Year 7 Geography

Water in the World and Liveability

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

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

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

Sea change, tree change, which is it?

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

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

Year 8 Geography

From Mighty Landforms to Bustling Cities

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

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

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

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

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

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

Ms Oss
On behalf of the Year 8 Humanities Teachers

Year 9 Geography

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

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

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

Mr Paine
On behalf of the Year 9 Geography Teachers

Year 10 Geography

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

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

Mrs Coffison on behalf of Year 10 Geography Teachers

Year 10 History

Term 4: Rights, Freedoms and the Fight for Change

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

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

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

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

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

Ms Simpson
On behalf of the Year 10 History Teachers

Year 10 Economics and Business

Smart Money, Sharp Minds

Superannuation, Productivity & the Power of Your Decisions

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

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

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

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

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

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

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

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

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

Year 11 Social and Community Studies

SHOW ME THE MONEY!!!

Year 11 Students Dive into the World of Money Management

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

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

Building Financial Confidence for the Future

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

✔ Budgeting and financial planning

✔ Understanding salary vs wages

✔ Gross income vs net income

✔ Good debt vs bad debt

✔ Insurance and managing risk

✔ Superannuation and preparing for retirement

✔ Investing and building long-term wealth

✔ Taxation and its role in society

✔ Identifying wants vs needs

✔ Government support systems for financial well-being

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

Student Insights

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

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

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

Ms Fuller
On behalf of the Year 11 SACS Teachers

Year 11 Business Studies

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

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

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

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

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

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

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

Miss Zhang
Year 11 Busines Studies Teahcer

Year 11 Modern History

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

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

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

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

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

Ms McPhail-Hogg
Year 11 Modern History Teacher

Year 11 Ancient History

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

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

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

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

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

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

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

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

Yours in education

Ms Mroz
HoD of Humanities

Year 12 Social and Community Studies

Relationships and Work Environments

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

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

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

Mr Nelson
On behalf of the Year 12 SACS Teachers

Year 12 Modern History

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

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

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

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

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

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

Ms McPhail-Hogg
Year 12 Modern History

Year 12 Ancient History

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

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

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

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

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

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

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

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

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

Miss Apps
Year 12 Ancient History Teacher

Year 12 Business Studies

Excellent Customer Service: The Key to Business Success

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

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

10 Reasons Why Great Customer Service is Essential for Business Success

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

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

Ms Britten
Year 12 Business Studies Teacher

Year 12 Geography

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

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

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

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

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

Mr Collerton
Year 12 Geography Teacher