Another semester almost behind us. I trust that Term 2 has progressed well and our students have engaged in their learning across the semester and feel a sense of satisfaction in their progress and achievements to date. Critical to this success, is the role that our parents and caregivers play in the support of their students. Knowing where your students are in their learning and what commitments they have ahead, allows you to provide appropriate support. The importance of having great connections between students, families and our staff through spending face-to-face time together. We understand that distance education presents its own set of challenges and our teachers are here to support you. We encourage you to stay connected with our teachers for any learning support you student may need. Although it is impossible for some of our far-reaching families, I would like to thank those who were able to travel to attend face-to-face opportunities on our school site. This time together is valuable for all.

Parental involvement is a key component of student success and we encourage you to stay engaged with our school community. At the heart of our work lies the critical relationship between parents, students and teachers. This relationship models learning attitudes and expectations to students who ‘see’ this relationship. I hope each of you take a moment to reflect upon how you support learning and celebrate your contribution. As we move forward in the term together, I am reminded of the importance of valuing uncomfortable learning as part of our learning journey together. Uncomfortable learning is a critical process of acquiring new knowledge or skills in a way that challenges existing beliefs, skills, or comfort zone. This discomfort is evident in ways such as difficult or unfamiliar information, facing setbacks, or having to step out of our comfort zone to learn something new.

Uncomfortable learning can be a valuable and transformative experience. It often occurs when you are pushing the boundaries of your knowledge and abilities, which can lead to personal growth and development. Uncomfortable learning is a natural part of personal and academic development. It leads to significant growth, increased self-confidence, and a broader range of skills and knowledge.

Our teachers and staff are always available to discuss any questions or concerns you may have. Feel free to reach out to us via email, phone, or make a time to come and see us in person. We welcome your feedback and suggestions on how we can improve our communication and support systems. Please share your thoughts with us anytime. Thank you for your ongoing support and partnership. Let’s continue to build strong positive relationships that will benefit our students for years to come.

The constant student enrolment pressure and changing staff circumstances and school positions have resulted in an ongoing need to employ additional teachers and support staff at Charters Towers School of Distance Education. This presents some challenges in class and teacher formations. Unfortunately, there are times when we have to make student and staff timetable changes when stability would be the preferred option. Factors such as class sizes and teacher availability are key considerations. Significant recent enrolment demand will realise a number of additional teachers to support increasing class numbers in the new term. We will continue to keep our families updated as those changes are planned for and actioned.

Thank you for choosing Charters Towers School of Distance Education. Let us continue to make this semester great together!

Pamela Prichard
Principal

On 8 May, our talented students from CTSDE showcased their perseverance and competitive spirit at the Primary Inter-School Cross Country held in Charters Towers. The event brought together pupils from various schools across the district, offering an opportunity for our athletes to compete and demonstrate their endurance and sportsmanship.

We are proud to highlight that our students participated with exceptional enthusiasm, demonstrating commitment to attend and compete in the race. It was an absolute delight to see our eight students competing to the best of their ability. A number of our students finished in the top ten for their age groups. Special mention to Tori, who finished third in the 11 Years Girls’ race who will now go onto the Northern Cross Country Trials in late May.

A heartfelt thank you to our dedicated teachers and parents for their ongoing support and encouragement. Your involvement plays a vital role in inspiring our students to reach new heights. Congratulations to everyone who took part — your effort and determination made us all proud.

We look forward to celebrating more sporting achievements in the future!

Mrs Purdie, Mrs Brooks and Mr Adams
Primary and Sport Teachers

Hello again everyone.  It has been a whole term since our last article and the Year 4 children have been busy doing English, Maths, Science and HASS.

