As we approach the end of Term 2, I would like to take a moment to reflect on the progress our students have made and the importance of our partnership in their educational journey. It has been a busy and productive term, filled with learning opportunities, extracurricular activities, and community engagement. I am proud of our students’ achievements and the dedication of our staff who have worked tirelessly to inspire, guide and support their students.  Their commitment goes beyond the classroom, as they invest countless hours in providing additional support to ensure every student has the best possible opportunity to succeed. In an era where the educational landscape continues to evolve, it is crucial to celebrate the teachers who adapt and innovate to meet the needs of their students.  

I also want to emphasise the vital role that communication plays in our school community. Open and constructive dialogue between parents and the school is essential for the success of our students. Your insights, concerns, and feedback are invaluable as we strive to create the best possible learning environment for our children. However, I must address a concern that has surfaced regarding disparaging comments made about our school in public settings. While it is natural to have concerns and to voice them, it is crucial to remember that negative remarks can have a detrimental effect on our school community. These comments can undermine the hard work of our teachers, staff, and students, and can create an atmosphere of negativity that hinders our collective efforts to foster a caring and positive learning and work environment.

Instead of focusing on the negatives, I encourage all parents to adopt a proactive approach. If you have concerns or suggestions, I urge you to reach out to us directly. We are here to listen and work collaboratively with you to address any issues. Often there is re-structuring and re-distribution of school resources to improve the delivery of our programs that our families may not be aware of until implementation.  Concerns can be raised and heard by the school at any stage of the school year. By engaging in constructive conversations, we can build a stronger, more supportive community that benefits our students and enhances the educational service our school provides.  Thank you for your continued support and partnership. Together, we can ensure that our school remains a place where every child is included and can experience success.

So, in the times ahead, please forgive us if something does not work seamlessly. Our intent is always focussed on making learning in every classroom as efficient and equitable as possible, both for the students and our home tutors. As always, we welcome feedback to make our services, including all intervention and support programs as functional and as useful as they can be. As always, communication between home and school is so important. I think the acknowledgement that everyone is doing the best they can, is also important. Please keep in contact with the school and reach out for help if you need it.

Enjoy the school holidays and take the time to have a well-deserved break.  Stay safe and I look forward to seeing you all again in Term 3.

Pam Prichard
Principal

Hey Diddle Diddle the bat and the wicket,
the horse jumped over the fence,
The little ball laughed to see such fun,
And the sock ran away with the shoe.

As Term 2 draws to a close the school Sport Committee would like to do a do a quick shout out to all of our students who have been participating in sports. We would like to say a big congratulations to all who have been participating for fun or competition representing the school or themselves as an individual.

A special mention goes to Addison Odger and Sienna Edwards-Di Psquale who represented the school at the recent Woodstock Interschool Horsesports. Both Addison and Sienna placed second overall in their age groups. Well done Addison and Sienna!

Another special mention also goes to Ava Pemble who represented her dance school at the Burdekin Eisteddfod in May and came away with fantastic results.

Over two days she performed in 8 solos and received 2 x Second Places, 3 x Third Places, and 2 x Highly Commendeds, competing against dancers from all across QLD. She continually represents Gold City Dance Studios with pride, and reaches new heights in all genres of dance. In September Ava will be heading off to Sydney to compete in the Australasian Dance Association Championships.

Keep up the amazing work Ava!

If you have been participating in sport either representing yourself, a club or the school we would love to hear about what you have been doing. Please email the school at sports@charterstowerssde.eq.edu.au so that we can give you a shout out as well!

Sports Committee

Junior Secondary

This term, our Junior Secondary students engaged with Paul Jennings’ “The Gizmo,” which is available for borrowing from our school library. This book facilitated a fantastic integration of learning across various subjects.

Science Connections

In Science class, we explored concepts related to energy and simple machines. These simple machines have played a crucial role in human development and the utilization of energy throughout the ages. Check out a sample of student gizmo designs.

