What a wonderful few weeks we have had at our school.  I am so proud of our students, staff and families for the energy and enthusiasm shown across a busy start to the term. I want to take a moment to reflect on some highlights, thank everyone who makes our school such a special place, and encourage us all to finish the term strong.

Our Inter-house Swimming Carnival was a splash of colour, laughter and healthy competition. Students cheered for their houses, supported teammates and showed true sportsmanship. It was fantastic to see beginners and confident swimmers giving their best. Thank you to our wonderful teachers and awesome parents who kept things running smoothly, and to everyone who came along to cheer — your encouragement made the day even better.

The P-5 Inreach continued to bring exciting learning in classrooms. Visiting specialists and community members have offered hands-on experiences that connect classroom learning to the wider world. These sessions spark curiosity and helped our students see new possibilities for learning and growth.

Year 6 Camp was a proud moment for our senior primary students. They showed independence, resilience and leadership throughout their activities. Camp challenges helped them step outside their comfort zones while building friendships and memories that will last. Thank you to the staff who cared for them so thoughtfully and to families for supporting their participation.  Our secondary school camp was equally impressive. Older students tackled team-building tasks, developed leadership skills and reflected on their goals for the year ahead. It’s inspiring to watch our young people develop confidence and responsibility in real-world situations.

The school extravaganza was a delightful celebration of school and community spirit. Community stalls brought our whole community together in a supportive and fun experience.  Events like this remind us how important it is to celebrate connecting through fun and participation.  Please know we are grateful to our parent volunteers, especially our P and C and community partners; your time, energy and generosity make these events possible. It is only through your ongoing support and trust that we continue to uphold our long-standing traditions.  Thank you.

As we move into the remainder of Term 4, I encourage everyone to stay the course and finish strong. There is still so much learning, growth and celebration ahead. Your support at home makes a huge difference. A special reminder about our Celebration Day in Week 9, this will be our time to recognise our students’ excellence and achievement. We will present awards, share successes and honour many students who have worked hard this year. It will be a proud and joyful moment — please join us if you can. 

Thank you again for your ongoing support, encouragement and partnership. Watching our students learn, grow and shine is a privilege. Let’s finish this term with energy, kindness and pride in all we have achieved together.

Pam Prichard
Principal

CTSDE Students Shine at North QLD Track & Field Trials

On Tuesday 2nd and Wednesday 3rd September 2025, two of our CTSDE students proudly represented both our school and the Charters Towers region at the North Queensland Track & Field Trials, held at the Sports Reserve in Townsville.

Sam competed in the 15yrs Boys Shotput, Javelin and Discus, achieving some outstanding results – 3rd in Shotput, 2nd in Javelin, and 4th in Discus. Thanks to these impressive performances, Sam has been selected to represent North Queensland at the State Championships in Townsville in October. This is an incredible achievement and well-deserved recognition of his hard work and talent!

Chance took part in the 11yrs Boys 100m and 200m sprints, placing 21st in the 100m and 13th in the 200m. Competing at this level was a fantastic first-time experience for him, and he gave his best effort in both events.

We are incredibly proud of Sam and Chance for their dedication, sportsmanship and determination to take on the best athletes from across North Queensland. Their achievements are an inspiration to other students and a wonderful example of what can be accomplished with courage and commitment.

A special thank you to both families for their support and for transporting the boys to and from Townsville to make this opportunity possible.

 

Sam Shines at the QLD State Athletics Championships

Following his success at the North Queensland Track & Field Trials, Sam P proudly represented the North Queensland team at the Queensland State Athletics Championships in Townsville on Sunday, 19^th October 2025.

Sam had a fantastic morning competing in the 15yrs Boys Javelin, placing 3rd with a throw of 41.36 metres. The competition was incredibly close, with only a few metres separating the top three athletes.

Although it wasn’t his personal best (a PB that would have secured the gold!), Sam was absolutely stoked with his result — and rightly so! With very limited training this season due to work commitments, his performance is an impressive achievement and a reflection of his natural ability and determination.

We are so proud of Sam for his dedication, positive attitude, and for representing both CTSDE and North Queensland with excellence. Congratulations, Sam — what a fantastic way to finish the athletics season!

Sports Committee

2025 CTSDE Interhouse Swimming Carnival – A Splashing Success!

The sun was shining, the water was sparkling, and the atmosphere was electric at the 2025 CTSDE Interhouse Swimming Carnival, held on Monday, 20 October at the Kennedy Regiment Memorial Pool in Charters Towers.

Students from Prep to Year 12 took to the pool with energy, enthusiasm and true CTSDE spirit. From the march past and house war cries to freestyle finishes and fun novelty races, it was a fantastic day of teamwork, determination and sportsmanship.

A huge thank you goes to all students, families and staff who helped make the day such a success. Your encouragement, effort and positivity ensured a wonderful community event that celebrated both participation and achievement.

 

Congratulations to Our Champions

We’re proud to announce the outstanding efforts of our swimmers across all age groups.

 

Winning House

The competition was close all day, but in the end, SHELTON claimed the title of 2025 Interhouse Swimming Champions!Congratulations to all swimmers for contributing valuable points to their teams through participation, teamwork, and spirit.

 

Record Breakers

A special mention goes to the students who set new school records this year — an amazing achievement and testament to their dedication and skill in the pool!

Maeve C - 11yrs F 100m Freestyle. New record: 1:36.31. Old record – 1:36.45 (2007)

Maeve C – 11yrs F 50m Breaststroke. New record: 0:48.22. Old record – 0:56.24 (2015)

Maeve C – 11yrs F 200m Medley. New record: 4:03.84. Old record – 4:15.11 (2007).

