Term in Review - 4 April 2025
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From the Senior Leadership Team
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From the Deputy Principal Senior Years
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From the Deputy Principal Middle Years
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From the Department of Language and Literature and The arts
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From the department of Language aquisition – Modern and Cultural Engagement
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From the Department of Language Acquisition – Classical and Modern Languages
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From the Department of Individuals and Societies – Social and Behavioural Sciences
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From the Department of Individuals and Societies – Global Systems and Design
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From the Department of Physical Sciences
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From the Department of Life Sciences
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From the Department of Mathematics and robotics
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From Education Outside the Classroom (EOTC)
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From the House Deans
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From the Guidance Officers
From the Senior Leadership Team

Senior Leadership Team
As Term 1 2025 draws to a close and we can all look forward to the Easter holiday break, it is important to reflect on the significant milestones and events of the past 10 weeks of our school year, including an unprecedented weather event. Whilst most of our school community experienced minimal impact from the effects of ex-cyclone Alfred, there still remains several families and staff who continue to experience a degree of negative impact. We encourage families who have been negatively affected to reach out to their House Dean, so that we may continue to provide support next term.
The end of first term marks a significant milestone for many of our students, as the Year 7 and new Year 10 students have settled into life as a proud student of QASMT. It has been a pleasure working with our staff to ensure a smooth transition for these students into Academy life. Changing schools can be a challenge and we are happy to see that our students have settled in very well. The Year 7 students eagerly took the opportunity to establish new friendships at their school camp earlier this term and we were so pleased with the way that they embraced this experience. Our staff were very impressed with the confident and mature way our Year 7 students tackled all aspects of camp, particularly the physical challenges.



Our new parent community have also undergone a considerable adjustment, as navigating the protocols and communication channels of a school can often be quite daunting. We strive to work in partnership with families and it is for this reason that we hold regular school community events. This term, we hosted the House new parent evening, year group information evenings, Year 7 morning tea, as well as the first of our speaker series for parents.
The other significant event this term was our International Women’s Day Breakfast, where our school community came together to celebrate the social, economic, cultural, and political achievements of women. Special thanks must go to our parent representatives, particularly Jas Singh and Coriander Rayner, for their support. Additionally, an event of this significance can’t be successful without the wonderful support from a number of our staff and we wanted to acknowledge their efforts in making this event such a triumph: Kelli Gallagher, Senthil Arumugam B, Lady Anne Trinidad, Danielle Fernandes, Tina Rushton, Harry Beck, Andy Bamford, Connor McDonald, Ainsley Rideout, Cassidy Blacker, Jill Carter, Pat Butler, Kerstin Liebchen, Tristane Roberts, June Balfour and Fei Xue.
We were privileged to invite our Alumni, Evelyn Goodridge and special guest Dr Divya Viswanathan to speak about their personal journeys and how this has shaped their view of female empowerment. Dr Viswanathan spoke about her desire from an early age to work in a medical field that supported women’s health. She spoke about her personal and professional challenges and the need to build resilience - “to sit in that discomfort” in order to develop. She encouraged us “to ask questions constantly and to reflect deeply on our own learning”. What has resonated with us was the recognition that, whilst she had achieved so much in her career - especially in a male dominated medical field, the thing she valued most was her family - her husband and two children. She believed that “family trumps work”. She is an impressive role model for our young people and her words of encouragement, to “face challenges and build resilience” clearly resonated with the audience.
The notion of building resilience was also reflected in Evelyn Goodridge’s speech, where she provided us with a deeply personal account of the obstacles that she overcame throughout her school journey to succeed in achieving her dream of studying law. She spoke so eloquently about the challenges that she faced throughout her educational journey and how proud she was of her resilience and fortitude. She stated that; “there were so many moments across my journey where I had to be twice as determined, and twice as strong to be able to keep up and achieve what I wanted to achieve. Whilst life may have not dealt me the best of hands, I was able to build the resilience to flip that hand and allow it to motivate me.”
It is only fitting that the charity supported by our Academy Student Council, and the beneficiary of funds raised at the International Women’s Day breakfast, is Share the Dignity - a charity dedicated to supporting women in need. Share the Dignity is a charity making an on-the-ground difference to those experiencing period poverty by collecting and donating period products to those in need.
We were also privileged to have in attendance special guests from Zonta International at the breakfast. Zonta International is a global organisation dedicated to empowering women through service and advocacy. In Australia, Zonta clubs actively support local communities by promoting gender equality, preventing violence against women, and providing educational opportunities. They engage in initiatives such as fundraising for scholarships to support women pursuing tertiary education, particularly in male-dominated fields. Additionally, they participate in campaigns such as "Zonta Says NO to Violence Against Women," raising awareness and advocating for policy changes. Zonta Clubs in Australia also undertake hands-on projects, and their collaborative approach demonstrates a strong commitment to building a world where women's rights are recognised as human rights. Through mentoring programs, clubs also empower young women to achieve leadership goals.
At the Academy, Zonta Brisbane East and Brisbane Rivers are two clubs making a significant impact. Representatives from Zonta Brisbane Rivers, including Ms Hood and Ms Sturgess, have dedicated years to volunteering at QASMT in the Cross Curricular Activity of sewing breast cushions and drainage bags. Meanwhile, Ms Kirsten Liebchen’s Brisbane East club actively supports initiatives such as "Share the Dignity - It’s in the bag”, Christmas hampers for DV-affected families via Madonna House, and the Young Women in Leadership Awards. For the past three years, Ms Liebchen has also invited club representatives to speak at International Women’s Day events.
Both clubs are supporting the Young Women in Leadership Awards, a very prestigious Australian and International Award most recently won by Mary Do, Service Captain in 2024. Students at QASMT have the unique opportunity to get involved by participating in these impactful projects. Whether by joining CCA activities, helping to assemble care packages, or supporting fundraising events, students can make a real difference. Additionally, attending International Women’s Day events, where Zonta representatives share inspiring stories, offers valuable insight into leadership and advocacy. Through active participation, students can help promote Zonta's mission of empowering women while developing their own leadership and community service skills. We encourage all students to actively participate in initiatives like these, which encompass the International Baccalaureate service learning objectives.





There are many events, like the International Women’s Day breakfast, held throughout the year where we invite our school community to be involved. A means of connecting with our community is the regular news update that Kath Kayrooz posts on our website https://qasmt.eq.edu.au/calendar-and-news/news. Our social media sites (Instagram, Facebook and Linkedin) are also another way to see what is happening at the Academy on a day-to-day basis. Additionally, the school website provides access to our handbooks, policies and frameworks, including the QASMT Wellbeing Framework. Wellbeing at QASMT is a visible wholehearted, supportive approach where everyone in the school community works together to intentionally promote rich connections and a balanced lifestyle. An excellent resource that stems from our Wellbeing Framework is SchoolTV. SchoolTV https://qasmt.eq.schooltv.me/channel-newsletter/315, is an online resource designed to empower parents and care givers with credible and sound information with realistic, practical ongoing support strategies. Furthermore, Daymap Parent Portal provides access to the school calendar, a student’s timetable, attendance, subject information and school notices.
The first point of contact for parents and caregivers when communicating with the school is the student’s House Dean, who will respond to you and when appropriate re-direct your email to the person best placed to assist you. It is best to email a student’s House Dean, as it is often difficult for them to receive calls whilst they are teaching and meeting with students. We kindly ask that parents be patient when waiting on a communication from our staff, as it is normal process for staff to take at least 24 hours to reply to emails. We do not expect our staff to reply to work emails during weekends or evenings. This is in line with the Department of Education State School Teachers’ Certified Agreement 2022 which acknowledges the need for work life balance. Clause 9.5.4 states: “Employees are encouraged to disconnect from digital technologies and communications when accessing rest time, weekends and leave/vacation periods, except in exceptional circumstances.”
Finally, the Senior Leadership Team would like to wish all families a safe and happy Easter break, and we look forward to the term ahead.
Operational Matters
Uniform
A reminder that during Terms 2 and 3 students are required to wear the Winter Uniform as detailed in the QASMT Uniform Policy, a copy of which is available on the QASMT website.
Term 2 Commencement Assembly
All students must attend the commencement assembly on Tuesday 22 April at 8.30am in the Auditorium. Please note that formal uniform is required. This means that every student must be dressed in their blazer.
Enrichment and Leadership Policy
Parents and students are advised to thoroughly read the Enrichment and Leadership Policy to ensure that they are aware of the Academy guidelines on participation in enrichment activities. A copy of the Enrichment and Leadership Policy is located on the QASMT website. At QASMT, we value student involvement in enrichment activities. We believe participation develops skills and provides experience that will enhance their education. Participation in enrichment activities and school representation is a privilege that is reliant on students meeting the Academy’s high expectations with regard to academic progress, attendance, effort and behaviour. There are a number of enrichment activities that will require prior approval in order to participate. In order to maximise achievement, it is necessary to provide some boundaries and benchmarks to ensure we are providing the students with opportunities to succeed. If students are not meeting these standards, they may be restricted from participating in enrichment activities.
It is important that our school community has a shared understanding about the requirements for representing the school in enrichment activities. The Academy:
- believes students should demonstrate commitment to their academic studies, attendance, effort and behaviour in line with the school’s expectations.
- believes students should find a balance between their academic studies and enrichment involvement.
- believes there should be transparency in the requirements for selection in enrichment activities.
Students are expected to:
- Be passing all subjects in the previous term of study.
- Have an attendance of 90% or above over the past year to date, with the exception of approved leave, or certified medical absence.
- Record no pattern of lateness over the past year to date. A pattern of lateness to school is defined by 4, or more, late arrivals, in any given term, in the past year to date.
- Have recorded no unapproved leave over the past year to date.
- Have no major behaviour breach requiring disciplinary absence or time out, as outlined in the Student Code of Conduct, in the past 12 months.
- Have no pattern of minor behaviour breaches in the past year to date. A pattern of minor behaviour breaches is defined as no more than 3 behaviour breaches in the past year to date.
- Follow the student dress code, as outlined in the uniform
- All school fee payments must be up-to-date for activities that incur a fee.
Please Note: In addition to the above criteria, selection of students for domestic and international travel opportunities will be prioritised based upon retrospective academic engagement (effort, behaviour and homework), attendance and behaviour records.

