I hope this message finds you well. As we enter Week 4 of the term, I want to take a moment to express my gratitude for your continued support and involvement in your child’s education. Your dedication to their learning journey does not go unnoticed and is truly making a difference in their success.  I am proud of the progress our students have made throughout Semester 1 and am excited to see many of our students at our Inreach and Interhouse Athletics Carnival in Week 10 this term.  Let’s continue to work together to ensure our students reach their full potential and achieve their goals.

As you may know, we recently lost a beloved member of our teaching staff. In honour of Cath Coffison’s memory and to allow our staff the opportunity to attend the funeral service, lessons were cancelled from 10:50am – 12:50pm Wednesday 7^th May 2025. This time provided our school community with the opportunity to pay their respects and support one another during this difficult time.  Thank you for your understanding, compassion and patience during this time and as we came together to remember a cherished colleague and friend.

Our School of Distance Education will continue to stand as a testament to the power of collaboration, dedication, and support in fostering an enriching and personalised educational experience for our students. The active participation of students in various curriculum and extracurricular activities, the commitment of teachers to student success, and the support of parents and home tutors have all played an important role in creating an ever-improving school community. We will continue to maintain the traditions of rural and remote education and value the feedback and support of our families.  With a shared commitment to providing our students with the support and services they deserve regardless of their geographical location we will together empower our students to reach their full potential and achieve personal and academic success.  I look forward to working with our families closely throughout this term to ensure our school reflects the current needs of the students and families we serve.

Thank you for entrusting us with your child’s education. Together, we can continue to make a positive impact on their future. Let’s always work together, support each other, and make the most of every opportunity that comes our way. Thank you again and I look forward to seeing as many students and families as possible at our upcoming Inreach Program and Interhouse Athletics Carnival.

Your input will always be valued, honoured and appreciated.

Thank you.

Pam Prichard
Principal

Honouring Our History: Students Participate in Charters Towers ANZAC Day Parade

This year, our students had the honour of representing our school at the annual ANZAC Day commemorations in Charters Towers. Students travelled from far and wide to pay their respects during the Dawn Service as well as the March. Walking down the main street, they lined up alongside community members, veterans, and local organisations to honour those who served.

Participation in the march offered our students a meaningful glimpse into Australia's rich history and the importance of remembrance. The students also laid wreaths and observed a minute’s silence, further connecting them to the significance of the day.

A heartfelt thanks to all parents, community members, and teachers who joined in this event. We look forward to continuing this important tradition and nurturing respectful, engaged citizens.  

Unfortunately, not all of our students were able to travel into Charters Towers to attend services. Student Council members James and Maisy attended their local Dawn Service at Nebo, proudly representing CTSDE at the service.

Lest We Forget.

Chekck out Shelby's amazing artwork commemorating the ANZACs! 

Get Ready for Term 2 Inreach!

We’re excited to announce that our Term 2 Inreach is just around the corner, taking place in Week 10 (23–27 June)!

From Monday to Wednesday, students will be involved in engaging class Inreach activities, with athletics carnival training in the afternoons to get everyone pumped and prepared.

Then, on Thursday and Friday, it’s time for some friendly competition at our Interhouse Athletics Carnival—a highlight of the term!

Registration forms will be sent out via the Home Tutor Discussions email from Monday of Week 4, so keep an eye out. Camping spots will be allocated in the order forms are returned, so get in quick!

A friendly reminder: if this is your first field service of the year and your child has a medical condition such as asthma, epilepsy or anaphylaxis, please ensure you submit an up-to-date emergency health plan (signed by a doctor within the last 12 months). If you’ve already submitted one this year, you’re all set.

We can’t wait to see everyone there for a fantastic week of learning, fun and community spirit!

Fieldwork in the Heat: Year 12 Biology Students Brave the Elements

On one of the hottest days of the year, with temperatures soaring to a blistering 40 degrees, the Year 12 Biology students embarked on a field trip that tested both their scientific skills and their resilience. Armed with small quadrats, data sheets, and plenty of water, they ventured into the rocky intertidal zone and later ran a transect through a mangrove section, collecting valuable ecological data despite the relentless heat.

The rocky intertidal zone proved to be a fascinating yet challenging environment. Students placed quadrats systematically along the shore, meticulously recording the abundance and distribution of organisms such as barnacles, molluscs, and seaweed species. The heat radiating from the rocks added an extra layer of difficulty, but the students remained focused, eager to observe firsthand the effects of tidal movements and environmental stressors on marine life.

From the intertidal zone, the group moved into the mangrove section, where they set up a transect to study the changes in vegetation and soil composition. Knee-deep in mud and surrounded by the distinctive scent of saltwater and decomposing leaves, they measured salinity, noted the variety of mangrove species, and discussed the crucial role these ecosystems play in coastal protection and biodiversity.

Despite the oppressive conditions, the students showed remarkable perseverance. Frequent water breaks and moments of shade provided brief respite, but the determination to complete their research never wavered. Their dedication was rewarded with firsthand experience of ecological fieldwork—an essential aspect of biological studies that brings textbook theories to life.

Reflecting on the trip, one student remarked, “It was exhausting, but so worth it. Seeing the ecosystems up close and collecting real data made everything we’ve learned in class feel more tangible.”

The Year 12 Biology field trip was not just an exercise in scientific investigation but also a testament to the resilience and enthusiasm of our students. Their hard work and commitment in extreme conditions highlight the passion they bring to their studies—a quality that will no doubt serve them well in their future scientific endeavours.

Unfortunately the other planned year 12 excursion to Toohey forest In Brisbane was flooded out and the trip cancelled.

Mr Taylor and Miss Miller

Primary HPE

For this term I will have the pleasure to teach online Diverse Learning, Prep, Year 2, Year 4 and Year 5. This term we are focusing in using Respectful Relationships. It will be great for students to understand the messages around being respectful at home and online. By the end of the term I will either send out or show them online, the skills required for the Interhouse Athletics Carnival as well.