 Khloe H – 13yrs F 100m Freestyle. New record: 1:38.69. Old record – 1:46.41 (2022)

Khloe H - 13yrs F 50m Freestyle. New record: 0:41.34. Old record – 0:43.63 (2024)

Khloe H - 13yrs F 50m Backstroke. New record: 0:51.47. Old record – 0:58.66 (2018)

Rose H - Open F 50m Breaststroke. New record: 0:55.84. Old record – 0:58.92 (2023)

Maisy C – 10yrs F 200m Medley. New record: 4:46.09. Old record – 4:51.61 (2007)

 

Next Steps

Students who have been selected to represent CTSDE at the upcoming Primary Interschool Swimming Carnival will be contacted soon with further information.

A big thank you again to our swimmers, staff, families and volunteers for making the 2025 Interhouse Swimming Carnival such a memorable day. Your CTSDE pride and sportsmanship were on full display — congratulations to everyone who participated and supported the event!

Go Shelton! Go Traeger!

Sports Committee

Cape River and Hughenden

Year 1 and 2

What an amazing Outreach for Term 3! During Outreach students in Years 1 and 2 explored art concepts, stem exploration and noun groups to create characterisation.

During our art exploration students used a number of mediums such as watercolours, pencil, oil pastels, photos, images and text to create a reflection of themselves through line, colour and multimedia elements. We also identified elements of science in our art when combining oil pastels and watercolours. The oil pastels repelled the water allowing out bright colours to remain when we painted with a water based solution. The effect was striking and a great keepsake for years to come.

Throughout the week we also explored various STEM concepts but the marble run was very fun. Students experimented with various approaches to build the marble run with paper, sticky tape and blocks. Students demonstrated a great ability for organisation and working as a team, whilst also listening to the director. Students took on roles of builder, director, resource and engineer. In the end it worked! We were thrilled!

Ms Metcalfe
Year 2 Teacher

 

Year 5 and 6

A combined group of Year 5 and 6 students took part in a week of activities during the Term 3 combined Cape River and Hughenden Outreach. The theme of the week for Year 5 and 6 was the history of pirates. Throughout the Outreach, students delved into a range of pirate-related topics, from modern-day pirates who target cargo ships, to the story of Julius Caesar, who, as a young man, was once captured by pirates. While most would have been terrified, Caesar took a rather unexpected approach by demanding that the pirates listen to his poetry recitals and remain silent while he tried to sleep.

In keeping with the pirate theme, the students also participated in a series of STEM activities. They designed and tested boats powered by paddle pop sticks, and even crafted their own catapults. To make the catapult activity more exciting, the students created "snow" using a mixture of hair conditioner and shaving foam, which they then fired from their catapults in target practice.

As well as the STEM challenges, the students also enjoyed a variety of other sessions. They participated in a PE lesson with Mr Adams, a library session with Mrs Currin, and had the opportunity to make and taste their own sushi in a special session hosted by the Languages Department. The sushi was a big hit, and the students generously made extra servings to share with some of the teachers for lunch.

A big thank you to all the Year 5 and 6 students who took part in the Outreach program, the families of the students that travelled to the Outreach, and all of the staff that made the Outreach possible.

Mr Purdie
Year 5 and 6 Teacher at Term 3 combined Cape River and Hughenden Outreach

 

Secondary

In Term 3, secondary students attending Cape River and Hughenden Outreach came together for an engaging and thought-provoking three days of learning, built around the theme “Crime and Punishment.” The program challenged students to explore the driving question: How have ideas about crime and punishment changed over time?

Through hands-on learning and collaboration, students investigated how societies throughout history have dealt with wrongdoing, and how those ideas have shaped the modern justice systems we know today. The theme provided a powerful connection to upcoming subject matter and content for Term 4 Civics, where students will further explore concepts of justice, fairness and democracy in contemporary Australia.

The Outreach experience also integrated learning across STEM, History, English and Drama, helping students strengthen critical and creative thinking skills. In History, they examined past justice systems and ethical dilemmas; in English and Drama, they used storytelling and performance to communicate complex ideas; and in STEM, they applied analytical and problem-solving skills to design logical, fair systems of justice.

Students deepened their relationships with peers as well as their understanding of fairness, ethics and justice, by engaging in critical discussions, teamwork challenges and role-based simulations. Highlights included an insightful visit from local law enforcement officers, who shared real-world perspectives on modern policing and community safety, and an exciting excursion to the Townsville Justice Courts, where students witnessed a contemporary justice system in action.

To culminate their learning, students collaborated to design and present their own fictional justice systems, demonstrating their ability to connect past and present ideas about crime and punishment, while showcasing creativity, communication and teamwork.

The Term 3 Outreach was an inspiring success—empowering students to connect with each other and think deeply about what makes a justice system fair. Each student left with an idea of how they, as future citizens, can help shape a justice system that balances retribution, rehabilitation and fairness for all.

Ms LeBoutillier
HoD Secondary Senior Engagement & Wellbeing

 

Clermont

What a great week was had at the Clermont Showgrounds with approximately 20 students from P-10 at the Outreach.  With the families joined at the Outreach by Mrs Moffat, Mrs Brooks, Ms Daysh, Mrs Gallina and Mrs Sanders.