Kath Kayrooz, Principal; Kerry Bullock, Associate Principal; Kate Oxenford, Deputy Principal Performance; Sam Weston, Deputy Principal Academic; Jane Manwaring, Deputy Principal Engagement
From the Deputy Principal Senior Years

Esme Hatchell
One of the ten IB Learner Attributes is: reflective. The end of Term 1 is a valuable time to stop and reflect on our individual journeys and of our progress towards our greater goals. It is this reflection time which allows us to regain our perspective and ground ourselves in what is really important to us. Term 1 has certainly flown past, especially with the help of Cyclone Alfred mid-term, but over the holiday break we can, and should, slow down for a short time to assess how balanced and organised we were this term.
This term, it is worth all our students reflecting on:
- what went well this term?
- were you balanced and organised this term?
- what does being balanced mean to you?
- what one thing you could do differently for next term?
Term 1 is always a big term for both our Year 10s and 11s as they begin their DPP and DP programmes. As I have walked through classrooms this term it has been wonderful to see our students navigating new challenges in their chosen senior courses. In particular this term I have seen an impressive use of social skills – an IB Approaches To Learning (ATL) – in several senior classes, especially as students were preparing and revising for their end of term exams.
I saw students in small groups:
- interrogating academically challenging passages in an English classroom, arguing over the nuances - or lack thereof - in a sample text;
- unpacking challenging redox reaction equations in a Chemistry classroom, searching for where a missing electron went in their calculations, and discussing whether to write full or half equations to find it;
- translating challenging complex texts in a Latin classroom, comparing the features of the translation, and identifying genitive and ablative cases;
- writing on a white board in a Biology classroom, animatedly noting differences and similarities between PCR and RT-PCR.
It is so rewarding to see our students take their learning into their own hands, and to demonstrate such strong IB learner attributes: being open-minded inquirers, who are communicating at such a high level with their peers, and who are so clearly intrinsically motivated and driven to understand their disciplines of choice.
Given Term 1 is the perfect time to reflect on how we are going, it is also the right time for Year 10s and 11s to ensure they are in the right subjects and levels for their finals diploma subjects. As we move further through the terms it is increasing difficult to change subjects and levels, as there are a minimum number of hours that need to be completed for a student to achieve their Diploma. Please make sure you check in with your child that they are in the right subjects in Year 10, and levels in Year 11.
Year 12 students are now in the middle of their IAs, IOs, EE and TOK. Term 1 is a very busy time for all our Year 12 students and I have been extremely impressed with how well they have been balancing their assessments. As our Year 12s move into Term 2, they will find the intensity remains high. I highly recommend all students and parents remind themselves of the IA/EA map in the IBDP Assessment Guidance Handbook - 2025 cohort, I sent this out to all families and students at the beginning of this term. I would also like all families and students to know I will soon be sending out an Important Dates for Year 12s email and document. Please keep this document safe as it lists essential IB and school deadline dates that will occur over the rest of this year.
Finally, I would like to thank our students for their dedication to their learning this term. I would like to also thank our wonderful teachers, support staff, the leadership team, and our engaged parent and caregiver body for all the work they have done to support our students through another term. Each term I reflect on just how lucky we are to have such a strong school community, who are all dedicated to ensuring our students have the best schooling experience possible. Have a well-earned break over this coming holiday, and I look forward to seeing our whole school community back in Term 2!
Esme Hatchell, Deputy Principal Senior Years
From the Deputy Principal Middle Years

Kirsten Baker
What a full term it has been for all middle years’ students. Since the early weeks I’ve witnessed our Year 7s grow in confidence and flourish in their learning. This term the Year 7s also had the opportunity to partake in the Year 7 camp at Mt Tamborine, three fun-filled days of adventure and challenge. Again this year the Year 7 camp was enjoyable for all students, House Deans and teachers.
Our Year 8s have also had a very busy first term, participating in curriculum and extra-curricular activities. No longer the youngest cohort in the school, it has been wonderful to see a large number of our Year 8 students willing to help and encourage our Year 7 students adjust to their new surroundings. Their willingness to put other students’ needs first is a credit to them; an important IB attribute.
Our Year 9s have been enjoying a range of STEM Futures subjects this term. As semester subjects, they offer diverse, specialised learning, which prove to be very engaging for all students. From Biomedical Engineering to World in Your Pocket, Healthy Futures, Fuelling the Planet and Soundtrack, our Year 9s have certainly enjoyed a busy term of hands-on learning.
Furthermore, a number of our middle years’ students had the opportunity to meet with an MYP Curriculum Manager from IB headquarters in the Netherland this term. The feedback our middle years’ students gave to IB was very positive and powerful. We thank them for their contributions.
Finally, in recent weeks our Year 7s and 9s completed their NAPLAN tests. It was a very successful testing period. I congratulate the students on how they prepared themselves for the tests and the attention to detail they demonstrated in all tests. Thank you also to the many teachers who administrated the tests across the four-day testing period.
As we look forward to a relaxing Easter break with friends and family, I am also looking forward to a new term full of opportunities and learning.
See you all next term.
Kirsten Baker, Deputy Principal Middle Years
From the Department of Language and Literature and The arts

David Bracken
At QASMT, our Language and Literature and Visual Arts programs have ignited curiosity, fostered analytical thinking, and nurtured expressive communication skills. Throughout the term, students across all year levels engaged with a diverse range of texts and artistic forms - from historical and speculative fiction to poetry, podcasts, and global literature. Each unit was carefully designed to deepen their understanding of language and its power. Through research, collaboration, and creative expression, students refined key ATL skills, preparing them to think critically, tackle global issues, and articulate well-informed perspectives.
Our Year 7 students began their journey in Language and Literature with a Historical Fiction unit, where they applied their Research, Thinking, and Communication ATL skills to bring history to life. They creatively reconstructed pivotal moments in the lives of renowned mathematicians and scientists, blending factual accuracy with imaginative storytelling to produce compelling narratives. Seeing these young learners take pride in their historical interpretations was a testament to their growing confidence and creativity.
In Visual Arts, Year 7 students collaborated to create individual process portfolios that will culminate in a series of photographs of sculptures that they will create. Reflecting on the Statement of Inquiry, There is value in using media to represent innovation, they explored the achievements of historical figures while honing their creative and collaborative skills. The final photographic series showcased not only artistic talent but also deep engagement with historical context, making their teachers incredibly proud of their thoughtful and sophisticated work.
Meanwhile, Year 8 students delved into the power of Speculative Fiction, exploring the Statement of Inquiry: Imagined consequences of change have value. Through creative writing, they examined the potential impacts of technological and environmental shifts, using their Research, Social, and Thinking skills to craft conceptually rich narratives under timed conditions. The originality and depth of their stories were truly impressive, demonstrating how much their ability to think critically and write persuasively has evolved.
In Year 8 Visual Arts, students engaged in a dynamic creative process, documenting their planning process for short animations that they will complete in groups. They reflected on the Statement of Inquiry, Ingenious experimentation can give rise to unique and beautiful creations, while studying the work of renowned artists. By documenting their progress, refining their techniques, and evaluating their final products, they deepened their understanding of artistic innovation. The final animations were a source of pride, highlighting both their technical growth and their ability to express abstract ideas through visual storytelling.
Year 9 students took on an exciting podcast project inspired by the Statement of Inquiry: People, Places, and Things empower people. Through research into Australian poetry, structured drafting, and critical analysis, they developed their Research, Self-Management, Thinking, and Communication skills while gaining insight into poetry’s role in shaping perspectives. Their ability to engage in thoughtful discussion and bring poetry to life through spoken word was a joy to witness, and the quality of their final projects reflected both effort and enthusiasm.
In the Diploma Preparation Program, Year 10 students critically examined a selection of non-literary texts under the theme Texts With Agendas. Engaging with editorials, speeches, advertisements, and public service announcements, they sharpened their abilities in analysis, evaluation, and interpretation - demonstrating their capacity to assess the impact and effectiveness of persuasive texts. Their growing confidence in dissecting complex media messages was evident, reinforcing their readiness for the demands of higher-level study.
As they embarked on the IB Diploma Programme, our Year 11 students explored Chimamanda Adichie’s short story collection The Thing Around Your Neck, identifying Global Issues that transcend borders and resonate in everyday life. At the same time, they refined their analytical skills in preparation for the unseen Paper 1, interpreting non-literary texts and drawing universal insights about the world. Their ability to articulate nuanced perspectives and engage critically with literature has been remarkable, a sign of their increasing sophistication as readers and thinkers.
Finally, our Year 12 students took on Jean Anouilh’s Antigone as they prepared for their November 2025 external examinations. Drawing connections between this layered text - set in Nazi-occupied Vichy France - and themes of power, gendered social expectations, and rebellion, they sharpened their critical thinking and communication skills while engaging with complex historical and philosophical ideas. Their insightful discussions and deep analysis demonstrated their intellectual maturity, making their teachers and families proud as they approach the culmination of their IB journey.
Across all year levels, we’ve witnessed our students develop both analytical and creative abilities in Language and Literature while growing into socially aware communicators who support their viewpoints with informed reasoning. While the Queensland heat pressed upon the QASMT campus, it could not extinguish the intellectual fire within our students - their spark of curiosity, critical thinking, and engagement burned brightly throughout the term. Their achievements have been a source of immense pride, a reflection of their dedication and resilience.
David Bracken, Head of Department Language and Literature and The Arts
From the department of Language aquisition – Modern and Cultural Engagement