In English, at the end of Term 1, the children created amazing narratives in the style of Roald Dahl’s The Twits.  These stories involved pranks and mishaps galore!  The language features the children developed in their stories were noun groups, verb groups, prepositional phrases and connectives.  All of these language features were designed to develop their characters and display their settings, so the audience could imagine the scenes unfolding.  Here are some example paragraphs from the wonderful work completed by our talented Year 4s. These ones really made us laugh:                                                                         

By Lexie 

By Margot 

By Nathaniel 

Also in English, we have been encouraging the children to keep a Reading Journal.  These have been a delight to read.  The children are asked to choose a question from a Fiction and Non-fiction question bank and to respond to that question.  They also get to record how many minutes they read for and how many minutes they read aloud to practise their fluency.  Here is an example of Margot’s Reading Journal and her excellent response to one of her mother Jayne’s own deep questions:

By Margot

In Maths, we have been working with 5-digit numbers and the different ways we can represent them.  We have been investigating standard partitioning and also non-standard partitioning so that we can more easily work with friendlier numbers when solving problems. In this example from Emily, we can see that she has found some real-life 5-digit amounts – I reckon that diamond ring would be a cracker!!  What is pleasing to see on Emily’s number line is that she has put in the ‘benchmark’ numbers (10 000, 20 000, 30 000 and so on) so that she can more accurately place her 5-digit numbers.

By Emily 

By Elijah 

In the second example above, you can see Elijah has been clever with using the compensation strategy to work with our equations.  He has converted 213 – 120, to be 220 – 120, which is a much easier calculation to do mentally.  He did this by adding 7 onto 213 (220) and then easily calculated 220 – 120 to be 100 but then reversed the compensation by taking away the 7 to get the answer of 93.  So, 213 – 120 = 93.  No calculator or pencil and paper needed…. he could do this in his head!

In HASS, the children came up with some innovative and simple ideas to manage waste more effectively in their local community.  They began with an inquiry into the practices which are already occurring in their families, or in their communities.  This involved creating some interview questions to ask those around them.  Some ideas included better composting and feed for chickens and other animals.  Some suggestions were about using less plastic. 

By Cassandra

By Harrison 

By Chandan 

In Science, the students looked at the life cycles of an endangered species of their choice.  One of the learning intentions was to understand how the animal or plant has adapted to protect itself at different stages of its life cycle. Gracie has shown an example of how the rhino calf stays with the mother rhino for up to 2 years, which means it is protected and therefore has a higher chance of survival.  The students have a choice of working digitally or using pencil and paper and Sera has created a well set out diagram about the life cycle of the Leatherback Sea Turtle.

By Gracie

By Sera 

This term we are at the stage of completing our Traditional Tales narratives and there are so many great ideas for teaching a moral to a young audience.  In Maths we are mapping and becoming familiar with the compass points, scale and calculating distance.  Drama is currently underway and the children are creating some dramatic stories about where they live and acting them out – possibly getting the whole family involved.

Until next time….

Mrs Gallina and Ms Varley
Year 4 Teachers

It seems like this term has gone really quickly! The Year 5 students have been very busy studying a number of subjects and are only a few weeks away from the Term 2 Inreach and Interhouse Athletics Day.

For the first five weeks of this term, the students studied space in their science unit. Students learned how certain people and organisations, such as the National Aeronautics and Space Administration (NASA), contributed to our understanding of Earth and our solar system. They also inferred how if NASA and the International Space Station (ISS) didn’t exist, then our world would be a very, very different place to what it is today. Common items such as Velcro, dehydrated food and cordless drills might not exist.

In Visual Arts, the students have been working through a series of nine lessons where they have been exploring a well-known artist and their style and then creating an artwork inspired by the artist. They have also been responding to various pieces of artwork by analysing them. In only a few weeks’ time the students need to submit their digital journal from the unit and the teachers are eagerly awaiting to see what artistic talents the students have.

In English, the students have recently finished a unit where they wrote a multimodal feature article about whether or not a colony of flying foxes should be relocated from a town called Larossa Bay. The students needed to choose a particular point of view about the topic and then use subjective and objective language to convey their position about the bats. The English unit for the remainder of the term is now focussed on examining characters in animated films. The students are currently working on their assessment task for the unit which involves creating a digital multimodal short story about two main characters faced with an ethical dilemma. This unit has a large creative component and already the students have come up with some great ideas of what their finished products will look like.

The rest of the term is sure to fly by and before we know it, we will see those students attending the Term 2 Inreach at the school in Week 10.

Ms Skehan, Miss Scotnet and Mr Purdie
Year 5 Teachers

In English, we have been learning about advertising, and the way advertisers use images and language to persuade their target audience. This term the students will create a multimodal advertisement for a chosen holiday destination and explain their choices of language and text features. We can’t wait to read all about these fabulous holiday destinations so we can add them to our bucket lists!

