Term in Review - 4 April 2025

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.

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.

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. 

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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:

1. For historians and artists, do conventions limit or expand their ability to produce knowledge? Discuss with reference to history and the arts.
2. What is the relationship between knowing and understanding? Discuss with reference to two areas of knowledge.
3. 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.
4. 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.
5. 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.
6. Is empathy an attribute that is equally important for a historian and a human scientist? Discuss with reference to history and the human sciences.

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.

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. 

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.

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.

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! 🌻🌻🌻

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.  

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!

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!

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!

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! 🏐🔥

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!

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.

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 – “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.

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!

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.

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.

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:

https://studyworkgrow.com/education/school/queensland-academy-for-science-mathematics-and-technology/

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.

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/

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/

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. 

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/