We have just started to learn about how to identify ourselves and other’s emotions.  In Prep they will get to know what emotions look like, discuss protective barriers and share health tips. In Year 2 the students will need to show me how they should be respectful to others in a video. They will need to show this respectful behaviour in a video recording.   The Diverse Learners will learn all these respectful behaviours and how it benefits their health.

The Year 4 students will show me in a series of answers in questions understanding the importance of having respect in their interactions with others.  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 5 students will do a report detailing why it is important to have respectful relationships. They will research how family, culture and experiences shape relationships, how to manage emotions and how stereotypes affect our roles. They will also have to, in their report, explore why good communication and asking for helps matters. This is all to build a positive relationship with others.

I intend to show the skills to all primary students either online or in a video, what will be needed for the Athletics Carnival and some students will even be a hit a ball better in a game.

I will be looking forward to seeing the students using these skills at the end of term at the Interhouse Athletics Carnival in Week 10.

Mr Adams   
Primary HPE Teacher

Year 7

Paintbrushes to Pixels

This year in the Arts, we have been putting our creative skills to good use. It all started way back in Term 1 with a deep dive into self-expression and identity. We explored portraits from a range of incredibly talented artists, each with their own unique style. From pop art to cubism to digital art, we made our own artworks that reflected who we really are.

Now in Term 2 and we have swapped our paintbrushes for pixels. Our new challenge? To save the world, one animated public service announcement at a time.

We have been investigating how media tackles public health and safety issues, from old-school “Don’t run with scissors” and “Stranger Danger” ads from the 80s and 90s to more modern messages about mental health, online safety, and safe driving. It turns out public service announcements have had quite the makeover over the years, with PSAs now gravitating towards popular culture references and modern trends to capture the attention of audiences. Our students have been learning how to represent serious topics in a way that is respectful, persuasive, and accurate.

Now we’re rolling up our sleeves and firing up our animation skills. The big task? To create an animated PSA that convinces the public to take action. Whether it’s washing your hands, wearing a helmet while biking, or giving your screen time a time-out, we are creating messages that aim to stick.

Who knew public safety could be so entertaining?

Mrs Day
On behalf of the Year 7 Arts Team

HPE: Respectful Relationships

This term in HPE, Year 7 students are learning about respectful relationships and why they matter in everyday life, including at school, in sport, and online. We’re exploring how emotions, empathy, power and communication influence the way we treat others. For their assessment, students will investigate a real-life setting where respectful relationships are important. They’ll research challenges like stereotypes and discrimination, and come up with practical actions to promote fairness and inclusion. This unit helps students build the confidence and skills to form healthy, respectful connections with others, something that’s important now and into the future.

Miss Ellis
Year 7 HPE Teacher

Year 8

HPE: Nutrition, Media and Healthy Choices

This term in Year 8 HPE, students are exploring how media influences our food choices and overall health. From ads and social media to packaging and influencers, students will look at how persuasive messages shape what we eat and how we feel about ourselves. They’ll learn to think critically about these messages and how they can impact wellbeing, relationships, and decision making. For their assessment, students will design a healthy eating campaign that promotes positive, inclusive messages and encourages healthier choices. It’s a great opportunity to combine creativity with real-world health awareness.

Miss Ellis
Year 8 HPE Teacher

Year 9 and 10

Passports Not Required

This term in Year 9 Media Arts, students are taking a first-class trip around the world without leaving home. No passport, no sunscreen, and no jet lag! We have been adventuring into the exciting world of making tourism media.

Last term, we studied the incredible community events that Australia has to offer and created our own media storyboards to promote the exciting events happening in our own backyard.

This term, we pack our imaginary bags and expand our horizons to venture out into the wider world! We have been busy planning our two-minute tourism destination advertisement video assessments designed to make our viewers say “I want to go there!” faster than you can book a flight to Bali.

From learning the samba in Brazil to trying biryani in India, we are diving into all of the amazing things that make cultures around the world unique and beautiful. But it’s not just about showing pictures of a few temples or tacos… no cultural clichés here! We have been learning how to represent these stunning cultures in an ethical and respectful way that celebrates instead of stereotypes. By learning how to create television commercials responsibly, students are highlighting the real value behind traveling to these places and sharing in cultures that fascinate and excite us.

In addition to developing video editing and narrative storytelling techniques, students are investigating how these videos can attract holidaymakers by being shared with real audiences. We are studying marketing distribution platforms like YouTube, Instagram, and travel websites to work out how to reach the right consumers who might book a holiday.

At the heart of this unit is a strong focus on cultural appreciation and ethics. Our aim is not just to advertise a destination, but to spark curiosity, respect and wonder about the world and its people.

Bon voyage from all of us in Year 9 Media Arts. We are so excited to see the final student assignments!

Mrs Day
On behalf of the Year 9 Media Arts Team

Design and Technology

Year 9 Design and Technology students were designing sustainable solutions.  One student, Amber designed an interactive bin, as can be seen in the image below. 

Amber conducted a comprehensive SWOT analysis to evaluate the bin, identifying the strengths, weaknesses, opportunities and the threats.

Imagining and designing new engineering projects that reduces ocean plastic was undertaken by many Years 9 students.  Here are two examples.  Showcasing how designing is a team effort, two students worked independently to design their engineering ideas that complimented each other.

Riley excellent design called Project Waste Wonder can be seen below.

As outlined by Riley:

Operation (air) speed: 10-25km/h

Dimensions: H=4.4m, W=5.4m, L=9.8m

Materials: Fibreglass, Stainless steel, Aluminium, (extra) Carbon fibre, Polycarbonate, Silicon

Costs: Hull and structure: EST $4320-$10000

Systems and mechanics: EST $2000-$8000

Research and development: EST $0- (however much the government wants)

Step by step process of what this monstrosity does.

-Rubbish and water go inside intake.

-rubbish gets blended into small pieces.