We are proud of the way the students have been working hard this term. Keep up the good work, Year 6!

Year 6 Senior Shirts

Our Senior shirts have arrived and they look fantastic! We were very excited to wear our shirts to school and we have received lots of compliments! Make sure that you wear your senior shirt (if you have one) to Inreach.

Week 10 Inreach

The forms for Inreach have been sent out to families and we are busy planning lots of exciting activities. We hope to see you all there!

Athletics Carnival

Don’t forget that Thursday and Friday of Inreach will be our annual Inter-house Athletics Carnival. Wear your house colours to show your house pride! Remember to start training and practising those war cries!

Have a great week!

Mrs Larson, Mrs Wallis and Mrs Brooks
Year 6 Teachers

Year 7 

This term, Year 7 students are growing their understanding of the Chemistry branch of Science.

We started this term by exploring how the particles that make up all matter have a number of different states.  Now we are examining how to use the characteristics of substances in mixtures to best separate them into their component parts.

Students are working to experimentally investigate the best technique for separating a mixture that mimics flood water (a suspension mixture) into its component parts of clean water and silt.

Techniques for separation suspension mixtures include:

Mrs Daysh
Year 7 Science Teacher

Year 8 

The Year 8s tackle the mysteries of matter this term, and students explore the wondrous world of chemical substances around us. They investigate the states of matter and relate their properties back to the mighty atom.  It is a term of discovery, where the patterns of the Periodic Table are first understood, where hitherto unknown elements are first heard of and examined, and the fact that metals give out beautiful colours when held to a flame is first appreciated. Then come physical and chemical changes—where melting chocolate is science, and burning it is “an experiment.” Students learn the difference: one can be reversed, the other gets you kicked out of the kitchen!

The term’s assessment is a scientific investigation, and most students are either enthusiastically analysing the results of their experiment, or are in the throes of planning, looking forward to actually carrying it out. This is where the universal scientific method is instilled in them, and the importance of risk assessment and planning is understood firsthand; explosions are eagerly anticipated but reluctantly avoided in the end. Nevertheless, it’s science, it’s fun, and it’s part of the wonder of life!  

Mr Enright, Ms Osborne and Ms Ramanaden
Year 8 Science Teachers

Year 9

This term, we are teaching students how to do the dishes – in theory and practice. 

The Term 2 experiment uses household products to demonstrate how atoms interact.  If you have cleaned a dirty pot with baking soda, then you will probably recognise what students are doing.  If you have had to add vinegar because the food stains are burnt-on, then you are already controlled this chemical reaction.  We just go one step further, asking students to experiment on different combinations and think about how different factors change the chemical reaction. 

We began this Chemistry unit with Physics – learning how everything is mostly made up of nothing.  This was one of the greatest discoveries of all time – made in 1911 by the New Zealander Ernest Rutherford.  He discovered ‘the planetary model’ of atomics using the gold foil experiment; proving atoms – which make up everything – consist mostly of empty space.  That is, most (radioactive ‘alpha’) particles travelled through the gold foil – if gold was solid, then most particles would bounce off. 

This led to the realisation that it is the connections which are critical – both between atoms and between the sub-atomic particles (the electrons, neutrons and protons within every atom).  Thus, what we touch is the connection between atoms – the convert or ionic bonds.  When these connections rearrange, the interactions between atoms are powerful enough for us to see as, for example, as bubbles in water. 

Mr Mirams
Year 9 Science Teacher

Year 10

So… We’re Doing Chemistry Now?!
By a keen Year 10 student

Alright, let’s be real—when we first heard “chemistry unit,” a few of us probably panicked. Are we talking explosions? Complicated equations?

Turns out, chemistry is actually way more interesting (and totally less scary) than it sounds.

What Even Is Chemistry?

Basically, chemistry is the science of stuff—what things are made of, how they change, and what happens when you mix them. It’s like learning the recipe book of the universe.

Everything we touch, breathe, eat, and wear involves chemistry. Your phone battery? Chemistry. Shampoo? Chemistry. The bubbles in soft drink? Yep—chemistry again.