Exploring the Magic of Learning with George’s Marvellous Medicine

We’re thrilled to share what’s happening in Term 3 across our Diverse Learning Program in the Years 7-10! This term, our students are diving into a fun, imaginative and cross-curricular unit centred around Roald Dahl’s George’s Marvellous Medicine. This classic story is the springboard for exciting learning across all key learning areas, tailored to support the needs and strengths of our diverse learners.

Inspired by George’s wild concoctions, students are exploring:

• Procedural writing in English
• Needs, wants and costs and coding in the Integrated Unit
• Numbers, Statistics & Probability and Time in Mathematics
• Chemistry in Science
• Movement and Physical Activities in HPE

It’s shaping up to be a magical and meaningful term of learning. We’re so proud of the progress our students are making and look forward to sharing their work with you throughout the term.

Note: As we have limited physical copies of the text, some students will receive online copies. We thank you for your understanding with this.

If you have any questions or concerns, please don’t hesitate to reach out to one of your teachers or Heads of Department!

Warm regards,

The Diverse Learning Team

Years 11-12: QCIA

The Queensland Certificate of Individual Achievement (QCIA) recognises the individual learning success of students with disabilities at the end of Year 12. At our school, students in the Diverse Learning Program, begin their journey at the end of Year 10, where they explore their preferred pathways for what comes next in the subject - Future, Work & Planning (FWP).  From there, each student, with the support of their family, sets learning goals that they can work towards over Years 11 & 12.

Our program has 5 subjects. There are two online lessons a week and an independent lesson in which students apply their skills in the real world, with Home Tutor support.

Communication:  Everyday language skills to access in the community.  We use everyday texts that you come across in daily life including signage, forms, social media and news.

Mathematics:  Building numeracy skills and accessing technology to problem solve and make financial decisions. 

Health & The Arts:  Making choices and building habits for a healthy life and exploring options for leisure activities.

Community, Citizenship & the Environment:  Exploring our own communities for the support and the interesting opportunities to participate in.

Workskills:  Essential life skills and how we use them at home, in the community and at work, and preparing to work, including resume building and interview skills.

These subjects focus on the student goals, and social-emotional skills are taught in every subject.

Here’s what we’ve been doing this term.

Laundry is an essential independence skill that can be applied at home and at work.

Cooking requires us to think about our safety, our health and our budget.

Shopping requires verbal communication skills, comparing prices, making choices and reading everyday texts.

And, to do any of these things, we’re going to need money.

The QCIA also offers students to be recognised for their participation in activities outside school. 

Abby has been busy cooking for someone in the community.  This has lead her to completing a course in Food Safety.  She also buys, packs and sends care packages to Africa.  This was her own idea, and she chooses everything herself, and uses her own money.

West participates in a range of community events.  He loves a Park Run and is now running 10Ks.    He does orienteering regularly and participates in charity events and fundraising. Recently, West has taken up kayaking.

Diverse Learning Teachers

Pen Pal Club

Term 2 marked the start of the 2025 Japanese Sister School Partnership with Funo Junior High School. This partnership is in its third year, and has been an exciting opportunity for students to expand their knowledge of the world and develop a global perspective. As a member of the Pen Pal Club, participating Year 6s have not only been able to practise their Japanese writing skills, but also deepen their knowledge of Japanese culture in an authentic context. This term so far, students shared information about their interests and what life is like growing up in Australia. We look forward to receiving our reply letters from Funo Junior High soon!

Ms Sheridan
Languages Teacher

Japanese Sister School Partnership – Junior Secondary

Term 2 was an exciting time for Junior Secondary students as we kicked off our third year of the Japanese Sister School Partnership. After five weeks of preparation, Years 7, 8 and 9 were able to meet students from Funo Junior High School as we connected online in real-time. During this first meeting, students shared information about their respective schools, while asking and answering lots of questions about life in their home country. If you are in Year 7, 8 or 9 and would like to improve your Japanese skills while making friends from across the globe, reach out to your Japanese or Roll Class teacher to register today.