-rubbish gets forced down into adjacent pipe because of physics.

-water helps rubbish go down pipe.

-most water is going through filters since the water is probably contaminated.

-rubbish gets put in large storage containers for convenience.

-and the filtered water is returned.

While Lachlan created a dry dock in Minecraft Education to then build an engineering marvel called project sea treader, designed to collect rubbish from the bottom of the ocean. There were two fantastic features of Lachlan’s project. The first was developing both a rubbish collector from the bottom of the ocean and as a floating research and tourism hub that allowed people a place to live short term. The second feature was the sea treader which allowed other student’s engineering feats to dock and integrate with the ocean rubbish sorting and elimination. Lachlan also presented in a videoed interview a SWOT analysis evaluation.

There are other fantastic designs were created by our wonderful Year 9 students – and these few were just a small sample of the amazing work effort made by all of our Year 9 design and technology students.

Ms Neven
Year 9 Design and Technology Teacher

Year 9 and 10 HPE Highlights

Exploring Health, Respect and AI in HPE

This term, our Year 9 and 10 Health and Physical Education (HPE) students are exploring important and engaging topics — with a technological twist! Both year levels are learning how to use artificial intelligence (AI) tools to assist with their planning and editing, helping them build valuable digital literacy and communication skills.

Year 9: Promoting Respect and Equality
Our Year 9s are preparing for their online exam in Week 7, where they’ll be assessed on their understanding of gender equality and respectful relationships. They are investigating the rights and responsibilities within healthy relationships, identifying types of bullying, and learning how to communicate assertively. They are also learning how to challenge gender stereotypes and promote inclusivity in everyday interactions.

Year 10: Debunking Myths and Building Community
Year 10 students are tackling health misinformation head-on. Their assessment involves creating a multimodal presentation to disprove a popular health myth of their choice. As part of this task, they are learning to research credible sources and communicate their findings clearly. Later this year, they’ll examine the role of community connection in supporting individual and collective health and wellbeing.

We’re proud of how our students are engaging with these meaningful topics. Their critical thinking and creativity are on full display — and with the help of AI, they’re producing some truly impressive work.

Miss Doel Henshall
Year 9 & 10 HPE Teacher

Year 10 - 12 Visual Arts

Visual Arts in Practice - Year 10

This term, our Year 10 Visual Arts students have been studying ‘Colour and Light’. Students study the theories of colour, look at the colour wheel to discover colours that clash or have an instant impact. Light is essential to seeing. Students experiment the effect of light source and create innovative experiences. For the assessment, students identify their nostalgic childhood memories and create four artworks with different art media. At the end, they display curated art pieces for a class exhibition using a diverse range of mediums to express different interpretations of colour and light along with well thought out artist statements to accompany the curated artworks.

These are the Term 2 cover pages in visual diaries created by some of our students.

Year 10 Visual Arts Teachers

Visual Arts in Practice – Year 11

This is such an exciting term in our little art world.  In Term 1 there was lots of experimenting going on with the different mediums being practised.  Acrylics, Pencils, Ink, Watercolours and even creating a collage to display different methods.

In Term 2, the focus is on resolved artwork and this means artwork that has been completed to such a standard that it is considered display or exhibition ready.  These artworks will specifically communicate ideas about self through a variety of media, technologies and skills.

We have already practised making a zine (pronounced zeen) – a clever way to use an A4 page folded to create a miniature booklet.  Our little artists have created a zine about themselves or what they like or enjoy.

Year 11 Visual Arts in Practice Teachers

Visual Arts in Practice – Year 12

In Term 1 of this unit “Clients”, the students have explored Public Art Sculptures and responded to a local council Design Brief/Commission for an outdoor artwork. The students developed a proposal in response to the Design Brief to create an Artwork for a specific location.

In Term 2, the students will develop one of their prototype designs into a resolved artwork/s. This will be a great project where the students need to demonstrate visual artmaking skills and communicate their ideas to our client.

Here are some students’ work samples.

Year 11

Year 11 Information and Technological Communications students are developing the skills and practices to work in the layout and publishing industry.  Students were required to develop a tourism logo for their local city council.  Due to space constraints, only a small sample of designs are shown here.  Paul's work illustrates a portion of the design process – building up from Charters Towers Regional Council’s current logo, to design a tourism logo for the region.

As you can see below, Lilly-Rose’s design process is well illustrated. 

Year 11 students continue to develop their layout and publishing industry practices using Adobe InDesign. 

Miss Neven
Year 11 Design and Techology Teacher

Year 12

Year 12 Information and Technological Communications students are developing the skills and practices to work in the web application industry. Students were required to develop a website using the web development program Adobe InDesign. Then, starting work on designing an app, students will be learning app development industry skills. 

Miss Neven
Year 12 Design and Technology Teacher

Year 8

History

My goodness, 2025 is really zooming along. Year 8 has covered Medieval Europe, the Spanish Conquest and now we are full steam ahead into Shogunate Japan. Even though the ‘Spanish Conquest’ was a short unit it was truly amazing for our Year 8 students to learn how other countries conquered and claimed lands in the southern hemisphere once they learnt that they actually existed and the realisation that the world was not flat. We discovered how the Spanish Conquistadors manipulated the existing ancient civilizations and how the Aztec, Inca and Mayan populations were decimated by the diseases that the Europeans brought with them from the Northern Hemisphere. The Spanish Conquest of the Americas was all in the name of ‘God, Glory and Gold’.

As I mentioned above, we are presently delving into ‘Japan under the Shoguns’ where we are exploring how the Japanese society functioned during the Shogunate period from 1192- 1867. We will be covering a lot of the trials and tribulations that affected Japanese society from a social, economic and environmental viewpoint. I am sure looking forward to perusing our Year 8’s final multimodal presentations as this unit draws to an end.

Mrs Popham
On behalf of the Year 8 Teachers

Year 9

This term in Year 9 Humanities, we've embarked on an engaging journey through History, exploring significant periods and events that have shaped Australia and the world.