Fei Xue
In Term 1, our MYP students completed both oral and listening assessments. Year 10 and 11 students focused on reading and speaking tasks, while our Year 12 students undertook their Mock Individual Oral (IO) exams during Weeks 6–8, alongside reading and writing assessments during the exam block. These mock orals for our Year 12 Language students are vital to prepare for their official Internal Oral assessments in Term 2.
As we reflect on our assessment data, we continue to ask: how can we keep improving our outcomes? Below are some practical strategies to support student success in language learning.
Strategies for Success in Language Learning
Complete PLPs and Set SMART Goals: Take time to reflect on your assessment results, have a coaching conversation with your teacher, and set clear, achievable goals. Break down larger objectives into smaller, manageable steps and track your progress. Whether you’re working on grammar, expanding vocabulary, or building fluency, goal-setting can keep you focused and motivated. Remember, tutorials and extra support are always available - also don’t hesitate to ask your teacher to check your PLP.
Finally, a warm thank-you to our wonderful language-specific teacher aides: Catherine Zhang (Chinese), Melanie Martinez (French), and Birgit Hofer (German), who have worked closely with students in the classroom. We also extend our thanks to our teaching assistant, Chiara Sansome, for her ongoing support.

🎉 Harmony Week 2025 – “We All Have a Role to Play!” 🎉
Harmony Week was one of our favourite celebrations!
Our theme this year was “We All Have a Role to Play!”. Harmony Week was a joyful and meaningful opportunity for our school community to come together and honour the rich cultural diversity that shapes who we are. Throughout Week 8, students and staff embraced the spirit of inclusion, appreciation, and fun through a vibrant lineup of activities.
A heartfelt thank you to our International Mindedness Working Party team, our 12 incredible IM Ambassadors and IM Captain, and the many staff across IT, Facilities, the Production team and other departments whose behind-the-scenes efforts made this event such a success. Our first major event of the year was a true celebration of community, and truly embodied the theme!
🌟 Highlights from Harmony Week
Students took part in an exciting range of activities, including:
- 🎨 Theme Banner Making
- 🌍 Flag Parade
- 🎤 Harmony Week Assembly with Multicultural Performances
- 📸 Photobooth Fun
- 🧵 Harmony Bracelet Making
- 💃 K-pop Random Dance Play and IM Karaoke
- 🌺 Henna Art
- 🎨 Face and Nail Painting


Thank you to everyone who joined in and helped make this our favourite Harmony Week. Your enthusiasm truly brought our theme to life—reminding us that each of us plays a vital role in creating a connected and inclusive community.
🌍 Upcoming IM Event:
⚽🏆 IM Languages Futsal World Cup 🏆⚽
Get ready! One of the most anticipated events of the year is coming in Weeks 2–4 of Term 2.
The IM Languages Futsal World Cup will bring students together to represent different countries by speaking their languages whilst competing in spirited teams to celebrate international unity through sport.
This is just the beginning, 2025 is packed with exciting IM events, and we can’t wait to keep the momentum going. Let’s continue making International Mindedness bigger, better, and more vibrant than ever!
Happy Easter Holiday
As we head into the break, a gentle reminder that language learning thrives through consistency. Make the target language part of your daily life. Watch movies, listen to music or podcasts, read books or articles, and switch your device settings to the language you’re learning. Exposure to authentic content helps you pick up natural pronunciation, rhythm, and vocabulary - an essential step in becoming confident and fluent.
Wishing everyone a lovely, restful, and safe Easter break. I look forward to continuing to support all students on their language learning journey in Term 2.
Fei Xue, Head of Department Language Acquisition – Modern and Cultural Engagement
From the Department of Language Acquisition – Classical and Modern Languages

Fiona Scarth
As we wrap up Term 1, the Classical and Modern Languages Department reflects on a busy yet productive start to the academic year. Our students have engaged in a range of cultural and linguistic activities, deepening their appreciation and understanding of the languages they are studying. From cultural celebrations to exam preparations, there has been a great deal of enthusiasm and commitment across all year levels.
Japanese Cultural Experience – Setsubun
One of the highlights of this term was the Japanese cultural experience focusing on Setsubun, a traditional festival marking the arrival of spring. Students had the opportunity to learn about the customs associated with Setsubun, including the symbolic bean-throwing ritual (mamemaki), which is believed to drive away evil spirits and bring good fortune for the year ahead. They also explored the significance of ehoumaki (lucky direction sushi rolls) and had a chance to participate in hands-on activities that brought this cultural event to life. Such experiences not only enhance language skills but also deepen students’ appreciation of Japanese traditions and beliefs.


Preparation for Individual Oral Assessments
For our senior language students, Term 1 has been an essential period for preparing for upcoming assessments. In particular, students have been practicing their Individual Oral assessments, an integral part of their final Internal Languages assessments in Term 2. These practice orals have helped students refine their speaking abilities, improve fluency, and gain confidence in expressing their ideas in their chosen language.
Year 12 students are reminded to continue working diligently on their speaking skills over the break. Regular practice will be crucial to ensure they are well-prepared for their final assessments. We encourage students to engage in any kind of speaking and language activities, such as watching films, listening to podcasts, and conversing with peers, to further develop their proficiency. See the end of the section for some great tips to do over the break.
Latin Studies in the IB Program
Latin students have also been making great strides in their studies. Our Latin Diploma and Diploma Preparation students are delving into classical literature, translation techniques, and historical contexts that provide insight into ancient Roman society and its enduring influence. They are engaging with texts by authors such as Virgil, Ovid, and Cicero, analysing themes and linguistic structures that showcase the richness of the Latin language.
Meanwhile, our Latin Middle Years students are focusing on building their foundational skills, including grammar, vocabulary acquisition, and reading comprehension. They have been exploring Roman history and mythology, gaining an appreciation for the ways in which Latin continues to shape modern languages and cultures.
Spanish Language and Cultural Engagement
Our Year 10 and 11 Spanish students have been working diligently to enhance their language skills while also exploring Spanish-speaking cultures. This term, students have expanded their vocabulary, refined their grammatical accuracy, and practiced their conversational skills.
Beyond language mechanics, they have also engaged in cultural studies, learning about the diverse traditions, customs, and histories of Spanish-speaking countries. Understanding the cultural contexts of a language not only enhances linguistic proficiency but also fosters a greater appreciation for global diversity.
Strategies for Language Practice Over the Holidays
For students preparing for oral assessments, consistent practice over the break will be key. Here are some strategies to maintain and improve speaking skills:
- Daily Practice: set aside at least 10-15 minutes a day to speak in your target language, even if it’s just talking to yourself about your day.
- Record Yourself: use your phone to record responses to practice questions and listen back for areas of improvement.
- Watch and Listen: engage with movies, TV shows, or podcasts in your target language. Try repeating phrases or summarising key points in your own words.
- Find a Conversation Partner: practice speaking with a classmate, friend, or language exchange partner online.
- Use Flashcards with Sentences: instead of just memorising words, practice using them in complete sentences aloud.
- Think in Your Target Language: challenge yourself to think in the language rather than translating from English.
By incorporating these simple activities, students can keep their language skills sharp and enter Term 2 with greater confidence and fluency.
As Term 1 comes to a close, we are pleased to see all students settling into their studies and making significant progress. The enthusiasm and dedication displayed by our language learners have been truly commendable.
We thank our students for their hard work and commitment this term, and look forward to another exciting period of learning and discovery in Term 2!
Fiona Scarth, Head of Department Language Acquisition – Classical and Modern Languages
From the Department of Individuals and Societies – Social and Behavioural Sciences

Elin Williams
It has been a busy start to the year in the Individuals and Societies Social and Behavioural Sciences. Students have been exploring key concepts across our senior Psychology, Business Management courses, as well as in Individuals and Societies MYP offerings. We have been targeting the development of critical thinking, research, and analytical skills through inquiry-based learning.
In Year 7 Geography, students have engaged with their local context, exploring their suburb and looking for opportunities to improve liveability, inspired by principles from the Brisbane City Councils’ “Future Blueprint” and international examples of high-quality city living.
Our Year 8 cohort have been engaging with history, developing key source analysis capabilities. The Industrial Revolution unit focus on how scientific and technological advancements intensified both conflict and cooperation, and these classes will continue to explore these ideas in their studies of World War I next term!
The Year 9 Future of Global Cooperation class have examined political theory, including Social Contract and Power Theory in detail, and have connected these theories and various ideologies to the politics of Australia. Students have researched political platforms to develop a close understanding of Australia’s major parties, just in time for the calling of a federal election!
Year 9 Forensic Psychology students have explored the origins of criminality through a biological and psychological lens and are beginning their work on their practical assessment, exploring criminal profiling.
In the Psychology and Business Management senior year courses, students are developing key skills to develop their understanding of the assessment processes of the IB Diploma Program, and are beginning to receive feedback from teachers to reflect on their learning from Term 1 and improve upon their knowledge, critical thinking and communication skills.
Elin Williams, Head of Department Individuals and Societies – Social and Behavioural Sciences
From the Department of Individuals and Societies – Global Systems and Design