Ms Sheridan
Languages Teacher

Year 7

This term, the Year 7s have taken a deep dive into the novel Holes by Louis Sachar. In the novel, we have observed the growth of the characters Stanley and Zero while they were under the care of the villainous Warden and Mr Sir. Throughout this unit, our classes have been discussing themes of friendship, justice, resilience, and personal responsibility. Students then had to make connections between these themes and explore how they relate to our lives today.

At the end of this term, some of our classes will farewell Mrs Bradshaw, our support teacher. She has been an enormous support to our students, and we wish her all the best in her future endeavours. Mrs Bradshaw, you will be very much missed.

Next term, our English classes will shift focus to exploring non-literary texts—such as informational and persuasive writing, as well as media texts—that centre on the environment. This unit will allow students to develop their presentation skills, both in creating and delivering content, and will help them think critically about the information they encounter in today’s digital world.

We know that when the word “presentation” comes up, most students (and teachers) feel a little nervous. If you believe your student may have difficulty with a presentation, please don’t hesitate to contact their class teacher so that appropriate support can be arranged.

Enjoy your break, and we look forward to seeing you back and ready for Term 3.

Warm regards,

Ms Barnes, Ms Warburton, and Mr Newton
Year 7 Teaching Team

Year 8

Year 8 Explore the Power of the Music and literary text.

Connecting culture, history, and expression through song, text, music and dance.

This term, our Year 8 students have been exploring Indigenous Australian perspective in texts. Students analysed language features and text structures in a number of song lyrics, to examine topics of including, connection to land, the stolen generation, stereotypes and bias.

A Journey Through Time

Through music, students are seeing how the Arts have long served as a universal language—connecting people across time and place.

Student Reflections

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

Caption: Year 8 English – Exploring Indigenous/Australian Perspectives in texts.

Year 8 English Teachers

Year 9

This term, Year 9 English students have been studying representations of people and the environment in a range of texts, including video presentations, documentaries, short stories, poems and songs. Students are gaining an understanding of how human experiences and interactions with the environment are represented in media texts, and an awareness of the role text structures and language features play in influencing readers about environmental issues.

Students had the opportunity to analyse songs from the Warumpi Band that explored Aboriginal perspectives on the environment and the sense of cultural connection to land, while also reviewing documentaries that presented modern perspectives on how technologies such as cell phones are used for environmental monitoring and management. Students have completed the unit by making a multi-modal presentation, and next semester will be studying a novel called The Hunger Games which is set in a dystopian future world. So if you are looking for something to read over the holidays, we have that sorted for you!

Year 9 English Teachers

Year 10

During this term the Year 10 students completed a Unit on graphic novels, with a focus on Shaun Tan and John Marsden’s The Rabbits. At the beginning of the term the Year 10s had to learn a whole range of new visual techniques and how artists use them to create meaning. We then used that knowledge to analyse The Rabbits in great detail. This allowed us to understand the deeper meaning behind the images by Tan and the words written by Marsden. All this learning culminated in the students completing an exam in which they analysed several pages from The Rabbits. Though challenging, the Year 10s showed the skills they had learned and offered some very interesting thoughts on the text.

Next term we will read John Marsden’s (yes him again!) classic Young Adult novel Tomorrow When the War Began. The Year 10s will also study the structure and techniques used in online article writing, as in their assessment they will have to write an article in which they cast a character from the novel as a hero or villain. I know the Year 10 teachers are looking forward to seeing the creativity that the Year 10s will bring to this task!

Year 10 English Teachers

Year 11

Essential English - Finding Our Place

Last term in Essential English, Year 11 students explored how the future of work is represented in texts. From robots in the boardroom to remote working from beach chairs, we examined how language features and text structures are used to position audiences to see the working world in different ways. The Common Internal Assessment gave students a real challenge but they rose to the occasion, showing solid skills in unpacking representations, author opinions, and the impact of language features and text structures on readers.