Unit 2: Making of a Nation

In Unit 2, we delved into what life was like in Australia both before and after Federation. Our exploration included examining the early colonial settlement of our nation and the experiences of non-European immigrants, using various historical sources from the era. Students also analysed the changes in working and living conditions during this transformative period and investigated the early development of trade unions across the country.

Unit 3: World War I

Unit 3 focused on the causes of World War I and Australia's involvement in the conflict. Students explored the Gallipoli Campaign from multiple perspectives and studied the contributions and experiences of Australians on the Western Front. To culminate this unit, students will write an investigative essay on the realities of ‘life in the trenches’ for soldiers fighting on the Western Front.

As Year 9 teachers, our goal is to foster a love for learning History in our students. We aim to achieve this through a variety of activities and platforms that make our lessons both educational and enjoyable.

Year 10

Year 10 History students have been studying how attitudes can change dramatically over time in reaction to all kinds of events, locally and internationally. 

World War II, coming less than a quarter of a century after ‘the war to end all wars’, brought Australia yet again into global conflict, and yet again Australians showed the world what they were made of, from people at home soldiering on despite absent family members and tough conditions, to soldiers fighting far from home and also worryingly close to home.  Students used the example of the Kokoda campaign, analysing and evaluating sources to learn about the shaping of the Australian character by the war.

Post-World War II Australia, as with the rest of the Western world, was an increasingly different place.  The physical conflict of the war was often replaced by ideological conflict between and within nations and communities large and small.  Various civil rights movements emerged, and students examined some of them, analysing and evaluating sources to determine the effect these movements had, culminating in the study of the Mabo decision.  Did it unite or divide?  Was it a step forward?  Students had a chance to give their point of view in an essay on the topic.

Year 10 History Teachers

Geography

Our Year 10 Geography class had an amazing time during a virtual session with Taronga Zoo, where we got to see a wide variety of animals up close without even leaving the classroom. The zookeepers introduced us to animals like Tiffany and Bob. The virtual experience made it feel like we were really there, and the students were fully engaged, asking questions and sharing what they knew about the animals. It was a fun and interactive way to learn, and everyone came away with a new appreciation for wildlife and the natural environment.

A big focus of the session was on how environmental change is affecting animal habitats, both in Australia and around the world. The zoo educators explained how deforestation, climate change, and pollution have disrupted natural ecosystems, making it harder for animals to survive in the wild. The class found it eye-opening and thought-provoking, especially as it connected directly to what we've been learning in Geography about human impacts on the environment.

We are all looking forward to our Semester 2 Geography students getting to experience this amazing presentation.

Mrs Coffison
Year 10 Geography Teacher

Smart Money, Sharp Minds: Superannuation, Productivity and the Power of Your Decisions

Work Smarter, Not Harder

Productivity is the secret sauce behind successful businesses.
How do they do it?
- Training staff
- Using tech to save time
- Offering flexible hours and rewards

When businesses improve productivity, everyone wins better products, lower prices, and happier workers.

 Your Choices = Your Future

• From impulse buys to long-term savings, your decisions matter.
• Short-term gain (like a new phone) can sometimes mean long-term pain (less savings). That’s where superannuation comes in.

What’s Super? And Why Does It Matter?

• Superannuation is money your employer puts into a retirement fund—at least 11% of your pay.
• It grows over time, and the earlier you start paying attention, the better off you’ll be.

When choosing a super fund, think about:

• Fees and performance
• Risk levels
• Ethical investing

Your Task: Super Fund Investigation

In your Investigation Booklet, you’ll:

• Ask smart questions
• Research different super funds
• Analyse trends and data
• Make an informed decision

Take Control Now

Whether it’s boosting business or building your future, good decisions start with knowledge.
Use your economic brain, think long-term, and invest in yourself—starting today.

Knowledge is power. Decisions are impact. Your future starts now.

Mr Venter and Ms Britton
Year 10 Humanities Teachers

Year 11

Bringing Business to Life: Year 11 Students Tackle Real-World Innovation!

This term, Year 11 Business Studies students are stepping into the shoes of real-world entrepreneurs as they take on their biggest challenge yet — transforming a struggling bookstore into a thriving local hub of innovation.

In the Term 2 unit, The Pitch, students have been introduced to “The Creased Page,” a fictional bookstore facing very real challenges: declining sales, digital competition, and rising costs. Their task? Create an innovative business idea that could help the store not just survive — but thrive.

Working as entrepreneurial thinkers, our students are developing creative pitches designed to impress the store’s owner, Rodney, who represents the kind of passionate small business owner seen in communities across Australia. Whether it’s introducing a tech upgrade, launching a loyalty app, or reimagining the store layout with a café twist — students are learning how powerful innovation can be in today’s changing world.

What’s in it for them?
Along the way, students are building skills that go far beyond the classroom. They're learning how to brainstorm bold ideas, analyse costs and benefits, and deliver a persuasive pitch. They’re also giving and receiving peer feedback, just like professionals in a business incubator. It’s about critical thinking, teamwork, communication, and — most of all — confidence.

From concept to classroom impact:
Through this project, students explore design thinking, lean start-up strategies, and the importance of adaptability in business. They’re discovering how innovation can transform not just businesses, but entire communities — and seeing how their ideas can truly make a difference.

Keep an eye out!
If you hear students talking about business models, market research, or pitching ideas to “Rodney,” it’s because they’re immersed in a highly practical and meaningful learning experience. This unit is designed to spark imagination and inspire the next generation of entrepreneurs, problem-solvers, and business leaders.

We’re incredibly proud of the passion and creativity our Year 11 students are showing. The future of business is in great hands — and it might just start with a pitch that saves a bookstore.