Tuesday morning arrived and it was time to start the Outreach.  Lots of chatting and catching up with old friends and meeting new people.  There have been quite a few new families who have joined this Outreach and it was great to get to know them all over the week.  Classes started, much to the disappointment of the students.  Some of the highlights from Tuesday were when smoko was being called and a special visitor, with treats to share had arrived, Mrs Prichard, then Mr Adams taking the students out for HPE lessons, with Mrs Prichard getting involved and showing the kids how to throw.  Then on Tuesday night the families had a pot-luck dinner with the teachers enjoying the delicious food organised by the parents.

Wednesday’s highlights were for the Prep-1 class getting a chance to use the Beebots to code them to plot a path to find the treasure on the map Mrs Brooks had with her.  Year 2-3 read a story about a magical library that took them on an ocean adventure and started to plan their own adventure out of the magical library.  Year 4-6 continued with their creative writing where they were thinking about what was inside an unopened box Mrs Gallina had sitting on the table.  Lots of creative minds and possible future authors in the group.  Also, a highlight was watching the parents’ after school activity.  A hobby horse gymkhana, where students and parents had made and named their very own hobby horse.  They competed in barrel racing, sack racing and apple bobbing to name a few.  Lots of laughs and great memories were made that afternoon.

Thursday rolled around before we knew it and everybody was a little sad to say goodbye to our friends.  The highlights of the day were the Year 4-6 sharing their stories with their parents, again, some future authors in the group for sure.  Year 2-3 finished writing their own version of their magical library adventure story.  Prep-1 students made some paper plate chickens and juggling chickens which were related to the story Rosie’s Walk.  Our wonderful High School students, with the help of Ms Daysh, did a thank you project and presented this to the parents who had helped to get them to the Outreach but also put on the amazing spread of food every day.

Clermont Outreach never fails to deliver the goods.  An amazing group of students and families who come together to welcome one and all to this event.  The teachers who had the privilege of attending this Outreach, had an amazing experience and look forward to catching up with everybody at the Clermont Outreach in 2026.

Mrs Moffat, Mrs Brooks, Mrs Gallina, Ms Daysh and Mrs Sanders
Clermont Outreach Teachers

Primary HPE

In Term 4 I will have the pleasure to teach online Prep, Year 2, Year 4 and Year 5 students focusing on Movement skills with Water Safety. It will be great for students to use these water safety messages/tips around Water in their homes, at the pool and at school.

They have started to learn how to be safe around water and knowing the Water Safety rules.  In Prep they will get to know more how to be in Safe in Water and tips to act around Water and create a poster reminding them of what they should to.

In Year 2 the students will need know these Water Safety tips, plus how to be safe in water with treading water, floating and signaling for help in a poster or a report on these Water Safety Rules.

In Year 4 the students will learn all these rules around Water Safety and then be able to perform the water safety messages in a video.

The Year 5 students will need to detail these Water Safety Rules/Tips to create a Water Safety Plan that they can use at home. They will need to demonstrate these movement skills required to be safe and explain how practising these movements and safety strategies helps you be ready for when you are in the water in a presentation and provide their Water Safety Message in a poster as well.

It was great visiting some of the students at the end of Term 3 at Outreach where they were able to perform movement skills with either catching, throwing or hitting of balls.

Mr Adams
Primary HPE Teacher

 

Year 7 HPE

This term in HPE, our Year 7 students are learning how to use feedback and movement strategies to improve their performance in physical activities, even while learning from a distance. They’ve been exploring different types of feedback, from teachers, peers, and self-reflection, and using it to build confidence and refine their skills.

The Term 4 assessment task challenges them to apply these ideas in their performance of a chosen physical skill. Students are exploring how movement concepts affect performance, how strategies can be transferred between different sports and contexts, and how skills can be adapted to include others, promote fair play and support teamwork.

Alongside developing these skills, we’re continuing to focus on building positive relationships in our online lessons. Through collaboration, communication and encouragement, our Year 7s are strengthening both their teamwork and their connection to the HPE learning community.

Mrs Ellis
Year 7 HPE Teacher

 

Year 9 HPE

Year 10 HPE

Year 10 Music

Sound Explorers: Year 10 Students Fuse Music Styles to Find Their Voice

This semester, our Year 10 music students have embarked on a sonic adventure—one that’s taken them across genres, cultures and centuries. What began as an exploration of diverse musical styles has evolved into a bold experiment in fusion, as students now blend three distinct genres to craft their own unique sound.

From Listening to Creating

The journey started with deep listening. Students immersed themselves in the rhythms of Afrobeat, the harmonies of classical music, the storytelling of folk, the energy of punk and the textures of electronic soundscapes. They analysed instrumentation, structure and cultural context, gaining a rich understanding of what makes each style tick.

But the real magic began when they asked: “What happens when we mix them?”

Fusion in Action

Each student selected three contrasting styles—one student chose jazz, synth-hop and 18^th Century classical music style; while another combined country, reggae and hip-pop. Using digital audio workstations and live instruments, students began composing original pieces that reflect their personal tastes, identities and musical curiosity.

The results are as surprising as they are inspiring: a lo-fi track with flamenco guitar and trap beats; a cinematic piece that merges Gregorian chant with ambient techno; a protest song with ska horns and spoken word poetry.

Finding Their Musical Identity

This fusion project isn’t just about sound—it’s about self-expression. Students are learning to articulate who they are through music, experimenting with tone, mood and message. Some are writing lyrics that reflect their experiences, while others are crafting instrumental pieces that evoke emotion and atmosphere.

The classroom has become a creative lab, buzzing with collaboration, critique and discovery. Students share samples, remix each other’s ideas and reflect on how genre influences perception and meaning.