In this unit, we’re diving into:

• Atoms – tiny particles that make up literally everything.
• Elements – like gold, oxygen, or hydrogen (they’re all on the Periodic Table).
• Chemical reactions – when stuff changes into other stuff. Think fizzing, colour changes, even fire.
• Equations – kind of like maths, but for molecules.
• Acids and bases – why lemon juice is sour and why some cleaners burn your nose.

What’s Actually Cool About It?

Okay, hear me out—chemistry gets really fun once you start doing the experiments.

You’ll get to:

• Mix weird-looking liquids and see what happens.
• Learn how to not accidentally set off the fire alarm (important skill).

Plus, once you get the hang of it, you start noticing chemistry everywhere. Why does bread rise? Why do some batteries explode? Why can’t you microwave certain containers? It all starts to make sense.

My Tips for Surviving Chemistry

1. Don’t freak out about the symbols and equations. They look hard at first, but they’re just a different language—and we’ll all learn it together.
2. Ask questions. Even the weird ones. Especially the weird ones.
3. Pay attention during experiments. They’re the best part, and they make the theory way easier to understand.
4. Make friends with the Periodic Table. It’s not just a poster—it actually helps once you get to know it.
5. Try not to burn anything. Just saying.

So yeah, chemistry can be a little messy, a bit brain-bending, and totally awesome. Get ready for some "whoa" moments, possibly a few bad puns (thanks, teachers – you know who you are), and a whole new way of looking at the world.

Mr Taylor
Year 10 Science Teacher

Year 11

Chemistry

Wow, I cannot believe we are already in Week 6 of the term! I have heard it said that “time is a thief”; a statement that I’m sure resonates with many of our Year 11 students as they strategically juggle their workload to meet assessment commitments while keeping up with their day-to-day learning.

In Chemistry, the students are currently working on their FIA2 assessment, which is an extended experimental investigation. In this task, students are required to modify an existing experiment and develop their own research question to be investigated. Many students have shown great enthusiasm and initiative in designing and carrying out a wide variety of experiments, demonstrating strong organisation and scientific thinking. It has been wonderful to see them engaging deeply with the task and maintaining open communication throughout the process. I look forward to seeing the students’ draft reports which are due on Friday 30 May.

Alongside the FIA2 assessment, students are exploring chemical reactions with a focus on energy changes that occur during these processes. They have been learning how to identify and classify different types of reactions, and using balanced chemical equations to represent these changes. Currently, we are investigating the concepts of endothermic and exothermic reactions, enthalpy changes and the conservation of energy. These concepts have direct applications in everyday life, including understanding how heat and cold packs work, the energy output of fuels, and even the reactions that occur in cooking and cleaning! We are on track to complete Unit 1 by the end of the term.

In closing, I have continued to be impressed with the students’ level of focus and commitment in all aspects of the Year 11 Chemistry course. Please do not hesitate to contact me by email if you have any questions or comments.

Ms Lever
Year 11 Chemistry Teacher

Exploring the Living World: A Look into Senior Biology

This term, our senior biology students have been engaging in a rich and hands-on exploration of the intricate processes that sustain life. Through a variety of practical and theoretical activities, the class has been delving into core biological concepts that not only align with the curriculum but also ignite curiosity and scientific thinking.

One of the highlights of our recent studies has been a student-led experiment investigating enzymes and their optimal working temperatures. Students designed and conducted experiments using amylase, an enzyme responsible for breaking down starch, to determine the temperature at which it functions most effectively. By using iodine to detect the presence of starch, students were able to observe how quickly amylase worked under different conditions. This practical investigation gave students valuable insight into how enzymes—critical biological molecules—are influenced by their environment and how even slight changes in temperature can significantly affect their performance.

In tandem with this, we've also been learning about the role of stem cells in growth, repair, and development. Through class discussions and research tasks, students explored the fascinating potential of these undifferentiated cells, as well as the ethical considerations surrounding their use in medicine. This tied in seamlessly with our examination of cellular structures and the movement of important biomolecules, such as proteins and hormones, across membranes. Students studied processes like diffusion, osmosis, and active transport—vital mechanisms that keep our cells and systems in balance.

As we progress, we now turn our attention to Unit 2: Homeostasis, Disease and Epidemiology. This unit builds on previous knowledge and introduces students to the ways the body maintains internal stability, even in the face of external change. We'll explore how feedback mechanisms regulate body temperature, water balance, and blood glucose, and investigate what happens when these systems break down. Through case studies and data analysis, students will also look at the causes and spread of disease in populations—developing an appreciation for the role of science in public health.