Miss Zhang
Year 11 Business Teacher

Explore the Power of the Arts

Connecting culture, history, and expression through creativity

This term, our Year 11 students have been exploring how the Arts offer a meaningful way for communities to express beliefs, traditions, and shared purpose. Through Visual Art, Dance, Drama, Music, and Media, students are gaining insight into how artistic expression reflects cultural identity and encourages empathy, creativity, and social connection.

A Journey Through Time

From Indigenous cave paintings and ancient symbols to ritual costumes and modern music, theatre, and film, students are seeing how the Arts have long served as a universal language—connecting people across time and place.

Why the Arts Matter

Throughout their studies, students have examined how the Arts have:

✔ Brought people together and fostered inclusion
✔ Challenged social norms and encouraged critical thinking
✔ Expressed values, ethics, and emotions
✔ Created economic and employment opportunities
✔ Enhanced wellbeing and quality of life
✔ Entertained and engaged diverse audiences
✔ Celebrated festivals and important cultural events
✔ Represented a wide range of groups and communities
✔ Educated audiences and raised cultural awareness
✔ Helped communities heal from past experiences

Student Reflections

Students have shared thoughtful responses that highlight the relevance of the Arts in their lives and communities. Their reflections demonstrate a growing appreciation for creativity as a tool for both personal expression and social change.

Year 11 Social and Community Studies – The Arts and Community

Ms Fuller
Year 11 Social and Community Studies Teacher

Modern History

It is difficult to imagine a period in human history that effected such change to society, as that of the Industrial Revolution.  Imagine, in 1750, the average European citizen was bound in some form of servitude to labour (mostly agricultural) in the same village where he/she was born.  Life was slow-paced, the calendar was punctuated mostly by religious festivals, and the seasons and human-power dictated the sowing of crops.  Life was largely a case of survival for the average European citizen, from whom, most Australians are descended.  Contrast that to now – life at a frenetic pace, powered by a range of energy sources, timetabled, measured…and we all have choices about where we live, how we earn a living, to save or not, to buy or not, to take on a mortgage or not, who we marry...and, we can vote!  We very often are born, live and die in vastly different locations across the country, if not the globe.

In those 250 years, the very fabric of society has changed.  Energy, capitalism, economics, genetic modification, suffrage, liberal ideas, world wars and so much more, have altered human society beyond what a person from 1750 would recognise.  As we discussed last term, this is a period of revolution – of sweeping away the old and replacing it with an unfamiliar new.

Powering all this change, was the worker (and in some places, the slave).  At the time of the French Revolution, the British worker was providing the force for an explosion of manufacturing.  Factories were invented; steam power, combustion power, railways all facilitated the increase in production of more stuff to sell, and imperial expansion across the globe (including Australia), resulted in more people to buy the stuff and more people to make different stuff to send back to Britain.  Advances in medicine, technology, and construction resulted in population growth, longer life span and more workers…to make stuff.

Along with that came social change.  People moved from agrarian societies to urban societies. Workers lobbied for and won suffrage, improved working conditions, wage increases and for the first time, workers could save, plan and take holidays. 

Australia’s Industrial Revolution tagged along with Britain’s but the new country developed social change at a greater rate.  The geography and climate forced equality amongst settlers – where noble birth and money worked alongside convict roots and peasant ancestry – in a new country that demanded only energy, enterprise and tenacity.

This is our topic for Term 2 - how things and thinking created our society.  Can’t wait!!

Ms McPhail-Hogg
Year 11 Modern History Teacher

Ancient History

Year 11 Ancient History students are delving into the depths of a scholarly investigation, as they undertake a rigorous Independent Source Investigation (ISI) into one of the most captivating aspects of the ancient world: the beliefs, rituals, and funerary practices of Ancient Egypt. At the heart of their investigation is a student generated key inquiry question (KIQ) that is focused on an aspect of this topic, which is guiding their historical inquiry. Some of our student’s KIQs include:

• How did beliefs and ideas about the afterlife affect the Ancient Egyptian way of living - such as morals, ethics, and rituals surrounding it?
• How did the use of grave goods and the practice of mummification reflect the beliefs and social structures of the ancient Egyptians?
• What was the significance of the Journey through the Duat in Ancient Egyptian beliefs?

This isn’t just about uncovering facts—it’s about learning how to think like historians. Students are engaging in deep analysis of both ancient and modern sources, evaluating evidence, and ultimately forming a historical argument that responds directly to their inquiry question.

The ISI challenges students to move beyond surface-level understanding. They are expected to:

• Devise thoughtful inquiry questions and sub-questions
• Interpret and evaluate a variety of primary and secondary sources
• Analyse the features, context, and perspectives within evidence
• Judge the usefulness and reliability of sources
• Synthesize findings into a coherent historical argument

The focus isn’t just on what happened in Ancient Egypt—but how we know what happened, and how historians construct meaning from surviving evidence.

Year 11 students have been diving into rich historical content—from sacred texts like the Book of the Dead, to the meticulous process of mummification.

This depicts the Weighing of the Heart ceremony, which is a part of the trials to enter the afterlife. The figure on the left is the deceased, with his wife, who watches his heart, believed to be the centre of thought and emotion, being weighed against a feather that represents not only the goddess Ma’at, the divine personification of truth and order, but also the concept that the Ancient Egyptians lived by.

This image, taken in 1925, shows Howard Carter and an Egyptian workman examining the third (innermost) coffin of Pharoah Tutankhamun.

Our students have discovered that the Egyptians’ preparation for the afterlife was not merely religious—it was a reflection of their values, hierarchy, and worldview. Whether through the rituals of embalming, the symbolism of grave goods, or the role of deities like Osiris and Anubis, students are piecing together a civilisation’s worldview from its remains.

These grave goods were entombed with Pharoah Tutankhamun. Goods depicted here include disassembled chariots, cow headed couches and boxes containing joints of meat.

Discussions in class have ranged from the ethics of modern archaeology and tomb excavation to debates around the interpretation of primary sources such as the Pyramid Texts, tomb art, and funerary inscriptions.