The Next Stage

As the term progresses, students will refine their compositions and record them using Clipchamp to then be able to showcase them on any media platform, including YouTube and Podcast. These recordings will celebrate not just musical skill, but the courage to innovate and the joy of creative risk-taking.

This project has shown that music is more than notes—it’s a language, a playground and a mirror. And our Year 10 students are speaking it fluently.

Ms Neven
Year 10 Music Teacher

 

This term, our Year 11 students took a deep dive into the world of digital design, using Blender 3D to craft vibrant, lifelike coral reef environments. What began as a classroom project quickly evolved into a showcase of creativity, technical skill and environmental awareness.

From Pixels to Polyps

Blender, a professional-grade 3D modelling software, offered students the tools to explore marine ecosystems in a whole new dimension. Over several weeks, they learned to sculpt coral structures, animate marine life and apply realistic textures and lighting to bring their underwater worlds to life.

Each student chose a section of a coral reef —from coral islands to isolated coral beds — and researched the biodiversity found there. Their designs featured everything from brain corals to fishing herons, sea turtles and even the occasional lurking reef shark.

Learning Beyond the Screen

This project wasn’t just about mastering software. It encouraged students to think critically about ocean conservation, biodiversity and the impact of climate change on coral reefs. Many incorporated bleached coral textures or plastic debris into their scenes to reflect real-world issues.

Students also practised storytelling through visual design, creating short animations or still renders that conveyed mood, movement and ecological balance. The results were presented in a gallery-style exhibition, where peers may explore the reefs on screen and learn about the creative process behind each one.

A Reef of Talent

The level of detail and imagination was extraordinary. One student simulated coral bleaching, while another told the story of reef restoration. These projects demonstrated not only technical proficiency but also a deep respect for the natural world.

Ms Neven
Year 11 Information and Communication Technology Teacher

  

Year 12 Information and Cummincation Technology

Year 12 Students Drive Innovation Through School App Design

A team of forward-thinking Year 12 students have demonstrated exceptional innovation and critical thinking by designing a native school app that integrates all the key digital tools students use every day — bringing together OneSchool timetables, QLearn lessons, Microsoft Teams and Outlook into one central native app platform.

The project emerged from a shared challenge: managing multiple logins and platforms for learning. The students identified this problem and set out to design a streamlined, accessible digital solution that would make learning more efficient for all students.

Through a structured design process, students engaged in critical and creative thinking, analysing user needs, exploring interface design principles and testing digital functionality. Their final app prototype enables users to:

• Instantly view their OneSchool timetable
• Access QLearn lessons and independent learning materials
• Connect to Microsoft Teams classes
• Use Microsoft applications such as Word and OneNote
• Access school emails through Outlook — all within a single environment.

“Our goal was to design something that solved all the frustrations students experience when learning through distance education,” explained Cooper.  Alaina added, “We wanted to make learning more organised and accessible for everyone.”

Innovation and Learning in Action

Throughout the project, students applied computational, design and systems thinking to move from concept to creation. Students used InDesign to design their native app layout.  Adobe Dreamweaver allowed students to design and code their native app interface, experimenting to create an interactive and responsive user experience.

Students designed an interactive dashboard that displays a student’s daily timetable and quick links to QLearn and Teams. For example, Cooper’s design demonstrates an understanding of user-centred design — balancing functionality, visual clarity and accessibility.

Meanwhile, Leonard worked on developing the navigation flow and troubleshooting data connectivity issues, showcasing strategic problem-solving and persistence. He also incorporated a feedback feature, allowing users to suggest improvements — embedding principles of continuous improvement and collaborative learning.

“It felt like real-world development,” said Leonard. “We had to think critically, test our ideas, and learn from what didn’t work.”

Building Future-Ready Learners

The project highlights the students’ capacity to transfer classroom knowledge to an authentic context. They demonstrated key 21st-century learning skills — including communication, collaboration, critical thinking and digital literacy — while taking ownership of their learning process.

According to Mrs Neven, Information and Communications Technology teacher, “The students approached this project with curiosity and determination. They didn’t just follow instructions — they led their own learning, took creative risks and developed genuine solutions for the betterment of our school community.”

As the students refine their app for future use, their work stands as a powerful example of how digital technologies can empower young people to innovate, problem-solve and design for purpose — preparing them for both future study and the rapidly evolving world of work.

Ms Neven
Year 12 Information and Communication Technology Teacher

Year 7 Geography

Water in the World and Liveability

“Water, water everywhere and not a single drop to drink.” (The Rime of the Ancient Mariner by Samuel Taylor Coleridge.)

Year 7 has learnt that the quote above certainly does not apply to us living here on earth; however, they have learnt that out of all the water here on earth, only 3% of the water is fresh water and able to be used by mankind. We have discovered that fresh water is constantly recycled through the water cycle and the water that is currently here on earth has been here since time began.

We also explored the fact that humans have managed our water systems throughout history in many different ways and that technology has paid an integral role along the way. Unfortunately, with an ever-growing population and changing weather patterns, we have studied the Murray Darling Basin where we have found out about water scarcity and how we need to manage water release fairly to ensure there is enough for everybody who relies on it. We have found out that developing technology and efficiency is key to this plan.

Sea change, tree change, which is it?

This term we are considering the ‘Liveability’ of Australian cities and of various cities and countries around the world. We are exploring what makes a place liveable and why people want to move within Australia or to overseas destinations. We are looking at the ‘push and pull’ factors about why people want to move which include: job opportunities, medical issues, education needs, relationships, lifestyle changes and many more.

This term we say goodbye to Geography with a short response exam. I hope that you are all looking forward to Geography in Year 8 next year.