Josh Kiehne
Our subjects are driven by a student-centred flexible curriculum model that integrates concepts, content and context through inquiry. They are theoretical, hands-on, and project driven, providing students self-fulfilment and deep understanding through inquiry-based learning.
It has been a wonderful term of collaborative learning that I am delighted to share.
MYP Design
Students across Year 7 and Year 8 have been developing their design thinking, technical skills, and understanding of user-centred design.
Year 8 students focused on web design, creating websites to introduce and represent a client (a fellow student). Through this process, they enhanced their communication and collaboration skills, ensuring their designs authentically reflected their client’s identity. They also explored how design choices influence perception. To build their websites, students developed foundational coding skills in HTML and CSS.
Year 7 students were introduced to the MYP Design Cycle, a structured approach they will use throughout their studies at QASMT. They analysed different design features in products and applied their learning by designing and developing a mobile app prototype using Adobe XD. This project emphasised the importance of understanding client needs and refining designs through prototyping and feedback. Their statement of inquiry, “In the development of products, functionality is crucial for stakeholders,” guided their exploration of user-centred design.
STEM Futures
Year 9 (World in Your Pocket and Disrupting the Market)
Year 10 (Tragedy of the Commons and Living in a Digital Society)
This term, students engaged with key concepts in design, business, economics, and digital technologies, developing skills in problem-solving, critical thinking, and collaboration. Across all units, students explored real-world applications of their learning, fostering interdisciplinary connections and practical skill development.
Year 9 students focused on market disruption and entrepreneurship. Through hands-on experience with Adobe Illustrator and laser cutting technology, they developed technical skills essential for product design and prototyping. They also examined the role of entrepreneurs in identifying opportunities, making decisions, and managing financial risks. By analysing business models, budgeting strategies, and investment approaches, they built foundational financial literacy and an understanding of economic decision-making.
In Year 10, students explored the digital and economic landscape, examining the power of data and the challenges of resource management. They investigated how large companies collect and utilise data, considering both the benefits and ethical concerns of big data in the modern world. Meanwhile, economic studies centred on scarcity, opportunity cost, and market efficiency, leading to an in-depth exploration of sustainability through the concept of the Tragedy of the Commons. Case studies on climate change, pollution, and space debris highlighted the complexities of balancing economic growth with environmental responsibility.
Throughout these inquiries, students developed critical research and analytical skills, applying conceptual understanding to real-world challenges. By working collaboratively and engaging in creative problem-solving, students have strengthened their ability to navigate and influence the dynamic intersections of technology, business, and society.
Diploma Programme
This term, students in the Diploma Programme engaged deeply with the evolving intersections of technology, society, and economics. Across both Digital Society and Economics, they explored key concepts such as transformation, systems, decision-making, and global impact, applying their learning through research, case studies, and structured assessments.
Digital Society
This term, students examined the ways digital technologies shape modern society, focusing on themes such as data, algorithms, and networks in Year 11, and government intervention and global conflicts in Year 12. Discussions and student-led presentations explored the digital economy, social media influence, and electoral processes, encouraging critical engagement with real-world examples.
Year 11 students considered how digital transformation impacts culture, analysing case studies on algorithmic decision-making and digital identities. Year 12 students extended this inquiry to the political sphere, investigating Big Data’s role in governance, election processes, and warfare. Both cohorts developed research and analytical skills, applying interdisciplinary perspectives from technology, politics, and ethics to assess the broader implications of digital systems. Year 12 students also completed their Internal Assessment, a significant milestone in independent inquiry and academic writing.
Economics
This term, students explored fundamental economic principles and applied them to market structures, government intervention, and global trade. Year 11 students focused on resource allocation, demand and supply, and market equilibrium, using real-world case studies to analyse how policies like taxation and subsidies affect economic behaviour. Students have developed critical thinking and data analysis skills, culminating in a structured exam that reinforced their ability to evaluate economic models.
Year 12 students shifted their focus to macroeconomic policies and international economics, examining monetary and fiscal tools, trade policies, and exchange rate systems. Through case studies and their Internal Assessment (IA) Macro Draft, they refined their ability to construct arguments and analyse economic issues in a global context. Exam preparation further strengthened their ability to apply theoretical knowledge to complex economic scenarios.
Across both subjects, students enhanced their problem-solving, analytical reasoning, and interdisciplinary thinking, equipping them with the skills to navigate the complexities of a rapidly evolving world.

Matthew Trethewey
Year 11 Theory of Knowledge
This term, students were introduced to Theory of Knowledge (TOK) and encouraged to explore the central question: How do we know what we know? Through class discussions, they examined how knowledge is acquired and produced, considering the complexities of truth, belief, and perspective. To deepen their understanding, students engaged in reflective journaling, documenting their evolving insights on these key ideas. For their Term 1 assessment, students collaborated on a group exhibition, with each student contributing one object and a 315-word commentary. This project allowed them to apply their learning in a creative and reflective way, demonstrating their ability to connect personal experiences with TOK concepts.

Zuki Dolovac
Year 12 Theory of Knowledge
This term has been focused on preparing the students for their final essay task. The six titles for this task were issued in early March. Students have done a deep dive on the key terms in each title to assist in both selecting a title and ensuring they address it completely. Students completed a practice essay to develop their writing style. Students will hit the ground running next term by developing a scaffold and then submitting their draft in mid Term 2. The 2025 titles are below:
- For historians and artists, do conventions limit or expand their ability to produce knowledge? Discuss with reference to history and the arts.
- What is the relationship between knowing and understanding? Discuss with reference to two areas of knowledge.
- Should knowledge in an area of knowledge be pursued for its own sake rather than for its potential application? Discuss with reference to mathematics and one other area of knowledge.
- To what extent do you agree that however the methods of an area of knowledge change, the scope remains the same. Answer with reference to two areas of knowledge.
- In the pursuit of knowledge, is it possible or even desirable to set aside temporarily what we already know? Discuss with reference to the natural sciences and one other area of knowledge.
- Is empathy an attribute that is equally important for a historian and a human scientist? Discuss with reference to history and the human sciences.
Josh Kiehne, Head of Department Individuals and Societies - Global Systems and Design
From the Department of Physical Sciences

Robert Hughes
As we near the end of Term 1, it is time to reflect on what has occurred in the physical sciences so far this year. Just yesterday I bumped into some alumni who I had taught last year - they were at A-block to pick up their IB Diploma certificates. As I walked back into my classroom of current Year 12 students, I was reminded of how quickly the time passes and the feeling has been no different this year, with us already through Term 1. So let’s have a look at some of the key events that our department has been involved in and where our different subject areas are up to in terms of teaching and learning.
Extracurricular Science
In Week 1 as we were all settling back into the routine of school and adjusting to our new timetable, we had three students and two staff attend the International Science Schools Fair (ISSF) 2025 in Thailand. James, Dami and Isaac attended the fair with Ms Lock and Miss Baker.

James, Dami and Isaac presented their research which was a project that involved the development of a solar cell or Gratzel cell whereby they sought to maximise the efficiency of the cell based on varying its composition. Their research is extremely current and all three students represented the school exceptionally well at the fair.
At this point I should highlight the fact that the opportunity to attend this fair arose from being a part of our prestigious STEM Research Project Program (STEM RPP). Dr Kate Slessor recently emailed the parent letter for the STEM RPP 2025-26 program as well as launching the program in Week 8. Any interested students should already be considering their project proposals in advance of sending them to Dr Slessor for consideration.

On Friday of Week 2, Mr Swann took a group of 24 students to the annual UQ Science and Engineering competition. Our students had a great time and spent the day working collaboratively to solve a series of unseen science and engineering challenges. Last year we were the overall winners so we certainly intend to return to the event next year to see if we can reclaim that title again. A big thank you to Mr Swann for bringing our students on the day.
Continuing with an initial focus on the main events of this term; the Science Ambassadors, with the guidance of Mr Avery and Mr Bailey deserve a special mention for their organisation and presentation of fun and engaging activities for the Random Acts of Science in Week 9. Our science ambassadors play a big role in promoting our subject area across the school and we are very appreciative of their efforts.