An important component of the task involves challenging sources—identifying bias, gaps, and the limits of modern interpretations. Students are encouraged to critique not only ancient evidence but also the assumptions made by Egyptologists across different time periods.

Many students are finding that what initially seemed like a simple question—“What did Egyptians believe about death?”—opens up complex debates about the classes within society and religious symbolism. They’re learning that evidence is never neutral and that historians must always consider whose voices are present—and whose are missing.

This unit not only develops deep content knowledge about Ancient Egypt but also prepares students for the demands of senior historical study. The skills they are building—critical reading, research methodology, and structured argumentation—are foundational for success in both their assessments over the next two years and any future humanities studies.

I look forward to seeing the results of their investigations. It’s been inspiring to see Year 11s embrace the challenge with such intellectual curiosity and depth of thought.

If you live in the South-East of Queensland, I encourage you to attend the Queensland Museum’s exhibition, Discovering Ancient Egypt, which is running until August. This collection is from the Dutch National Museum of Antiquities and features Book of the Dead scrolls, shabti dolls, sculptures, sarcophagus and yes, mummified individuals. While the display of human remains is an ethical and moral consideration, this part of the exhibition can be bypassed. This is such an incredible privilege to have this amazing exhibit visit Brisbane. Please go!

The past may be ancient, but our students are proving that the questions we ask of it are more relevant than ever.

Yours in education

Ms Mroz
Head of Department Humanities 

Year 12

Spotlight on Success: Working in Events ?

Why This Unit is More Than Just Planning a Party!

Have you ever wondered what it really takes to pull off a school formal, a music festival, a sports carnival, or a dinner party? Behind every great event is a team of organisers who turn ideas into reality — and that’s exactly what the Working in Events unit in Applied (Essential) Business Studies is all about!

This course isn’t just about balloons and budgets (though students may learn a bit about both!) — it’s about gaining real-world, transferable skills that apply far beyond the world of event planning.

Top Skills You'll Develop:

• Project Planning: Learn how to take a big idea and break it down into clear steps, timelines, and tasks.
• Critical Thinking: Solve problems on the go and learn how to make smart decisions under pressure.
• Teamwork and Communication: Work with others, delegate tasks, and communicate ideas clearly — skills that shine in any job or group assignment.
• Budgeting and Resource Management: Learn how to manage money, source materials, and get the most out of limited resources.
• Customer Service and Stakeholder Engagement: Understand how to meet expectations, work with diverse audiences, and deliver a quality experience.

Where Can These Skills Take You?

The best part? These skills are useful across many school subjects and future careers, such as:

• English and HASS: Improve your writing, analysis, and organisational thinking.
• Hospitality and Tourism: Understand what goes into creating memorable customer experiences.
• Digital Solutions: Use software to design event materials and manage logistics.
• Business and Entrepreneurship: Discover how events can promote products, grow brands, and build business networks.
• Media and Arts: Plan and promote creative exhibitions, film festivals, and performances.

Whether you're planning to go into marketing, hospitality, retail, sport management, event co-ordination, or even run your own business — this unit gives you a taste of what the real world of work is like.

So if you're looking for a fun, practical, and future-focused course, Working in Events is your backstage pass to success!

Miss Britten 
Year 12 Business Studies Teacher

Geography

This term Year 12 Geographers have been working on their field work studies of land cover transformations, and will write a field study report. Students undertook field work in their local area to make observations and take measurements of a range of biophysical variables associated with land cover and land use, and how changes and transformations alter these variables. As the students’ places of residence are widely dispersed, we have field work taking place in the South East, the Burnett region, and the Far West.

Students have been equipped with the tools to observe, measure, analyse and evaluate aspects of the natural world around them and to make sense of processes and changes that occur in geographical space. Students have been learning to observe landscapes more closely, revealing things about our physical environment that sometimes go unnoticed.

Mr Collerton
Year 12 Geography Teacher

Modern History - Greetings!

I usually like to include a little jocularity in these missives, but this term and next, our Year 12s are covering two topics that are bleak in the extreme.  This term we explore the history of Germany between 1914 and 1945, focusing on persecution of minority groups.  Next term, we venture into the murky world of genocide.  Neither is a subject for light-heartedness.

However, in our quest to explore Germany during the same period for which we investigated our own nation, there are some positives.  Out of the horror of the Great War, came an experiment in democracy and federalism, the Weimar Republic, which tends to be swept under the carpet of ‘failed experiments’, but in truth, could be argued to have sown the seeds of the modern-day German Republic – even if the nation endured the most diabolical evil ever known in human history in between those times, before it could flower in the late 20^th century.

The fledgling democracy of the Weimar Republic got plenty of things right – universal suffrage over the age of 20, for example, de-centralisation of government and regionalised public service, public construction projects that provided employment, and possibly the most productive period of Germany’s cultural and artistic evolution.

However, the tendrils of the Treaty of Versailles and the Allies’ deep-seated desire for revenge and punishment of the German people remained, insidiously weaving themselves around the hearts of a considerable number of Germans.  The Great Depression rang the death-knell of the Weimar Republic and opened the way for the disaffected, the unemployed and the embittered to produce and support Adolf Hitler and the Nazi party.

Were it not for the frenzied obsession with Aryanism and cleansing the land of all peoples not Aryan (or indeed, anyone designated an ‘enemy’ of the state), one may be tempted to suggest that some good came out of Germany between 1933 and 1945.  The German people had a sense of purpose, they were almost fully employed, they had enough to eat and their pride in themselves and their nation had returned.  However, it was at too great a cost.  Anything positive that arises from the period between 1914 and 1945 is inevitably and forever, eclipsed by evil that we struggle to understand.  We constantly ask but cannot ever understand – “WHY?”

Ms McPhail-Hogg
Year 12 Modern History

Social and Community Studies

It is an experience that almost all students have experienced, going to the tuckshop! Although students usually enjoy packed lunches, going to the tuckshop is always a fun experience. We often associate going to the tuckshop with having a treat, but increasingly in recent years there has been a focus on healthy eating and the associated health benefits of healthier bodies and minds.