Year 8 Geography

From Mighty Landforms to Bustling Cities

Year 8 students have been on quite the adventure this Semester! They started by exploring the science behind some of Australia’s most iconic landforms – from the sandy wonder of K’gari (Fraser Island) to the majestic Wollumbin (Mt Warning), and the incredible biodiversity of Kakadu. Students investigated how volcanoes, earthquakes, erosion, weathering and tectonic plate movements have shaped Australia’s unique landscapes over millions of years.

Students also explored each site’s uses, Indigenous significance and management challenges, and brought their research to life through dioramas, posters, videos and photo walls in their multimodal showcase displays.

Next, students shifted focus from landforms to people and places, diving into the unit on Changing Nations. They explored global population trends across Africa, Europe and Asia, and looked closely at urban and rural migration in Australia, including the rapid growth of Sydney’s population.

As part of this study, Year 8s are investigating population trends in Australian cities, the causes and impacts of urbanisation and strategies for sustainable urban development, such as higher-density housing, infill development, public transport improvements and renewable energy solutions. Students are learning why these strategies work and what positive outcomes they can create for cities of the future. This is real world application, considering Brisbane’s challenges in preparing for the influx of people leading up to the Olympics in 2032.

Through these units, students are building research skills, critical thinking and problem-solving skills, while gaining a deeper understanding of how both natural and human forces continue to shape Australia – and the world.

A big thank you to all Year 8 students and parents for a fantastic year exploring a wide range of Humanities topics – from Medieval crimes and punishment, world religions, the Aztec and Incan civilizations,  the Shogun era in Japan, to Australian democracy and Geography. Your curiosity, creativity, and support have made this year of learning truly memorable!

Ms Oss
On behalf of the Year 8 Humanities Teachers

 

Year 9 Geography

Year 9 Geography students started in Term 3 with a study of biomes and food security, discovering the geographical areas and climatic conditions that can sustain human life and habitation.  Students also learned the skills needed to interpret maps and represent data in map form.

Continuing from this, in Term 4 students explore the concept of globalisation, the increasing interconnectedness of people around the world, physically and economically.

Through these Year 9 Geography units, students have an opportunity to better understand the world around them and appreciate the nature of the production and journey of just about every item used in their everyday lives.

Mr Paine
On behalf of the Year 9 Geography Teachers

 

Year 10 Geography

The Year 10 Geography class is currently investigating Human Geography, exploring how people interact with and shape the world around them. Students are examining topics such as population distribution, urbanisation, migration and cultural diversity to understand how human activities influence places and environments. Through engaging lessons, they are learning to interpret data, maps and case studies to identify patterns and trends that explain how societies develop and change over time.

As part of their studies, students are also analysing real-world examples to connect theory with current global issues. They are considering how factors such as economic development, technology and government policies affect how people live and work in different regions. This investigation encourages critical thinking about sustainability, equity and the challenges of managing human environments in the future.

Mrs Coffison on behalf of Year 10 Geography Teachers

 

Year 10 History

Term 4: Rights, Freedoms and the Fight for Change

This term, Year 10 History students are exploring how ordinary people around the world have stood up, spoken out and reshaped society in the name of rights and freedoms. From the Civil Rights Movement in the United States to the struggle for equality here in Australia, students are discovering how courage, activism and global change defined the post-war era.

Our journey begins after World War II, a time when nations were rebuilding, not just their cities, but their values. Students will investigate the creation of the Universal Declaration of Human Rights, with a special focus on Australia’s role and the leadership of Dr H.V. Evatt, who helped champion this global call for justice and dignity.

We then turn our attention to major civil rights movements around the world — from Martin Luther King Jr.’s leadership in the U.S. to the anti-apartheid struggle in South Africa — and examine how these movements inspired Indigenous activism in Australia. Students will explore key moments such as the Freedom Rides, the 1967 Referendum, the Stolen Generation and the ongoing campaign for reconciliation and land rights.

All this learning leads to our major assessment task: an analytical historical essay on the Mabo Decision. In this essay, students will apply their understanding of civil rights and social change to evaluate the significance of Mabo in advancing reconciliation and justice in Australia.

It’s an engaging and meaningful term — one that challenges students to connect history’s turning points with the continuing pursuit of equality in our world today.

Ms Simpson
On behalf of the Year 10 History Teachers

  

Year 10 Economics and Business

Smart Money, Sharp Minds

Superannuation, Productivity & the Power of Your Decisions

Have you ever thought about your future — not just next term or next year, but the bigger picture? Believe it or not, the choices you make about money and work now can have a big impact later in life. That’s what being smart with money and decision-making is all about.

You’ve probably heard the phrase “work smarter, not harder.” The most successful people and businesses do exactly that. They train to improve their skills, use technology to save time and reward themselves for doing great work. When productivity improves, everyone benefits — better results, happier workplaces and more time to enjoy life.

But working smarter doesn’t just happen at work. It also applies to how you manage your money. Every time you make a purchase — whether it’s new clothes, takeaway or gaming gear — you’re making a financial decision. Those small choices can have a big impact on your savings and financial security in the future.

That’s where superannuation (or super) comes in. Super is money your employer sets aside for you — at least 11% of your pay — which is saved for when you retire. Even though retirement might seem a long way off, your super grows over time through investments. The earlier you understand how it works, the more control you have over your financial future.

When you start earning, take a close look at your super fund. Ask questions like:
• How much are the fees?
• How well is it performing?
• What risks are involved?
• Does it invest in things I support?

In their Investigation Booklet, students will get the chance to explore these ideas further. They’ll research different super funds, analyse data and make informed decisions — just like real financial experts.