It has been rewarding to watch our students connect abstract concepts with real-life applications. Their enthusiasm and engagement are a credit to their growing understanding of the living world. We look forward to seeing them continue to flourish as young scientists.

Miss Glanfield
Biology Teacher

Year 11 Psychology – Term 2 Update

Welcome to Term 2 in Year 11 Psychology! We’ve had a strong start to the year, and this term students are diving deeper into the fascinating world of psychological research and experimentation.

Our key focus for Term 2 is "Psychology as a Science." Students have been developing their understanding of how psychologists conduct research, evaluate evidence, and apply findings to explain human behaviour. They are learning about the scientific method, including how to write hypotheses, identify variables, and control for extraneous factors.

FIA1: Data Test Complete!
Earlier in the year, students completed their first internal assessment – the Data Test. This assessed their ability to analyse data and apply scientific thinking to psychological scenarios. We’ve been impressed with the critical thinking and effort shown. Those results are available to students and home tutors.

FIA2: Science Report and Experiment Begins
The major focus now shifts to our second internal assessment. Students will be exploring ethical and experimental considerations while analysing sleep theories and psychological concepts in psychology. They will choose a research question and evaluate the strengths and limitations of different data gathered in our experiment from the end of Term 1.

 What’s Coming Up?

• Students will complete a range of structured activities to build their academic writing skills and confidence in using psychological terminology in a step-by-step guide to complete their Scientific report for FIA2
• We’ll also start looking at cognitive development theories as a lead-in to next term’s Unit 2 topics.
• Draft is due Week 6 Friday 30 May at 5.00pm.

How You Can Support at Home

• Encourage regular review of class notes and completion of weekly homework tasks.
• Talk about psychology in everyday life – from decision-making to memory and sleep.
• Remind students to back up their drafts and plan ahead to avoid last-minute stress.

Thank you for your ongoing support. We’re excited to see the growth and curiosity in this group of budding psychologists!

Miss Osborne
Year 11 Psychology Teacher

Year 12

Psychology

Hello from the Year 12 Psychology teachers, Ms Gibson and Mr Jones

This term, our Year 12 psychology students have been putting their thinking caps on to complete an experimental report investigating the concept of memory.

We all know we remember things, but just as frequently forget even more than we remember.

We can say we are too busy running around or have too many things we are doing at once, hence forgetting. These factors contribute to not remembering events, facts or even day to day tasks, but ultimately it comes down to whether we are paying attention to what we want to remember.

Year 12 students have learnt that memory retrieval failure occurs because we can no longer retrieve memories. This happens when new information interferes with older memories, and we have difficulty recalling events. Alternatively, memories fade over time resulting in decay theory. When we don’t access or rehearse memories, they fade and disappear.

We need to intentionally focus to actively remember information through encoding information and storing it in our short-term memory, which will move into our long-term memory, IF we don’t discard it. Once in our long-term memory, we can then hopefully retrieve all that wonderful information we have worked so hard to bank.

Therefore, to remember, we have to be active in recalling information and practise using our memory. As they say: use it or lose it!

I have no doubt our lovely students will remember to submit their final assessments on memory soon!

Ms Gibson and Mr Jones
Year 12 Psychology Teachers

Biology – Term 2 Overview

Term 2 has been a busy and rewarding period for our Year 12 Biology students as they continue working through the final stages of the QCAA Biology course. This term has marked a major milestone with the completion of their second internal assessment, alongside the conclusion of Unit 3 content and the introduction of Unit 4.

A large focus this term has been IA2 – Student Experiment, which asked students to design, conduct and evaluate a scientific investigation related to ecological concepts from Unit 3: Biodiversity and the Interconnectedness of Life. Students explored factors affecting species distribution and abundance, population dynamics, and ecosystem interactions and biodiversity. Many investigations looked at how abiotic factors influence the distribution and abundance of plant species. It was a pleasure to see students applying their knowledge of ecological sampling techniques and data analysis, while also developing greater independence in scientific inquiry. The quality of the experimental designs and the level of critical thinking displayed in student reports has been impressive.