And finally, on Friday of Week 10 the annual Physics Bowl competition occurred. We had 24 students register for the event. The questions on these exams are very challenging and so it is a great opportunity for our Physics students to test themselves against their peers in other countries. The results will be out in Term 2. Term 2 is even more packed with events which we are already planning for, so be on the lookout for notifications soon.
In the Classroom
In the classroom, our Year 9 Fuelling the Planet (9 FTP) students have just submitted their report on the heat energy that is released from a range of different fuels. Having learned all about fossil fuels this term, the focus for next term will be on greener, alternatives to fossil fuels. Year 9 World of Reactions (9 WOR) students have studied the fundamentals of atomic theory, bonding and chemical reactivity. They are currently working on their own investigation which looked at the factors affecting the rate of a chemical reaction which they then present as a scientific poster, early in Term 2. Our 9 Medical Physics student’s (9 MCP) assignment was a collaborative research task which looked at the use of radiology to diagnose a medical condition. And finally, our newest elective that we have just welcomed to the Physical Sciences, 9 Future of Automation (9 FOA). In this elective our students have just submitted the first part of their research portfolio where they are learning about coding in order to automate a process for a firm. The main platform that they are working off involves the Arduino kit and software.
In Year 10, I managed to make it in to see some Computational thinking (10 CMT) lessons to develop a better appreciation of this new subject area in our group. The lesson was very interesting and the subject makes great use of computer coding skills to solve complex problems. With the Computer Science DP syllabus changing next year, a full review of the program has already begun and I look forward to supporting Mr Freeman and Mr Atzeni with this important work.
Our Year 10 Future Materials (10 FMT) students have spent the term learning about the use of alloys in various contexts, whilst also building on their chemical knowledge from Year 9. Again, we were very fortunate to have Professor Darren Martin from UQ School of Chemical Engineering. Professor Martin has visited us each year to present aspects of his research into the development of biomaterials which fits perfectly with what our students are learning about. We hope to see another visit from one of Professor Martin’s research group in Term 2.
Finally, our Year 10 Journey to Earth X (10 JEX) students have been immersed in the challenge of using principles of physics to help them to research and plan a successful journey to a viable exo-planet that we could one day travel to. Unfortunately, the much looked forward to annual trip to Dream World had to be cancelled because of Cyclone Alfred. Our students have bounced back and showed great resilience in working with their teachers to still produce work for the associated assignment, which is a data report.
Collectively, our Year 11 students have just completed the first term of their IB Diploma Program. They will face IB style questions in their Term 1 Exams, and will get the first real indicator of how they have been tracking. It will be really important for them to reflect on their performance and to reconsider their personal learning goals for Term 2.
And finally, back to our Year 12 students who have worked extremely hard this term. Our Year 12 Physics students submitted their final IA report in Week 3. Our Year 12 Computer Science students submitted the first part of their IA drafts in Week 2, and then our Year 12 Chemistry students managed to complete all of their data collection for their IAs, despite some time lost, again, due to Cyclone Alfred.
At this point I would like to give a special thank you to our supporting staff, Lan Pham, Mona Lisa, Kaz, Dr Slessor and our three alumni students; Nikita, Rina and Nerissa, who played a big part in supporting all of our chemistry students and teachers through this long process. Term 2 is another big term for our Year 12 students with many more final assignments due across the various subject areas. We will take a well earned break this end of term so that we come back refreshed and ready to support them through that time.
To finish, I want to thank everyone for their support this term, and I hope that everyone has a well-earned break.
Robert Hughes, Head of Department Physical Sciences
From the Department of Life Sciences

Saengdao Philavane
It has been a vibrant and purposeful start to the academic year in Life Sciences. Our SMT laboratories have been a hive of activity, filled with IA investigations, EE progress, and engaging hands-on experiments across all year levels. Congratulations to our students for navigating Term 1 with such positivity and perseverance amidst ongoing change, particularly with Cyclone Alfred. It’s been a pleasure to witness the IB Learner Profile in action in all classrooms - particularly our students being risk-takers, inquiring learners, and being open-minded. A heartfelt thank you goes to our dedicated team of science teachers and lab technicians for their unwavering commitment to enriching student learning, and guiding them through a packed assessment season with encouragement and expertise.
Foundation Science
Our Year 7 students kicked off the year diving into chemistry, exploring elements, compounds, and mixtures through The Water Crisis unit. They not only learned about water pollution but also developed essential lab skills like Bunsen burner use, chromatography, and separation techniques through immersive practical work.
Year 8 students began with the Cell Theory and the characteristics of living things, then progressed to understanding how cells form tissues, organs, and systems. They practiced using light microscopes to prepare wet mounts and looks at prepared slides. They also studied the respiratory and circulatory systems before carrying out investigations into the effect of exercise on heart rates, which contributed data for their science report.
STEM Futures
Our Year 9 Sustainable Futures students explored ecology, biodiversity, and sustainability, highlighted by their field excursion to Toohey Forest Environmental Education Centre. There they collected distribution and abundance data of plant strata as they transition from wet to dry sclerophyll forest. They also analysed the data and identified possible factors that may have caused the change. It was a very enjoyable day that ended with students collecting biotic and abiotic data from the nearby waterway to analyse the health of the ecosystem.


Year 10 Blue Planet students spent the term investigating ocean ecosystems, ocean stratification and acidification and the impact of ocean currents on Queensland’s weather patterns. They also learned about biodiversity in different aquatic ecosystems and different ways of measuring biodiversity. They ended the term looking into human use of aquatic ecosystems, and investigated different case studies in preparation for their term exam.

Meanwhile, Year 10 Medical Biotechnology students have explored the structure of DNA, DNA technologies, including PCR, gel electrophoresis, DNA profiling and CRISPR. This all led to an experimental exploration task where they have to design an investigation exploring how pH can affect the efficiency of bacterial transformation using E.coli and plasmid DNA. This will form part of their assessment for Term 2.

Diploma Programme
Year 11 Biology students embraced the start of the IB Science journey with enthusiasm, beginning with the molecules of life and cells. Students honed their microscopy skills and enjoyed observing organisms in pond water and looking at prepared slides of various tissues from plants to animals. They ended the term by learning how to carry out a '16 streak plate method' with various non-pathogenic bacteria, and how to do gram staining.
Year 12 Biology students have now completed their final IA submissions - well done to all for producing such high-quality work! HL students continued learning about human and animal physiology, while SL students started with reproduction and finished with evolution and natural selection. Always memorable was the dissection of sheep hearts, where students demonstrated principled and respectful behaviour - many surprised at how different a real heart is from textbook diagrams.
The Year 11 Environmental Systems and Societies (ESS) students are the first cohort at SMT to experience the Higher Level coursework as part of the new syllabus guide, which will first be assessed in 2026. They laid the groundwork for their studies by exploring environmental value systems, energy transfers, and sustainability, while revisiting ecological principles and examining issues like pollution types and biomagnification. They have also had to embed the HL lenses of environmental law, environmental economics and environmental ethics.
Year 12 ESS students have been busy finalising their IAs - some collecting primary data, others working with secondary sources while concurrently learning about human population growth, systems thinking, climate change, and resource use. They are working towards completing the current Standard Level course while submitting their full draft IAs.
STEM Enrichment
Lord Mayor’s Young Environmental Leadership Network
Raashee, Lena, and Nakshathra were selected as QASMT’s LMYELN representatives for 2025. The LMYELN program is run by Green Heart Schools which is part of the Brisbane City Council. The program educates, inspires and supports Brisbane schools, teachers, and students to implement sustainable projects and actions to help create a cleaner and greener Brisbane. The students will take part in various workshop sessions throughout the year as well as online sessions to develop their project, and to collaborate and connect with the network of students across participating Brisbane schools. We look forward to seeing what our representatives will initiate this year.
Sunflower Club 🌻🌻🌻
This term, a passionate group of students with green thumbs signed up to compete in the UQ Sunflower Competition as part of our CCA and Clubs program. The challenge? To grow the heaviest sunflower head. Our budding agricultural scientists are conducting their own experiments with light, water, and fertiliser regimes to boost growth and maximise yield. Despite the higher-than-usual rainfall this term and a brief stint indoors due to Tropical Cyclone Alfred, our sunflowers have thrived and are now well established. As we move into Term 2, students will continue to water, fertilise, and care for their sunflowers until the highly anticipated final weigh-in, where we will harvest the sunflower heads and weigh them on calibrated scales to see if we’ve got the champion! Stay tuned for the final results at the end of term 2! 🌻🌻🌻

Microscope Club
This term students have been exploring the beauty and wonder of the microscopic world in Microscope Club! Students have been mastering a variety of our school’s different microscopes, learning to prepare their own microscope slides and honing their microscopy skills. The microscopy journey began with exploring the surface details of samples under the stereomicroscopes, before advancing to compound light microscopes, where students examined both prepared slides and wet mount slides that they prepared themselves. Students examined pond water samples, discovering a hidden universe of microscopic life, and also prepared slides of stained and unstained onion skin, examining the cell wall and nucleus. Finally, some of our students were able to unlock a whole new level of detail, using immersion oil for high-powered magnification and a close-up look at the microscopic world! 🔬
Saengdao Philavane, Head of Department Life Sciences
From the Department of Mathematics and robotics

