Primary HPE

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

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

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

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

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

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

Mr Adams
Primary HPE Teacher

Year 7 HPE

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

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

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

Mrs Ellis
Year 7 HPE Teacher

Year 9 HPE

Year 10 HPE

Year 10 Music

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

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

From Listening to Creating

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

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

Fusion in Action

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

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

Finding Their Musical Identity

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

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

The Next Stage

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

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

Ms Neven
Year 10 Music Teacher

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

From Pixels to Polyps

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

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

Learning Beyond the Screen

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

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

A Reef of Talent

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

Ms Neven
Year 11 Information and Communication Technology Teacher

Year 12 Information and Cummincation Technology

Year 12 Students Drive Innovation Through School App Design

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

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

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

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

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

Innovation and Learning in Action

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

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

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

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

Building Future-Ready Learners

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

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

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

Ms Neven
Year 12 Information and Communication Technology Teacher