This is what the Year 12 Social and Community Studies students have been studying this term. We have been considering the important role that schools play in modelling healthy eating and nutrition practices. This can not only impact the physical health of students, but students who consistently eat nutritious meals are able to concentrate more effectively on their learning. This makes a lot of sense, it is certainly hard to concentrate if we are hungry, or we are experiencing a sugar crash!

For their assessment the students must analyse a healthy eating audit on a tuckshop, and then write a proposal on how to include more healthy foods on the menu. The students must also consider the needs of different student populations in their menu i.e. vegetarian or gluten free. They must also justify their choices and explain how the meals they choose are healthy and beneficial for students. Though of course some treats will be allowed occasionally! The students of Year 12 Social and Community Studies have already shared many interesting thoughts on the topic, and no doubt will come up with new and interesting ideas for their tuckshop menus.

Mr Gray
Year 12 Social and Community Studies Teacher

Senior Ancient History

One of the biggest challenges we face when studying history, is finding enough useful and reliable evidence from the past. Too many times precious artefacts and written words have been lost, whether through tragic accidents, purposeful destruction, or merely the relentless march of time.

Sometimes, however, historians and archaeologists come across a side that is a gold mine: a piece of text, an object or entire location that has been so spectacularly well preserved, it feels like time travel.

Pompeii, is one of those places.

Located in southern Italy near the city of Naples, Pompeii is famous for its destruction: the eruption of Mt Vesuvius in 79CE literally buried the town under metres of ash and rock, leaving it abandoned and forgotten for hundreds of years.

Its burial, however, was a blessing for future archaeologists and historians. Preserved beneath the mountain of volcanic debris, were perfectly preserved paintings, mosaics, roads, graffiti, and even food. It gives us an invaluable insight into the every day lives of Romans, both rich and poor. Even the bodies of humans and animals were mummified and preserved by the eruption, telling us about those who lived and died in this city.

Of course, it is clear from the evidence that the remarkable preservation came at a terrible cost. While the vast majority of citizens had already fled Pompeii when the earthquakes began to shake their world in the days prior, for those who remained there was no chance of escape. It was an apocalyptic event that wiped Pompeii from the map and killed around 2000 people. It also wasn’t just Pompeii that suffered – other nearby towns and cities, such as Herculaneum, were also severely damaged by the eruption, leaving behind the remarkable preservation of objects usually lost to time, but at a deadly price.

Even today, new excavations are taking place in Pompeii to discover more about this lost city. So much was buried by the volcano, yet miraculously preserved in this destruction, that very little of Pompeii has actually been fully explored.

This gives our students a wonderful opportunity to explore both new and old discoveries in the cities of Pompeii and Herculaneum. They will be using this evidence to explore a topic of their own choice, through an independent source investigation. They can dive into the world of medicine, food, class, entertainment and art by exploring the remarkable evidence Pompeii and Herculaneum have left behind.

But there’s always more to discover. Perhaps there are some budding archaeologists at this very school who will one day find themselves carefully brushing the ash away from a perfectly preserved piece of pottery or artwork, the warm Italian sun shining down on them as they work to reveal more of the ancient Roman world.

Wishing everyone a wonderful Term 2.

Miss Apps
Year 12 Ancient History Teacher

Year 8

Students Exploring the World of Time

Our Year 8 students have been diving into the fascinating world of Time in their mathematics lessons! They have been exploring analogue and digital time, AM and PM notation, conversions to 24-hour time, and world time zones, helping them develop essential skills for everyday life.

A key focus has been understanding world time zones and how they are determined. The world is divided into 24 time zones, created by splitting the 360-degree rotation of the Earth into 24 sections, each representing an hour of the 24-hour day.

Australia, for example, spans three time zones as it covers 30 degrees of longitude—this is why at 6:00 AM in Sydney, it is only 4:00 AM in Perth.

Students were also intrigued to learn that not all countries follow this system strictly. China, despite spanning five geographical time zones, follows just one official time zone—Beijing Time (UTC+8). This means that in some parts of western China, the sun might not rise until well after 10:00 AM!

To demonstrate their understanding, students will complete a real-world task, applying their knowledge of time conversions and world time zones. This will reinforce the importance of accurate time calculations and how they impact communication and scheduling in our daily lives.

We encourage families to engage in this learning by discussing different time zones at home—perhaps by checking the current time in another country or planning a day using the 24-hour clock!

Thank you for your ongoing support in your child’s learning journey.

Taylah Richards, Paul Enright and Linda Thornton
Year 8 Teachers

Year 9

Unit 1- Real Numbers, index laws & algebra.

Students in year 9 mathematics have just finished their term 1 exams, covering topics such as Real Numbers, Index Laws & Algebra.

In the Real Numbers unit, students explored the different types of numbers, including natural numbers, whole numbers, integers, rational numbers, and irrational numbers. They learned how to classify these numbers and understand their properties. Through interactive activities, students engaged in number line exercises, which helped them visualise the relationships between different types of numbers.

The Index Laws unit introduced students to the rules governing the use of exponents. They learned how to simplify expressions involving powers, including multiplication and division of like bases, as well as the power of a power rule. Students participated in hands-on activities where they solved problems using index laws, reinforcing their understanding through practical application.

In the Algebra unit, students delved into algebraic expressions, equations, and functions. They learned how to simplify expressions, solve linear equations, and understand the concept of variables. Students have been learning the “FOIL” method as a tool for multiplying binomials.

Year 10

Year 10 Mathematics started out with creating and using tree diagrams and Venn diagrams for calculating theoretical probabilities, and using two-way tables to determine conditional probabilities.  Our task focussed on conditional probability, looking at how an event can change its likelihood of being repeated, based on whether the event changes the total number of possible outcomes and/or the possible number of favourable outcomes. Once you draw a card from a deck, the deck has a different number of cards, and depending on what you drew, one fewer red or black cards. This will impact future draws, but the same principle occurs in many other situations.