Russell Hams
Term 1 has been busy for the Mathematics Department with organising Escape Rooms, Pi day celebrations, lots of learning in classrooms, and two competitions.
In The Classrooms…
All MYP students have be working on Investigating Patterns (Criterion B) assessments where students are asked to select and apply problem solving techniques to discover simple and complex patterns, describe that pattern as a relationship or rule, and then verify and justify these findings. Year 7 and 8 students have been trialling a new approach with this style of assessment by practising the skills needed in class and working through a number of smaller simpler tasks before building to a final level 7-8 complex task.
Year 7 students have explored the question “Is fairness always equal?” by linking their number system knowledge with probability. They tested their knowledge with their first Criterion A (Knowledge and Understanding) test in Week 7.
A review and extension of concepts involving whole numbers, integers, fractions along with exploring Pythagoras’ theorem, congruence of triangles and algebra have been the focus for Year 8. To cumulate this unit the students completed a Criteria A test in the final week of term 1. The Year 8 students have also been regularly using MathSpace, an online platform which is tracking their progress through skills check-ins. After completing these students are directed to individual recommended practise to improve their growth in each topic area.
In their unit “How’s it work?”, Year 9 students have spent their time honing their skills with algebra (expanding and factorising) and index laws. They have been assessed on their knowledge and understanding.
It has been pleasing to see students using their stylus enabled computers in their maths lessons. This allows students to express their maths correctly and quickly as typing their maths into equation editor is very time consuming. A few students having computer issues such as short battery life, no stylus, which can interrupt learning in the classroom. To maximise learning time in lessons we are hopeful that any computer issues can be resolved over the Easter break.
In the DPP program, our Year 10s started the term learning about Graph Theory and how these could be applied to everyday life. They have also applied the skills learnt in trigonometry to bearing problems. In Week 7 students used these skills to complete a two-part Investigation that will help them decide if they should study SL (Standard Level) or HL (High Level) courses in Semester 2. Students have spent a lot of time in class getting to know how to use their new graphic display calculators. It is an important tool as they will complete two different exams - one a calculator paper and the other a non-calculator paper. The papers have been designed to help students see the differences between the diploma program courses Maths AI and Maths AA.
In the DP, our Year 11 and 12 students have been focusing on explorations through their internal assessment (IA). In Maths AA HL/SL and Maths AI HL, the Year 12s have their draft due in Week 2 of next term which will make up 20% of their final grade. Year 11 students have also experienced their first IB style papers whether that be paper 1 (calculator) and paper 2 (non-calculator) for Maths AA, or paper 1 (short response) and paper 2 (extended responses) for Maths AI.
Mathematics Enrichment
Australian Mathematics Olympiad(AMO)
Two of our students, Siddharth and Eason were invited to sit two four-hour exams over two days in early February. The students have performed well, especially since they were competing against students older than them. It is always impressive for students to perform at a level whereby they are invited to participate in the AMO. Congratulations students!
Kangourou Sans Frontieres
On 26 March we had 298 students take part in this online international competition. This is a record number. Students had 75 minutes to answer 30 multiple choice questions. Congratulations to these students for stretching themselves and being risktakers and thinkers. We look forward to seeing how they have performed.
Maths Help sessions
Lunchtime and afterschool help sessions have been well attended by students. It is wonderful to see students being proactive about getting additional help for concepts they are finding difficult in class. These help sessions will continue in Term 2.
From the Maths Ambassador Leadership Team
This term, we celebrated Pi Day in Week 7 and had an incredible turnout. We organised several new events this year, including circle drawing and a variety of Pi estimation activities! Congratulations to our winners of our circle drawing event: Samuel, Ian, and Dan and our Pi estimation: Aarna, Sai, and Emily. We also continued our annual events, including our very popular Pi Recital Competition! A massive congratulations to our top three: Clement (501 digits), Anushka (412 digits), and Ally (160 digits).
We hope that everyone has had an amazing Term 1, and we will continue to bring maths to QASMT students and staff in exciting and innovative ways next term. Look forward to our escape rooms and QOTWs coming out soon, as well as STRM Week!
Russell Hams, Head of Department Mathematics and Senior Robotics
From Education Outside the Classroom (EOTC)

Marc Wheeler
The Education Outside the Classroom team has had a dynamic and eventful term, filled with a wide range of enriching activities! From our sports and music programs to co-curricular opportunities, CAS, and curriculum initiatives, students have embraced diverse experiences beyond the classroom. As the term comes to a close, we take a moment to reflect on the many achievements and memorable moments that have shaped the past few months. Looking ahead, Term 2 promises even more exciting opportunities, with a range of events and activities planned to further engage and inspire our students. We can't wait to share what’s in store!
Sports Program in Term 1
The weather in Term 1 was a real challenge for our Summer Sports Program. We had hundreds of students sign up to participate in Basketball 🏀, Touch Football 🏉, Futsal ⚽, Volleyball 🏐 and Cricket 🏏! We didn’t get through as many sessions as planned, but students had a ball making friends and progressing their skills in their chosen sport.
The wet weather almost made the task of selecting teams for Gala Day extremely challenging for our coaches. The Junior Summer Gala Day has been rescheduled to Wednesday 23 April (Term 2 Week 1) and the Senior Summer Gala Day will be held on Thursday 1 May (Term 2 Week 2). Gala Day is a one-day event where QASMT competes against other local schools in each of the above sports. Best of luck to students selected for these teams!
Representative Sport
Term 1 was a remarkable success at the representative level, with QASMT students demonstrating their exceptional skills across various disciplines. Congratulations to all students who took on the challenge of these rigorous trials, competing against strong opponents with determination and resilience.
Special commendations are extended to the following students for their outstanding achievements and subsequent selection in the respective teams. Students are listed below for their highest level of achievement, meaning that students making Metropolitan West representation also represented Northern Eagles district.
School > District > Regional > State > National

Cross Country Carnival
The Cross Country Carnival has been rescheduled to Wednesday 30 April (Term 2, Week 2). Whether walking or running, participants will have the opportunity to push themselves across the 2km and 4km courses, embracing both the competitive and community spirit of the event. We encourage all students to get involved, enjoy the experience, and make the most of this fantastic opportunity to stay active!
CCA & Club Programs
We celebrate the success of our Co-Curricular Activities (CCA) Program and Club Program, which have provided students with an incredible platform to explore their passions, develop new skills, and engage with the school community. From creative pursuits to leadership opportunities, students have embraced their chosen activities with enthusiasm and dedication. It has been inspiring to see students challenge themselves, collaborate with peers, and grow in confidence as they stepped outside the classroom to pursue something they love. These programs have not only fostered individual growth but also strengthened teamwork and community involvement - key values we aim to instil at QASMT.

Zonta CCA
As we look ahead to Term 2, we encourage students to reflect on their experiences, celebrate their progress, and continue embracing the opportunities that the CCA and Club Program offers. We thank all students and staff for their participation and support in making this term’s Programs such a success. We look forward to seeing the continued enthusiasm and achievements in the months ahead!
Volleyball Academy
As Term 1 comes to a close, we reflect on an exciting start to the newly established QASMT Volleyball Academy. The term began with highly anticipated selection trials for our Year 9 and 10 boys and girls teams. With a fantastic turnout and impressive skill on display, students gave it their all to secure a spot in the academy. Congratulations to those who were successful! Training sessions for these teams are well underway and will ramp up in Term 2 as we prepare for the Intermediate Schools Cup in Week 6. The energy and dedication at training have been inspiring, and it’s clear we’re building on last year’s remarkable achievements.
Looking ahead, we’re excited for the program’s continued growth in Term 2, with trials for Years 7, 8, and 11 students scheduled for later in the term. We encourage all aspiring athletes to get involved and take their volleyball journey to the next level.
Additionally, we have invested in new volleyball posts and netting systems, which will be ready for use in Term 2. Our Volleyball Academy uniform designs have also been approved and are ready to go. Our students will be looking fantastic as they take to the court later this year! 🏐🔥

Music Program
Our Music Program has had a fantastic start to the year, with over 250 students signing up for Instrumental Music! It has been inspiring to see students embracing creativity, collaboration, and a love for music through rehearsals, performances, and workshops.
The Battle of the Bands was definitely a major highlight for Term 1. This electrifying lunchtime showdown saw student and staff bands take to the stage in an unforgettable display of talent and school spirit. The energy was high, the performances were outstanding, and the crowd was buzzing with excitement!






Tropical Cyclone Alfred caused the postponement of our Instrumental Music Workshop to Term 2 Week 4. I know our students are looking forward to working with expert conductors to refine their ensemble skills. This workshop is a valuable opportunity for students to enhance their musicianship and connect with their fellow performers.
As we look ahead, we’re excited to build on this momentum in Term 2 with more performances, workshops, and opportunities for students to shine. A huge thank you to our dedicated music staff and enthusiastic students for making Term 1 such a success!

Chess Program
The QASMT Chess Academy had a strong showing at the 2025 Brisbane Secondary North Interschool Teams Competition on 25 February at St Patrick’s College, Shorncliffe. Our largest-ever contingent of 22 players competed, with 21 holding official Queensland Junior Chess Ratings. Teams of four competed across three divisions (A, B, and C), with matches played over seven rounds. Merit ribbons were awarded to players scoring 4.5 points or more, while top three teams received medals.
In A Grade, Kaiden D and Henry L were our top performers, finishing equal sixth with 5 points each, while Year 7 student Emma impressed with 4 points. In B Grade, Malcolm placed second with 6 points, followed by Eric in sixth with 5 points. Notably, our B Grade team of Eric Z, Henry P, Forrest F, and Vrishan S secured a podium finish in third place! In C Grade, Reuben J and Mahil M both won four games, contributing to a strong overall performance.
A major highlight was our top-rated team qualifying for the prestigious Premier Division by finishing in the top eight. With growing enthusiasm in our Chess Coaching CCA and Monday lunchtime Chess Club, the future of chess at QASMT looks brighter than ever!



Student vs Teacher Basketball
The highly anticipated Teacher vs Student basketball match was a thrilling contest from start to finish. Open to senior students eager to challenge their teachers, these matches always bring excitement and fierce competition. The students came out firing, dominating the first half with speed, skill, and sharp shooting, leaving the teachers scrambling to keep up. However, the tide turned in the second half as the teachers mounted a spirited comeback, helped along by some interesting officiating from head referee Sean Conway. With momentum shifting, the teachers closed the gap, but the students held their nerve in the final moments to escape with a narrow victory. A fantastic display of sportsmanship, skill, and friendly rivalry. The teachers are already looking forward to their shot at redemption in the Teacher vs Student football match in Term 2!