So why does this matter? Because the decisions you make today help shape your future. Whether it’s improving how you work, saving money, or planning, the smartest investment you can make is in yourself.

Think big, think long-term and remember - knowledge is power, decisions have impact and your future starts now.

By Mr Venter and Ms Britton
Year 10 Economics and Business Teachers

  

Year 11 Social and Community Studies

SHOW ME THE MONEY!!!

Year 11 Students Dive into the World of Money Management

Our Year 11 students have been making ‘cents’ of personal finance this term! From setting budgets to planning for their financial future, they’ve taken a deep dive into what it really means to manage money wisely.

Through hands-on activities and real-world case studies, students have explored how to distinguish between wants and needs, set financial goals, and make informed decisions that lead to long-term success. They’ve also unpacked the impact of minimum wage laws and learned how the Australian Taxation Office (ATO) shapes the way Australians contribute to society.

Building Financial Confidence for the Future

As part of their financial literacy journey, students are investigating key concepts such as:

✔ Budgeting and financial planning

✔ Understanding salary vs wages

✔ Gross income vs net income

✔ Good debt vs bad debt

✔ Insurance and managing risk

✔ Superannuation and preparing for retirement

✔ Investing and building long-term wealth

✔ Taxation and its role in society

✔ Identifying wants vs needs

✔ Government support systems for financial well-being

These lessons are helping students understand how smart money decisions today can open doors to financial freedom tomorrow.

Student Insights

Our Year 11 learners have been quick to see just how relevant financial literacy is in their daily lives. Their reflections show growing confidence, curiosity and an appreciation for the importance of financial responsibility.

“I didn’t realise how much difference understanding your income and expenses can make to your future,” one student shared.

The enthusiasm in our classrooms has been contagious — it’s inspiring to see students take charge of their financial futures and develop life skills that will serve them well beyond school.

Ms Fuller
On behalf of the Year 11 SACS Teachers

 

Year 11 Business Studies

Marketing Mavericks: Year 11 Students Bring Fit Track to Life!

Ever wondered what it’s like to turn a cool idea into a marketing sensation? This term, our Year 11 Business Studies students are diving headfirst into the fast-paced world of marketing — where creativity meets strategy and brilliant ideas spring to life!

In Unit D2: Marketing Fundamentals, students are discovering how businesses capture attention, connect with customers and transform products into must-haves. To bring these concepts to life, they’ve taken on the role of marketing consultants for FitZone — a fitness company launching its exciting new app, FitTrack.

Their mission? To design a full marketing campaign for the FitTrack app, which offers personalised workouts, nutrition tracking and community support for young adults chasing healthier, more balanced lifestyles.

Students are crafting professional marketing decks that cover everything from identifying target markets to setting SMART goals, designing eye-catching promotional material and pitching creative strategies to promote the app. They’ll even evaluate their campaign using real-world marketing data — just like industry professionals.

This project is more than a classroom task; it’s a chance for students to unleash their creativity, sharpen problem-solving skills and think like entrepreneurs. Whether they’re designing social media ads, creating catchy slogans or analysing how digital marketing builds brand power, they’re gaining the tools to understand what makes businesses successful in today’s digital economy.

By the end of the unit, students will have a real appreciation for the art (and science!) of marketing — and the confidence to see themselves as the next generation of creative business leaders.

Miss Zhang
Year 11 Busines Studies Teahcer

 

Year 11 Modern History

This Term, Year 11 Modern History students have learnt that Australia’s modern environmental movement emerged in the 1960s from rising scientific concern and grassroots mobilisation, following the publication of Rachel Carson’s Silent Spring, and in the environment of worldwide protest for civil rights and against the Vietnam War.  Early campaigns exposed pollution, threatened species and the loss of wilderness, prompting the growth of conservation organisations and community activism.  The Aboriginal Land Rights (Northern Territory) Act 1976 was a pivotal milestone: by legally recognising traditional ownership it strengthened Indigenous stewardship and linked land justice to conservation practice.  This dovetailed nicely onto our Term 3 study of the Indigenous rights movement since 1938.

The Franklin River blockade (1982–83) crystallised national attention.  Mass protests, on‑the‑ground blockades and media coverage forced political debate and helped bring the issue to Commonwealth v Tasmania (1983), where federal powers and World Heritage protections stopped the dam project.  That campaign demonstrated how direct action, legal strategy and public opinion can combine to protect the environment. 

Rock Island Bend with caption Rock Island Bend, Franklin River, Tasmania. Photo by Glenn Walker, retrieved from:
https://worldexpeditions.com/Blog/why-raft-the-franklin-river

Out of these movements came political organisation: state‑based Green groups in the 1980s evolved into a national Australian Greens Party by the early 1990s, turning activism into sustained electoral influence and policy pressure on biodiversity, climate and land management.

Year 11 students will soon be preparing for the final exam in W6.  We will revise key causes, continuity and change, source analysis and written responses.  This is good preparation for the External Assessment in T4 of Year 12.  Thank-you students for your commitment this year — best wishes as you move into Year 12; may your curiosity and critical thinking continue to grow.  Thank-you also to Home Tutors and School Supervisors for supporting the students and nurturing their development as historians.

Ms McPhail-Hogg
Year 11 Modern History Teacher

 

Year 11 Ancient History

At this time of year, I am always shaking my head and wondering where the year went. Our Year 11 Ancient History students have come a long way from the first day of term. So, a well-deserved congratulations to our cohort for the effort, curiosity and steady progress shown this year. They have tackled challenging topics, wrestled with ancient sources and have begun the building of six core historical skills that will serve them well beyond the classroom: devising, comprehension, analysis, evaluation, synthesis and communication.