We have now officially wrapped up Unit 3, which explored the rich biodiversity of life on Earth and the ecological and evolutionary processes that sustain it. Students investigated classification systems, population ecology, and the ways in which environmental changes influence the survival and distribution of species. These topics not only built a strong conceptual foundation for IA2 but also deepened students' understanding of real-world environmental issues and the importance of conservation biology.

With Unit 3 now complete, we have made a strong start on Unit 4: Heredity and Continuity of Life. This unit explores the molecular basis of inheritance, gene expression, and the role of biotechnology in advancing our understanding of genetics. It is a concept-rich unit that brings together prior knowledge and introduces students to cutting-edge developments in genetic science.

Looking ahead, students will soon begin IA3 – Research Investigation, their third and final internal assessment. This task involves exploring a contemporary biological issue or concept through the analysis and evaluation of secondary data. It encourages students to think critically, synthesise scientific information from credible sources, and construct evidence-based arguments—essential skills for success in science and beyond.

We are proud of the dedication and effort our Year 12 biologists have shown so far. With their final internal assessment approaching and the external exam on the horizon, this is an important time for students to consolidate their learning and continue building their confidence.

As always, we thank families for their continued support and look forward to a strong finish to the academic year.

Mr Cuthill
Year 12 Biology Teacher

Last week, (19 – 23 May) was Queensland History Week, a moment to celebrate and commemorate the past, as well as for our history teachers to share their passion with the wider school and community.

During History Week, CTSDE teachers shared resources about Queensland’s convicts and early settlers, invited staff to complete a History Quiz, and shared some extracurricular activities completed by our students.

For example, in Ancient History Club, secondary students from Years 7 to 12 had the opportunity to create an informative poster on a topic of their choice, allowing them to share a particular area of history they are interested in. These were then displayed around the school and shared in assembly. Furthermore, during the week itself, the Ancient History Club delved into the world of Egyptian hieroglyphics, and both students and staff shared their hieroglyphic creations, names and messages.

It was wonderful to see both students and teachers share their passion and interest in History, as well as being creative in extracurricular activities. We look forward to seeing what our students come up with next year!

Ms Apps
Secondary History Teacher

SIT30122 - Certificate III Tourism

Students at our school are diving into the exciting and fast-paced world of tourism through the Certificate III in Tourism, a nationally recognised qualification designed to prepare them for real-world careers in travel and tourism. This course gives students valuable insight into one of Australia’s most dynamic industries.

Throughout first half of the year, students have been working diligently. Recently, they successfully completed two key projects: Participating in safe work practices and using hygienic practices for food safety. These projects not only reinforce industry standards but also ensure students are equipped with essential skills for maintaining safety and hygiene in tourism and hospitality settings.

This term, students have taken on an exciting new challenge: Creating and Delivering Tourism Commentaries. Whether it's guiding a walking tour or providing insight into local landmarks, students are developing their research, presentation, and communication skills – all critical for engaging and informing tourists.

I am proud of the dedication and enthusiasm these students have shown, and I look forward to seeing their tourism commentaries come to life.

Georgia (Year 12) setting up at the Kelmcott Show as part of her Tourism work placement at the Perth Hills Armadale Visitor Information Centre in Western Australia.

Ms Edwards
Certificate III in Tourism Teacher

CHC24015 - Certificate II in Active Volunteering

Our students are proudly gaining real-world skills and making a positive impact through the Certificate II in Active Volunteering, a nationally recognised qualification that empowers young people to contribute meaningfully to their communities.

This course equips students with the knowledge, confidence, and hands-on experience needed to become active and responsible volunteers. Throughout the year, students have been engaged in a range of practical and classroom-based projects. They have successfully completed projects in Safe Work Practices and Digital Technologies, helping them build a strong foundation in workplace safety and modern digital tools essential for many volunteering roles.

This term, students are turning their attention to a new challenge: a project focused on Maths in Hospitality. This project highlights how numeracy plays a key role in everyday workplace tasks, particularly in service-based industries like hospitality – from measuring ingredients to calculating costs and time management.

We’re also pleased to celebrate a significant achievement – a number of students have completed their mandatory work placements with excellent feedback from host organisations. These placements offer students valuable real-life experience and often open the door to future opportunities in volunteering and employment.

Well done to all students for their hard work, commitment, and community spirit!