We look forward to offering students even more opportunities to thrive beyond the classroom in Term 2!
Marc Wheeler, Head of Education Outside the Classroom
From the House Deans

House Deans
New Year 7 and 10 Transition Week
It has been a pleasure to welcome the new Year 7 and Year 10 students to the Academy in 2025. The House Deans organised an orientation program tailored to both cohorts to facilitate a seamless transition. Year 7 students participated in a week-long program at the start of the term, and Year 10 students participated in an additional lesson every Tuesday of Term 1. This enables students to get up to speed on what it means to be an IB student at the Academy. House Deans have observed these students participating in Academy life, developing strong relationships and fitting into our Academy. In Week 2, we invited all new Year 7 and Year 10 families to attend their first parent information session, and meet their student's House Deans and school support staff. This night offered an excellent opportunity to connect and share key messages, policies and processes integral to our school.


Year 7 Camp
The Year 7 Camp was a fantastic three-day experience at the Queensland Conference and Camping Centres (QCCC) in Tamborine, facilitated by Vertec Adventures. The program allowed students to develop essential life skills, build relationships, and step out of their comfort zones through fun and challenging activities.
Students participated in various team and leadership-focused initiatives, encouraging communication, problem-solving, and resilience. The GPS Challenge required groups to navigate the campsite, completing tasks at each waypoint to foster teamwork and perseverance. The Climbing Wall and Leap of Faith pushed students to set and achieve personal goals while overcoming self-doubt.
Students favoured the Stranded activity, excelling under the pressure and impressing staff with their fire-making skills. Throughout the camp, they showcased exceptional behaviour, embodying the values of courtesy, teamwork, respect, and communication. Some natural leaders emerged within the groups, assisting the camp facilitators and supporting their peers in managing activities and challenges.
The Bush MasterChef session was a highlight, as students learned fire safety skills and got creative in making their own damper recipes. Evenings at the camp were equally engaging, with a night walk and campfire. Students explored the bushland, spotting wildlife and enjoying the spectacular night sky. The campfire provided a relaxing end to the day, allowing students to reflect on their experiences while enjoying some well-earned supper.
Most importantly, new and long-lasting friendships were formed, with students embracing their differences and leaning on each other for support and strength. Overall, the Year 7 Camp was unforgettable, helping students build confidence, resilience, and lifelong connections in a supportive and exciting environment.

Resilience in the face of adversity
The recent impacts of ex-Cyclone Alfred brought significant challenges to our community, leading to the temporary closure of our school for three days. We acknowledge that this severe weather event affected individuals and families in a variety of ways, and we remain committed to supporting our students through these disruptions. Extensions were granted to ensure equitable outcomes for all, and additional support was provided to students facing extenuating circumstances.
Unfortunately, the Curie House charity event had to be postponed due to the weather. However, we are pleased to announce that it has been rescheduled for Term 2. We are still collecting donations and encourage families to take the opportunity over the holidays to clean out their homes and contribute second-hand clothes and items in good condition. Donations can be dropped off at the Curie locker area or at A-block, with all funds raised from the Alannah & Madeline Foundation. This incredible organisation works tirelessly to support children affected by family violence, combat online bullying, and advocate for the rights of young people.
Similarly, the school’s Cross-Country event was cancelled due to the extreme weather although it has been rescheduled for Week 2 of Term 2. Despite these disruptions, our students returned to school with remarkable resilience, and our teachers have adapted their content and teaching approaches to minimise the impact on learning.
We are incredibly proud of our school community for demonstrating strength, adaptability, and compassion during this time. Thank you for your ongoing support.
Everyday Counts!
Under Queensland law, parents and caregivers must send children to school every day unless there is an acceptable reason. If your child will be absent from school, you must let the school know why as soon as possible. If an absence is known in advance, it is best to advise the school beforehand.
It is important to avoid keeping your child away from school for unjustified reasons. According to the department of education (2025), unjustified reasons include but are not limited to:
- birthdays
- shopping
- visiting family and friends
- if they sleep in
- looking after other children
- minor check-ups or care, such as haircuts.
Where possible, routine medical or other health appointments should be made before or after school or during the school holidays. Establishing good routines around school can assist with regular school attendance. These include:
- have a set time to go to bed
- have a set time to get out of bed
- have a uniform and school bag ready the night before
- have a set time for starting and finishing breakfast
- set a time for daily homework activities
- speak about school positively
- please send your child to school every school day, including their birthday and the last day of the term from Prep.
If you have trouble getting your child to school or meeting attendance expectations, please get in touch with your House Deans for advice and support.
QASMT Expectations Reminder – Late Arrival at School
The House Dean team wants to remind students and parents of the importance of being on time at the start of each day. While we acknowledge the diligent efforts of 99% of our families in ensuring timely arrival, we have noticed a pattern of some students consistently arriving late.
We appreciate that unforeseen circumstances like traffic congestion occasionally disrupt planned arrival times. However, we must address recurring issues, as frequent late arrivals can impede students' academic progress. Our Academy provides a crucial foundation for real-world experiences for our students, where punctuality is a fundamental aspect of success in professional settings and contributes significantly to personal branding.
There are a number of strategies that a family can implement to ensure that their child arrives at school on time, such as:
- Exploring Alternate Travel Options: consider alternate travel arrangements to mitigate the impact of potential traffic delays.
- Departing Earlier: plan an earlier departure time to account for any unexpected delays.
- Monitoring Sleep Patterns: monitor your child’s sleep habits to ensure they are well-rested and ready to start their day on time.
- Preparing in Advance: ensure students have their uniforms organised and pack their school bags the night before school.
If your child is late, they MUST collect a late pass from Student Services (A Block) upon arrival at the Academy. The parent/caregiver must also ensure they contact Student Absences, informing them of the reason for the late arrival.
Email: StudentAbsence@qasmt.eq.edu.au
Phone: 3377 9333

QASMT Expectations Reminder – “Safe Travel to and From School”
At QASMT, we understand that students travel in various ways to get to school. One of the most common means of transport is via train. Throughout Term 1, we have been placing emphasis on the importance of being safe and aware of your surroundings when walking to and from school. In particular, it is essential to have access to safe walking routes to and from the train station. Students are instructed to cross Moggill Road using the overpass at the end of Frederick Street, Taringa. Frederick Street connects Stanley Terrace to Moggill Road, and the overpass leads students safely to the opposite side of Moggill Road. From there, they must cross safely at the pedestrian lights to access the upper side of Moggill Road, which provides direct access to the Taringa train station. An alternative route is to walk through Taringa Playground Park on Marmion Parade. Students can cross at the traffic lights at Moorak Street to reach Moggill Road and then continue uphill to another set of lights (please see both routes on the accompanying map.) The exact route applies to the journey to the Academy from Taringa Station. To ensure the safety of all students travelling to and from the Academy, significant consequences will be enforced for any student who continues to cross Moggill Road at unsafe locations. We encourage all parents and caregivers to discuss this safety concern with their children and reinforce the proper routes for crossing Moggill Road to and from school. Staff will be on duty each morning and after school at the gate entrances of Bywong and Miskin Streets, respectively, to monitor the movement of students crossing the road and those boarding the buses.
Along with using safe travel routes, this year, we have been emphasising the importance of sun safety. Australia has the highest rate of skin cancer globally, and Queensland has the highest rate in Australia (QLD Government, 2022). Therefore, students must wear their hats to and from school and during lunch breaks when outside. This year, we have been monitoring and enforcing our school uniform policy around hats to ensure students are safe, and as the term has progressed, we have been pleased to see an increase in students being sun-safe. We must continue this throughout Terms 2 and 3 as the days get colder, the sun is still dangerous to the skin, and hats must be worn.
QASMT Expectations Reminder – Winter Uniform
It is always important to remind parents/caregivers and students of the expectations regarding essentials. Term 2 brings a significant change in expectations regarding blazers.
- Blazers: In Term 2, students are required to wear their blazers to and from the Academy every day (except for sports uniform days)
- Bags: Students can only use their Academy-Issued laptop satchel. They should not use bags or other backpacks. Students are permitted to use a second bag if they are transporting additional equipment to and from the Academy that does not fit in their Academy backpack.
- Skirts: Skirts should be worn as intended and not rolled up.
- Jewellery/Makeup/Hair: Plain sleepers or studs only, with no more than two earrings in each ear. One necklace can be worn but must not be visible. Hair should be tied back neatly if beyond the shoulders and should be of natural colour only. No makeup is to be worn except for natural concealer or discreet sun factor makeup.
House Deans, Heads of Departments and teachers are regularly monitoring that students are following the above-mentioned expectations. Please work with us to support our expectations around uniforms.
Respectful Relationships Program
This year, House Deans have led the development, teaching and learning of our Positive Education Program, IB Learner and Respectful Relationships. This is a wonderful opportunity for House Deans to connect with students in their houses and provide proactive education around essential topics that assist with holistic student development. Respectful Relationships is one of the wellbeing programs we teach to all Year 7 - 8 students at QASMT, and has been implemented this year with one lesson a week delivered by the House Deans to each cohort.
What is respectful relationships education, and why is it important? Respectful relationships are important for making our school a safe, welcoming place where everyone feels valued. This program helps students learn how to build positive, healthy relationships with others, both at school and in the wider community.
In this program, students learn how to:
- show and practice respect in everyday life
- develop important social and personal skills
- understand how gender and cultural stereotypes can affect the way people act and make decisions
- take steps to create fair and respectful communication. Critical learning connects with the IB Learner Profile, promoting principled, caring, and reflective individuals who contribute positively to society!
Through this program, students also build important social and emotional skills, such as:
- handling conflicts
- recognising unfair treatment
- treating others with kindness and understanding
- understanding consent and tools to developing and maintaining healthy relationships based on mutual respect.
By learning empathy, communication, and problem-solving, our students are better prepared to form strong, respectful relationships in our diverse and connected world!
Aileen Davis, House Dean Agnesi; Serena Wanstall, House Dean Curie; Zoe Kirby, House Dean Da Vinci; Ross Bray, House Dean Franklin; Dean Aspland, House Dean Hawking; Andrew Chen, House Deans Hollows; Tyler Pearson, House Dean Jackson; and Deva Prasad, House Dean Newton.
From the Guidance Officers

Katrina Judge
What a busy term it has been in the guidance offices with challenges and celebrations! Term 1 is particularly encouraging as we hear updates from our 2024 graduates. I would love to hear from any alumni about their experiences, destinations and achievements. We join them in celebrating their successes and joys with their next phase of life and learning.