These core skills form the foundation of everything that we do in Ancient History. Over the year our students have practised devising clear inquiry questions and planning investigations with purpose; comprehending complex sources in context; analysing language, imagery and detail to uncover meaning; evaluating the reliability and usefulness of different kinds of evidence; synthesising texts, objects and archaeological finds into coherent arguments; and communicating conclusions clearly in required responses. Together these skills help shape better questions, use evidence more effectively and make reasoned judgements — exactly what historians do, and exactly what employers and universities value.

We finish the year with Hatshepsut, a ruler whose own strategies echo the work our students have been doing.

Hatshepsut is depicted as a sphinx, to symbolise her power and divine nature. She also wears the nemes headcloth of the pharaohs and a false royal beard.

 

This is Djeser-Djeseru (Holy of Holies), Hatshepsut’s mortuary temple at Deir el-Bahari considered to be the finest example of ancient architecture.

Hatshepsut planned a public programme of temples, inscriptions and expeditions — a kind of large‑scale “project design” that mirrors how our students have learnt to devise enquiries. She used religious stories and carefully chosen images to persuade audiences, much like the way source selection and presentation matter in assessments. Her combination of creativity, strategic thinking and persistence is a useful model: thoughtful planning, careful evidence use and clear communication can achieve impressive results.

To our Ancient History students: You should be proud of what you’ve achieved. The skills you’ve sharpened — critical reading, reasoned judgement and clear expression — are exactly the tools historians, scientists, journalists and leaders rely on. Keep asking questions, use evidence thoughtfully and be willing to revise your views when new evidence appears. These habits will make Year 12 more manageable and will help in whatever you do next.

Well done, Year 11 — one final assessment piece to go and then you can enjoy a well‑deserved break, and bring that same curiosity and commitment into the new year.

Yours in education

Ms Mroz
HoD of Humanities

 

Year 12 Social and Community Studies

Relationships and Work Environments

Nearly everyone will have to work during the course of their lives to earn a living, achieve personal career goals and help shape society. However, being in the workforce has not always held the same meaning and today that career experience has become an environment currently undergoing a period of rapid change. The catalysts driving this revolution include artificial intelligence, the need for greater work-life balance, the rising cost of living, robotics and globalisation. Studying the evolution of these ideas can help us understand the importance of work in our own lives, and the way in which work can contribute to a fulfilling life and a sustainable society.

This term, Year 12 students in Social and Community Studies - who are just weeks away from graduating – are investigating the needs of employers as well as the challenges faced by employees in the early 21^st Century. Students are tasked with identifying the solutions that apply to a compelling workforce issue in order to prepare themselves with how to navigate the pitfalls of an increasingly competitive economy. The aim of this assessment is to prepare participants for further training, different jobs and more than one career before they retire in later life.

In addition, value is placed on the working relationships that develop in the workplace. Workers of the future need to be more than just literate and numerate. They will need to be able to collaborate, work in teams, be culturally aware, use social skills, be adaptable, practise critical thinking and show leadership skills. In other words, the modern workplace is the backdrop for a complex web of qualities that measures if an employee is competitive or not. Year 12 students at the Charters Towers School of Distance Education will need to grasp these concepts quickly, because after the summer holidays they will soon be needing them. 

Mr Nelson
On behalf of the Year 12 SACS Teachers

 

Year 12 Modern History

This term, Year 12 has learned that Australia’s position in Asia during the Cold War era is central to understanding the Vietnam War and its legacy.  From 1950s alliances to deployments in South Vietnam, successive Australian governments framed intervention as part of regional security and the ANZUS alliance.  

For many Australians the conflict began as distant anti‑Communist duty.  But as casualties mounted and conscription divided communities, public attitudes shifted—large protests, media debate and moral questioning transformed support into deep domestic contention.  After the war, however, recognition of veterans lagged; many returned to silence, stigma and inadequate care.  

In later decades public opinion evolved again: official apologies, commemorations and improved welfare reflected a growing willingness to honour service while still debating policy.  As you study Australia’s role in Asia and the Vietnam War, focus on causes, government decisions, primary sources and the changing social responses that reveal how national identity was tested.

Caption to read [On 3 October 1987, after a Dawn Service held at the Cenotaph in Martin Place, 22,000 Vietnam veterans marched through the streets of Sydney in the Australian Vietnam Forces Welcome Home Parade. Image courtesy Australian War Memorial.]

With the external exam approaching in W5, we are undertaking revision and completing past exams to prepare for what is the FINAL assessment for Year 12!!!  How exciting!

Thank-you to all Year 12 Modern History students for your diligence and participation this year, and sincere thanks to the Home Tutors or School Supervisors for supporting the students’ journeys.  Best wishes for your examinations and the next stages of life — may your school experiences guide responsible citizenship, integrity and lifelong learning.

Ms McPhail-Hogg
Year 12 Modern History

 

Year 12 Ancient History

On 15^th March, 44BCE, Gaius Julius Caesar entered the house of the Senate as the most powerful man in Europe. Following the victorious defeat of his enemies during a brutal civil war, he had become dictator of Rome for life, and whispers abound that he was trying to make himself a king, and therefore bring an end to the Roman Republic.

But Caesar’s enemies had not been entirely defeated, and power does not make you indestructible.