Tayten (Year 10) at work placement at St Vincent’s Private Hospital in Toowoomba.

Ms K Edwards
Certificate II in Active Volunteering Teacher

BSB30120 – Certificate III in Business

Business is really booming here at CTSDE.  Two projects have been completed already and students have taken a massive leap forward into successfully completing competencies based on Wellbeing and Critical Thinking.

Project 1 - Wellbeing was very ‘well’ done with the majority of the class achieving competency in their first unit of the course – congratulations on the great work you have produced to achieve this excellent result.

Project 2 - Critical Thinking in particular involved really taking Distance is no Barrier to a higher level as students had to work in teams to complete part of this project.  It didn’t matter if they were in the same school or at different ends of the state – thanks to modern technology – they MADE IT HAPPEN.  Communication via email and even use of the ‘Whiteboard’ and/or the telephone has strengthened the bonds within this group.  They are now definitely part of the TEAM and Together Everyone (definitely) Achieved More.

I am so proud of everyone’s efforts.  During one of our individual Team Meetings the question was asked: “what did you like about working this way” and the response was along the lines of ‘it is different – I liked it – and actually Cert 3 Business was the reason I stayed on at school.’

Project 3 is about Marketing and in doing this, skills in creating presentations (PowerPoint) will also be developed.  The application of marketing concepts and ideas presented in professional PowerPoint presentations should lead to some very interesting results.

Mrs Leach
Cert III Business Teacher

AHC30122 - Certificate III in Agriculture

As we approach the halfway mark this term, students have been learning about how to safely handle, move, and store chemicals in the workplace. This unit is important for anyone working with hazardous substances and helps protect people, property, and the environment.

Assessment for our current unit will cover:

Chemical Hazards

• How to identify different types of dangerous chemicals.
• How to read chemical labels and Safety Data Sheets (SDS).
• How chemicals can harm people, property, and the environment.

Safe Chemical Transport

• Steps for moving chemicals safely within and outside buildings.
• Correct packaging, labelling, and paperwork.
• Laws and rules for transporting chemicals safely.

Safe Chemical Storage

• How to store chemicals safely (e.g., keeping incompatible chemicals apart).
• Proper storage conditions like temperature and ventilation.
• Using correct signs and storage cabinets for flammable or corrosive materials.

Risk Assessment and Safety Planning

• How to check for risks before transporting or storing chemicals.
• Ways to reduce risks – Control measures.
• Planning for accidents like spills or leaks.

Personal Protective Equipment (PPE)

• Choosing the right safety gear for handling chemicals.
• Making sure PPE is clean and in good condition.

Emergency Procedures

• What to do in case of a spill, fire, or chemical exposure.
• Using emergency equipment like eyewash stations and fire extinguishers.
• Following your workplace’s emergency plans.

Legal and Environmental Responsibilities

• Knowing your legal duties when handling chemicals.
• How to dispose of chemicals properly.
• Reducing harm to the environment.

Agriculture students will have also now received the permission form for attending the Agriculture Practical held in Week 2 of next term. If you are wishing to attend, please return the form ASAP.

Ms Sutton
Certificate III in Agriculture Teacher

FSK20119 - Certificate II in Skills for Work and Vocational Pathways

FSK students - you are at a key point in your schooling where you are beginning to make important decisions about your future. Whether you have a clear career goal in mind or are still exploring your options, your school’s Career Development Program is designed to help you take the first steps towards your future success.

As you know, we are working through our second Project for the year, planning future career goals and looking into various career directions that interest us. It has been a great opportunity for students to get to know each other a little more as we share some of our goals and hopes for the future. It has been wonderful to see students engaging with each other in class, encouraging each other to pursue interests and opportunities for work experience and heading toward further internship and apprenticeship pathways. A number of you have also started part time jobs recently, and the insight you are now able to provide during class because of this is so valuable to your peers.

Our Term 2 Project covers:

1. Strategies to identify job opportunities
2. Routine strategies for career planning
3. Work-related learning and most importantly
4. Planning and preparation for work readiness.

We are looking forward to continuing Term 2 with you all, to further your understanding of future pathways.

Mr Venter, Mr Parker, Mrs Taylor, Mr Taylor, Ms Sutton, Ms Keogh
FSK Teachers