Our next topic was to work on systems of linear equations. One application of linear equations is graphing them to determine how many units a business needs to sell in order to break even. Other applications include comparing costs of hiring equipment.

These skills allow us to link Maths and Science.  Have you ever noticed how the same sort of graphs (Cartesian, line or scatter graphs) are used in both Maths and Science?  Because of this, what we learn in Maths can help in Science and the other way around. 

My Enright and Mr Richards
Year 10 Maths Teachers

Year 11

Maths Methods

The Year 11 Maths Methods class consists of a diverse group of students – some enrolled full-time at CTSDE and some based in other schools around QLD and only enrolled at CTSDE for one or two subjects.  This means that quite a few class members aren’t able to attend online lessons on a regular basis due to when other classes are timetabled at their base school.

Regardless of their situation, the students in this class and me as the teacher all have a keen interest in Mathematics and revel in the challenges of the subject.  It is not a subject for those who aren’t passionate about Maths as it requires a commitment to many hours of work each week (at least six in order to develop the required knowledge, skills and problem-solving strategies) and a willingness to enter unknown territory and think outside the square.

Students have just completed their first assessment task – a problem-solving and modelling task (PSMT) where they were required to develop mathematical models for two roof designs.  As well as applying their knowledge and understanding of piecewise linear and quadratic equations they used online graphing software such as Desmos or GeoGebra to assist with developing and refining their models.

The current challenge for students is learning how to use their graphics calculators. All Maths Methods exams have two parts – a technology free component where no calculator use is allowed and a technology active component where the use of a graphics calculator is allowed.

Ms Brownson
Year 11 Maths Methods teacher
Head of Department - Mathematics  

General Mathematics

Welcome to Year 11 General Mathematics for 2025.

This year we have two Year 11 General Maths classes, one with Ms D’Arcy and the other with Miss Switzer.

Year 11 General Maths are starting off the year with financial maths. 

Students have been:

• calculating weekly or monthly wages from an annual salary, and wages from an hourly rate, including situations involving overtime and other allowances and earnings based on commission or piecework
• preparing a personal budget for a given income, considering fixed and discretionary spending
• using currency exchange rates to determine the cost in Australian dollars of purchasing a given amount of a foreign currency.

Using a calculator:

Getting to know how to use an approved scientific calculator is a must for Year 11 General Maths students as going into Year 12 General Maths they will need to be familiar with it for exams.  Check the instructions for the approved calculator and search the internet for videos for how to input equations. To check if your calculator is approved by QCAA use the following link. https://www.qcaa.qld.edu.au/downloads/senior-qce/common/snr_syll_ea_scientific_calculators_list.pdf

Students should be making sure they are keeping up with the content all the way through the term and indeed for the entire year.  This means completing the work set in class as well as completing all the formative and summative work set on the WRC. To be successful, students should also be completing regular revision throughout the term.  This can involve reading back through notes on a regular basis and completing practice questions.  

We are looking forward to a successful term for everyone. Remember, if you are stuck, be sure to ask questions and keep asking until you do understand.

Ms Switzer
Year 11 Maths Teacher

Year 12

General Mathematics

This term students have been exposed to Statistical concepts on data analysis in the form of Bivariate data and time series. Bivariate data involves numerical information about two variables, often represented as ordered pairs (x, y), and is analysed to explore relationships between these variables. The independent variable, typically plotted on the horizontal axis, is the one controlled or chosen by the researcher, while the dependent variable, plotted vertically, depends on the independent variable.

Scatterplots are used to visually represent bivariate data, helping to identify patterns such as positive, negative, or no correlation between the variables. Correlation measures the strength and direction of a linear relationship, with Pearson's Correlation Coefficient quantifying this from -1 (strong negative) to +1 (strong positive). It's important for students to distinguish between correlation and causation, as a relationship does not imply that one variable causes the other to change.

Time series data is a specific type of bivariate data where one variable is time itself, allowing analysis of trends, seasonal patterns, and changes over time in areas like stock prices or weather conditions. As part of their assessment, students were tasked with completing a problem-solving activity that required them to apply bivariate data concepts to real-world scenarios, enabling them to develop critical thinking skills and deepen their understanding of how statistical methods can be used to interpret relationships and trends effectively.

Kind regards
Senior Mathematics

After an incredible 26 years of dedicated service, our Business Manager Kate Hill officially retired at the end of Term 1. Her time with us marked a chapter filled with hard work, commitment, and countless contributions that helped shape our school into what it is today.

Kate was so much more than just our Business Manager — she was a true cornerstone of our school. Her unwavering support, strong leadership, and sharp financial mind played a vital role in our growth and success. From managing budgets, staffing, and resources, to ensure everything ran smoothly behind the scenes, Kate always went above and beyond for our staff and students.

Thank you, Kate, for your 26 years of incredible service, dedication, and unwavering commitment to our community. You’ll be deeply missed, and we look forward to hearing all about the exciting adventures to come!

Dear parents/carers

The PRC is not a competition but a way to encourage students to develop a love of reading for life. Students are encouraged to select a range of fiction and non-fiction books suited to their reading ability and record books read during the reading period, from 6 May to 22 August. Enclosed is a reader record form to tally book read throughout the challenge.

To complete the challenge:

• Prep to Year 2 must read or experience at least 20 books
• Years 3 and 4 must read at least 20 books
• Years 5 to 9 must read at least 15 books.

Experiencing books can include shared reading, listening to stories, or reading picture books. The aim for the 2025 challenge is to encourage students to make time to read. Last year saw more than 216,000 children from around the state participate.

Every student who completes the challenge, and returns the completed record reader form, will receive a Certificate of Achievement. I look forward to seeing as many of our students as possible take part in the 2025 Premier’s Reading Challenge.

Key dates