Before the sun set on 15^th March, Caesar would be dead, his blood staining the steps of the Senate, his murderers (up to 60 of them) on the run. They had committed a grievous crime in order to prevent the Roman Republic from becoming a Kingdom, and in doing so they had utterly destroyed it.

The Dictator is dead. Long live the age of Emperors.

As the Roman Republic comes to an end, so too does our journey through the ancient world in Year 12. Two years of hard work will culminate in one final exam to explore sources on one of the most famous men of the ancient world: Julius Caesar.

In the past few weeks we have watched Caesar’s rise to power, followed by his dramatic fall, through the eyes of modern and ancient historians alike. Even Caesar himself recounted his dramatic decision to invade Rome and spark a civil war, giving us a rare, direct and personal insight into the life, actions and decisions of an infamous political leader.

For over two thousand years, writers have been recounting and analysing Caesar’s life and death. On 29^th October, our students will use their skills to explore a variety of such sources as their final assessment.

It has been a joy teaching these students the world of ancient history over the course of two years. I wish you all the best with your external exams, and whatever the future might bring.

Keep up the passion for learning and remember that the world is your oyster!

Miss Apps
Year 12 Ancient History Teacher

 

Year 12 Business Studies

Excellent Customer Service: The Key to Business Success

Our wonderful Year 12 students have been studying the unit ‘Working with Customers’ this semester in Business Studies. We have explored how business can provide excellent customer service, which should help to improve sales, satisfaction ratings, and overall business success. Students have learned about how to create exceptional customer service environments, and how to delight customers with outstanding service. We have also considered some ways to deal with challenges in customer service, such as difficult or unreasonable customers or problems with service delivery that are beyond our control. Through in-class activities and the assessment tasks, students have developed their abilities in business communication formats such as presentations and reports.  Students have generally engaged with this unit well and have had the opportunity to develop skills that are useful not in just in business management, but any career that involves with working with customers.

Keep reading to find out some of what we’ve been studying, and why it is so important to learn about ‘Working with Customers’ as part of Business Studies.

10 Reasons Why Great Customer Service is Essential for Business Success

1. Builds Customer Loyalty – When customers feel valued and respected, they are more likely to return and continue supporting the business.
2. Encourages Positive Word-of-Mouth – Satisfied customers share their good experiences with friends and family, attracting new customers.
3. Creates a Strong Brand Reputation – Consistent, friendly service helps build trust and a positive image in the community.
4. Increases Sales and Profitability – Happy customers are more likely to make repeat purchases and recommend the business to others.
5. Gives a Competitive Advantage – Excellent service helps a business stand out from competitors offering similar products or prices.
6. Improves Employee Morale – When a business values service, staff feel proud of their work and are more motivated to perform well.
7. Reduces Customer Complaints – Good service prevents misunderstandings and resolves problems quickly, keeping customers satisfied.
8. Encourages Customer Feedback and Improvement – Great service invites open communication, helping businesses improve their products and operations.
9. Builds Long-Term Relationships – Consistent service over time fosters trust and long-term partnerships with customers.
10. Supports Business Growth – Loyal, happy customers help a business grow through repeat purchases, referrals and community support.

Thanks for a wonderful year of learning! A bit sad to say it is all coming to an end, but the future is looking bright for our Year 12 Business Studies students as they leave us to pursue further education or employment out in the real world. I will miss you all, and wish you all the best in your future endeavours, wherever the road may take you.

Ms Britten
Year 12 Business Studies Teacher

 

Year 12 Geography

Year 12 Students engaged in a varied and interesting program of learning this year. The year started with examining land cover transformations which occur all around us. Students  looked at the global scale and the impact this has on climate, and then considered the local scale and undertook field work to collect data and write a report on the impact of land cover change in a local area. 

In the Second Semester the focus of study switched to human geography and the analysis of population, both locally and globally. Students became proficient at using the ABS Census Data to investigate the population of a town or city, and to examine population change and demographic characteristics that may present a variety of challenges. These are all very useful life skills in order to assess where we might one day want to live or conduct business, and to understand what kinds of challenges or opportunities different places may present.

After students completed a study of a town or city of their choice, we looked at global issues to do with population growth, aging populations, and the uneven spatial distribution of people on the planet.  This prepared students to complete the year by undertaking the external exam on this topic.

Students have gained valuable skills in making and interpreting graphs and maps, calculating statistics, and using Geographical Information Systems.  The knowledge gained and skills acquired by the students will help guide and inform important decisions in their lives, from housing to business to travel, and in understanding the physical landscape and the hazards and benefits it provides. 

I wish the Year 12 students well in their future endeavours whether it be further study or employment.

Mr Collerton
Year 12 Geography Teacher

The 2026 Student Council Voting Survey will be released to students this week!

This is your opportunity to have a voice in choosing next year’s Student Council members. Before casting your vote, you’ll be able to learn more about each nominee in the categories listed below. 

School Captains Nominees
Primary	Secondary
Beau Matthews Elsie Heading Lucy Terry Maisy Cowper Mia Wellington	Ari O’Keefe Chelsea MacMillan Inaam Murtaza
House Captains Shelton Nominees
Primary	Secondary
Elsie Heading Emily Hiron Ivy Heading Madalyn Collins Maisy Cowper Tori Rogers	Natalie Tydd
House Captains Traeger Nominees
Primary	Secondary
Chance Randall Lucy Terry	Inaam Murtaza
Student Representative Nominees
Primary	Secondary
Arabella Heading Beau Matthews Elijah Zammit Emily Hiron Margot Cuddihy Mia Wellington Rhett O'Sullivan	Ari O’Keefe Lachlan S Chamberlain Tayten Devine Temperance Mason