Career Breakfast: Our Year 12 Career Mentoring Breakfast was a wonderful opportunity for our seniors to engage with professionals and academics from many vocations. The students were able to learn about the realities and opportunities of life after secondary education. The inspiring conversations have brought deeper insight and encouragement as they seek to make their own pathways. We are very grateful to the people who contributed to the breakfast, particularly the parents, academics, community and industry representatives who volunteered as mentors. Thank you for your investment into the lives of our young people.

Year 12 Careers Breakfast Mentors - 2025
SET Planning: Our new Year 10 students have also had the opportunity this term to explore the possibilities for their futures. Over several weeks, they have considered the many influences that may impact their pathways, including personal strengths, values, goals, interests and opportunities. They have spent time researching the labour market and tertiary landscape. This has culminated with the development of their individual Senior Education and Training (SET) plan to map out their preferences for the next stage of their education. The career education sessions culminated with an interview with their House Dean to reflect on their SET plan. Thank you to the parents of our new Year 10 students for talking with your student as they have worked through this process.

Career Information Sessions: We looked at the application processes in Queensland and around Australia at our Career Information Sessions this term. Many students and parents representing most year levels attended to learn about the current processes and opportunities when applying for university places in Australia. We discussed key details including timelines, finding courses, how IB results are used, adjustment factors, entry requirements and the offer process. We also welcomed UCL (University College London) to present on opportunities at the University of the Year (2024). Join us at our Term 2 Career Information Session to hear about the application process for international universities.
Study Work Grow Pathways Hub: You and your family can access our Study Work Grow Pathways Hub, which is a great place to plan your next steps and start exploring your career options.
What is the Pathways Hub?: It’s our online source of careers and pathways information, including an “Important Files” tab (QASMT forms and notes from past information sessions or newsletter). You’ll find lots of resources to support families to plan a pathway, so add it to your bookmarks.
You can also join Study Work Grow: On our Pathways Hub you’ll be able to sign up for SWG membership, which is an easy way to keep on top of all the opportunities that are out there. You’ll receive an email each week with information, news, and events about your career and further study options.
Access the wonderful resources from Study Work Grow at our very own career hub:
Don’t forget that you can still navigate around the main website studyworkgrow.com for all the latest blogs, job spotlights, events, scholarships, competitions and more.

UCAT
The UCAT ANZ helps universities to select applicants with the most appropriate abilities and professional behaviours required for new doctors and dentists to be successful in their clinical careers. It is used in collaboration with other admissions processes such as interviews and academic qualifications. You can only sit UCAT ANZ in your final year of high school or higher.
UCAT ANZ bookings are open from 4 March to 16 May 2025 with testing held 1 July to 5 August 2025.
You must register an account with Pearson VUE on the UCAT ANZ website and then book your test via your account by the deadlines. Please refer to UCAT ANZ Test Cycle page for information on key dates and costs.
NOTE: Students are expected to seek a test time outside of school hours eg. during the July holidays. If unavoidable, bookings within school hours will require a request for leave be submitted to the Principal for consideration at the Principal’s discretion.
Resources
There are many resources available to support our students’ career planning journey.
Guidance Office/Career Library (A block): a range of free resources available for students to access.
Options Bulletin: The Options Career Information App gives you convenient access to career information and key calendar dates which can also be great conversation starters when talking with your child. Simply download the app and sign in using our unique access code “QASMT” (for our Academy community’s use only). Switch on the App’s notifications and you will know when the latest bulletin is published. You will continue to receive further career information throughout the year. Alternatively, the latest bulletin is available at https://optionscareers.com.au/welcome/QASMT/bulletin.
Study Work Grow: features include guides (eg. Entry to Medicine Guide, Pathways to Engineering, Co-op Scholarships Guide), weekly newsletters, a work experience database, a scholarships database, job spotlights and online tools. Investigate at www.studyworkgrow.com .
QASMT Career Hub: for free access to Study Work Grow resources and local QASMT career documents and news https://studyworkgrow.com/education/school/queensland-academy-for-science-mathematics-and-technology/
Wishing you all a restful and peaceful Easter break.
Katrina Judge, Guidance Officer Career Planning

Tara Le Pla
Guidance Officer, Student Support – Ms Tara Le Pla
There have been some common themes for which students have been accessing support from the Guidance Officer this term, these include:
- Self-management (time, organisation, planning)
- Emotional regulation
The academy provides some great resources for parents and students to access to provide support around these concerns.

Student Program – Anxiety Bites
The first course for 2025 – Anxiety Bites - had a great take up across all year levels, particularly with our Middle Years Students. This program was aimed to provide students the opportunity to explore how they manage their own anxiety following a model that considers: Event – thoughts – feelings – actions – results.
Student Programs will continue to be offered each term. These online programs will run for 4 - 6 weeks (during Week 4 - 9), just one session a week (accessed at any time suitable for each student). The sessions will be weekly ‘bite sized’ learning opportunities. These learning opportunities include science-based strategies around an assortment of topics.

A new learning opportunity will be available in Term 2 to support students, please keep an eye out for the Life Skills course. Details around how to enrol will be provided to students at the beginning of Term 2. There are some skills that are essential for success, even to the most naturally gifted person. This program will provide students the opportunity to learn about these life skills and provide exercises on how to master them.
School TV (for parents) as well as Guidance Officer led courses (for students), together with the Parent & Community sessions are a great learning tool.

Parent and Community:
Our first Parent and Community session for 2025 will be delivered virtually during Term 2 in response to parent requests. Parents are encouraged to invite their children to join them for the event. Please note, there is no cost for the session.
Please use the following link to register your interest in attending:
Register here: https://survey.qed.qld.gov.au/n/dJZhVQM
Links to access the presentation will be sent to those who have registered on the day of the event.
Headspace provides young people with access to health advice, education and employment. Their vision is to improve young people's mental, social & emotional wellbeing. Their student workshops aim to increase mental health literacy, reduce stigma, and build the capacity of young people to understand their own wellbeing needs, support their peers and explore pathways for help-seeking. Workshops are interactive, strength-based and evidence-informed. For further information about Headspace: https://headspace.org.au/

SchoolTV
Term 1 Special event – Digital media literacy and safety.
This SchoolTV webinar was presented by Dr Michael Carr-Gregg and Susan McLean, two of Australia’s leading experts in youth wellbeing and cybersafety. The presentation provided invaluable insights into how to support young people navigate the online world safety and responsibly.
This webinar was part 1 of a two-part series – information about Part 2 will be shared with our community as it is available.
While we anticipate Part 2 of the webinar, I invite you to explore the ‘Cyber Safety Series’ area of SchoolTV though our school website. This will provide information and other resources to further support adults in learning how to keep their children safe online.
This resource can be accessed through the Academy’s website: https://qasmt.eq.schooltv.me/channel-newsletter/315
Accessing Guidance Officer: Student Support
Referrals for Guidance support for students come through the House Deans. House Deans continue to be your first point of contact for accessing information and support. If there are highly sensitive matters that you or your child require Guidance Support around, I may be contacted directly.
Community Support Services
Managing Your Mental Health Online document below can be found on our School Website, as a related link to our Wellbeing Framework.
Found here: https://qasmt.eq.edu.au/support-and-resources/wellbeing/wellbeing-framework

For your children:
- Talk to your parents – they are your biggest advocates and think you are wonderful – they will listen to you and support you.
- Kids Helpline: 1800 551 800 www.kidshelp.com.au/teens/
- Lifeline: 13 11 14 www.lifeline.org.au/Get-help/Online-Services/crisis-chat
- E-Headspace: 1800 650 890 www.eheadspace.org.au (e-headspace is not for crisis support)
- Youth Beyond Blue: 1300 224 636 www.youthbeyondblue.com/hel-someone-you-know/what-to-do-in-an-energency/get-immediate-support
- Suicide Call Back Service – 1300 551 800 – suicidecallbackservice.org.au
For parents and community:
- Parentline: 1300 30 1300 https://parentline.com.au/
- Family and Child Connect: 13 32 64 https://familychildconnect.org.au/
- Lifeline: 13 11 14 lifeline.org.au/
- Relationships Australia: 1300 364 277 relationships.org.au/
- Butterfly: https://butterfly.org.au/
- Griefline: 1300 845 754 https://griefline.org.au/
- 1800Respect: 1800 737 732 https://www.1800respect.org.au/
Stay safe over the break - be kind to yourself and each other.
Tara Le Pla, Guidance Officer Student Support