportunity for your child to learn a musical instrument through the school.

As the program is popular and places are limited to the teaching time allocated to the school by the region, entry into the program is done via a selection process.  Limited places are available on the following instruments:

For your interest, information about each of these instruments can be found at this website: https://www.bepartofthemusic.org/bpotb/

All Instrumental Music students receive a weekly 30-minute small group lesson online. Where possible, students are invited to participate in workshops and concerts throughout the year.

A limited number of school instruments are available for loan for free for students in the North Queensland region in the first year of learning for smaller instruments. After this time, families are kindly asked to purchase their own instrument. Larger instruments such as the Tenor Saxophone and Euphonium can be loaned for up to three years.

As the program is popular and places are limited to the teaching time allocated to the school by the region and instrument availability, entry into the program is done via a selection process including consideration of:

• musical ability
• evidence of perseverance, effort and behaviour
• interest of parents and indication of support
• program balance and instrument availability

An information and enrolment form will be coming home shortly and will need to be returned by Friday 12 September to the front office please, or to the email addresses below. If you have any questions or concerns about the program, please feel free to contact either:

Mrs Amanda Cuming (HoD) Email acumi0@eq.edu.au or Ph 4754 6843

Mrs Megaera Mackenzie (IM Online Teacher): Email mlmac0@eq.edu.au or Ph: 4754 6555 (CTSHS).