Next term, we’re trading office cubicles for something far more personal. Students will be analysing the film Lion, which explores themes of identity, belonging and cultural heritage. Students will unpack the techniques used to tell Saroo’s story from dialogue and music to camera angles and editing. They’ll consider how these choices shape audience understanding and emotional response.

The term will culminate in a presentation, where each student will choose a key concept from the film and present their analysis to the class. It’s a chance to practise real-world communication skills while reflecting on what it means to know who you are and where you belong.

Year 11 Essential English Teachers

General English

As we wrap up another term and another semester of our English studies, it is time to reflect on what our Year 11 literary scholars have studied and achieved this past term.

Whilst it may feel like several ages ago now, it was only this time last term that students had started their study on Wayne Blaire’s The Sapphires, learning about the Vietnam War, racial and social tensions in Australia, and the power of both biological and found families in trying times. Our scholars certainly rose to the challenge as they took on the role of an author of an online literary article to discuss this film. It was inspiring to read so many different perspectives on issues which, despite being studied in a 1960s context, are still prevalent and relatable today.

We have now started our new unit in which students meld poetry with narratives. These two artistic forms of literature are usually on different ends of the spectrum, but next term our scholars will be transforming a chosen poem and using this as inspiration for an original short story. For now, we are learning about how this ancient art form transcends time. We have already discovered that a poem, even one written over a century ago, can still be highly relatable to a modern audience.

We wait with bated breath to see the inspiring creations our students will create in the near future!

Year 11 General English Teachers

Year 12

Essential English: Building Critical Thinkers and Creative Communicators

This term, our Year 12 Essential English students successfully prepared for and completed the Common Internal Assessment. This important task required students to analyse both a visual and written stimulus, identifying and explaining the use of key language features and text structures.

The unit developed students’ critical thinking skills—skills that are essential for becoming informed, thoughtful citizens. By examining a range of persuasive texts, students learned how authors shape meaning and position audiences through language choices and structural elements. They also explored the underlying assumptions authors make about their readers and viewers.

It’s been inspiring to see just how much students’ writing has improved over the course of the unit.

We’ve now launched into Unit 3, which explores how people, ideas, and values are represented in popular culture. Students will analyse a wide range of texts—from films and television to video games, books, and animation. Our class will use Ant-Man as a shared text to unpack key concepts, and students will then choose their own movie to compare a common idea across both texts in a multimodal presentation.

As part of their comparison, students will study and apply film codes and conventions—such as lighting, sound, camera angles, editing, and costume design—to explain how each movie represents the shared concept. This helps them develop a deeper understanding of how meaning is constructed in visual texts and strengthens their analytical skills.

We’re excited to see the creativity and insight our students will bring to this next assessment—and we hope they’re just as excited as we are!

Keep up the great work, Year 12!

Year 12 Essential English Teachers

General English - Persuasion, Poetry and Prose – Year 12 General English

We’re halfway there!

After completing their IA2s, our Year 12 General English students only have two more assessments to go before completing this course, graduating, and starting to explore the post-school world.

In Term 2, Year 12 General English students picked a societal problem they were passionate about and persuaded us to care about it. They confronted their glossophobia (fear of public speaking), and recorded themselves delivering an impassioned speech, before promptly moving on to our next topic – Creative Responses to Literary Texts.

In Unit 4 Topic 1, students will stretch their creative writing and analytical muscles. First, by analysing a variety of different poems spanning from Emily Dickinson (1800s) to Luka Lesson (2020s). Secondly, students will transform these works of poetry by using their concepts, ideas, and themes to inspire a short story (which will be written under exam conditions next term!).

Miss Lovett and Mr Newton look forward to another inspiring term in Term 3. Remember – only two more assignments to go!

Year 12 General English Teachers