Term in Review 28 March 2024

From the Senior Leadership Team

As Term 1 draws to a close and we 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. 

At the Commencement Assembly, Principal Kayrooz’s address focused on our theme for 2024, which is the year for kindness. Here is a brief excerpt of her address:

I will draw inspiration from the timeless wisdom of Dr. Seuss, particularly his much loved work, "Horton Hears a Who."

In this delightful tale, we follow the journey of Horton the elephant, who, with his big heart and open mind, discovers a microscopic world on a tiny speck. Despite the challenges and uncertainty, he faces from others in the jungle, Horton goes above and beyond to protect and care for the ‘Whos of Whoville’.

"A person's a person, no matter how small. And you very small persons will not have to die. If you make yourselves heard! So come on, now, and TRY!"

This insightful statement encourages us to recognise the intrinsic value in every individual, irrespective of their size or background. Dr. Seuss’s words impart a valuable lesson about the importance of kindness and understanding, regardless of our differences.

He reminds us that even the smallest actions, much like the hummingbird, can bring immense joy and positivity. Our gestures of kindness may seem small, but they carry the potential to create significant impacts on those around us.

"Don't give up! I believe in you all. A person's a person, no matter how small!"

These words echo the theme of kindness and inclusivity. Each person, regardless of their size, deserves our respect, empathy, and kindness. Let us commit to creating a school environment where everyone feels heard and valued, just like every voice in Whoville mattered to Horton.

"So, open your mouth, lad! For every voice counts!"

A highlight of Term 1 is always Harmony Week, as it brings our Academy community together and provides opportunity for students to demonstrate inclusivity and kindness. It is so wonderful to see such a colourful and joyous celebration of the Australian Government’s vision of Harmony Week; inclusiveness, respect and a sense of belonging for everyone.​ Harmony.gov.au. 

A significant change for our community in Term 1 was the introduction of the Department of Education’s directive that all state school students must keep their mobile phones switched off and ‘Away for the Day’. Whilst we have experienced some minor teething issues, with some anxious students and parental concerns that families could not reach their student during school hours, our school community has adapted very well to the ‘new normal’ of phones being away for the day. Many of our staff have already noted a vast change in positive student interactions at break times, with students enjoying playing sport, card games, reading or engaging in friendly banter. 

The decision to implement a consistent, statewide approach to putting mobile phones away during the school day is based on the advice of Ms Cheryl Vardon AO, former Queensland Family and Children’s Commissioner, who completed an independent review of Queensland’s approach to mobile phones. Ms Vardon’s review included consultation with key education stakeholders, such as principals, school staff, students and families from each education region, as well as a review of recent research on student use of mobile phones and personal devices in schools.

‘Away for the Day’ supports schools to maintain a strong focus on student educational achievement, wellbeing and engagement by:

• providing optimal learning and teaching environments
• encouraging increased face-to-face social interactions between students
• promoting the health and wellbeing of students through increased social interaction and physical activity
• reducing the potential for students to be exposed to the negative impacts of the digital world, resulting from unsafe or inappropriate technology use.

Students spend up to eight hours a day on devices, with at least 40 per cent of that being on their phones, according to research from Griffith University's School of Applied Psychology.

Child psychologist Michael Carr-Gregg stated that restricting phones in secondary schools is critical to cut distraction, deal with rising cyberbullying and help students catch up academically after months of isolation. Carr-Gregg led a 2018 independent review into mobile phones in schools that resulted in mobiles being banned in NSW primary schools.

"The lived experience of many schools who had banned mobile phones was that it improved academic outcomes, reduced distractions and promoted a lot of social interaction, particularly in recess and lunchtime, which wasn't happening beforehand," he said.

https://www.smh.com.au/politics/nsw/massively-overdue-smartphone-review-to-tackle-predators-cyberbullies-20180621-p4zmsz.html

Our new parent community have 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 our parent community and it is for this reason that we hold regular parent information events. This term, we hosted the house new parent evening, year group information evenings, Year 7 and 10 parent morning teas, as well as the first of our speaker series for parents. The other exciting event that parents were invited to attend this term was our inaugural International Women’s Day breakfast, where our school community came together to celebrate the social, economic, cultural, and political achievements of women. Our Alumni, Grace Terric, was an inspiring guest speaker and special thanks must go to our parent representatives, particularly Kylie Rule, as well as our Business Manager, Kelli Gallagher for organising such a wonderful breakfast. Next term, we will be conducting Parent Teacher interviews in Week 4 (Tuesday May 7), as well as an information evening in Week 5 (Monday May 13) for all year levels. Our next parent speaker series will be on Monday April 29, with a presentation by Headspace on managing stress and high expectations for students.

A further 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 discover 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 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.” 

It is important that our new staff, student and parent communities understand that we are committed to providing a safe, respectful and disciplined learning environment for students and staff, where students can access opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing. The QASMT Student Code of Conduct is aligned to the International Baccalaureate Learner Profile attributes and Positive Education Framework, which centres on students flourishing through cultivating positive emotions, engagements, positive relationships, meaning and achievement. It is designed to facilitate high standards of behaviour so that the teaching and learning in our school can be effective and students can participate positively within our school community.  The Student Code of Conduct is underpinned by our three school protocols:

• Show respect
• Maintain safety
• Take responsibility

This plan was developed in collaboration with our school community and broad consultation with parents, staff and students was undertaken through consultation meetings. If families have not yet read this important document, please take the time over the holidays to do so, as a whole school approach to discipline must include the entire community.

Finally, the Executive Leadership Team would like to wish all families a safe and happy holiday and we look forward to the term ahead.

Kath Kayrooz, Principal; Tanya Haggarty, Associate Principal Academic;  Kerry Bullock, Associate Principal Teaching and Learning; Catherine de Freitas Pessoa, Deputy Principal Performance; Cathy Lu, Deputy Principal Engagement

From the Deputy Principal Senior Years

We are committed to supporting all students to reach to their full potential through developing the IB Learner Attributes, one of which is: reflective. 

The end of the term is a perfect time to reflect on our individual journeys and of our progress towards our greater goals. While Term 1 has flown past, we can now slow down for a short time and assess how balanced and organised we were this term. I would like to ask all families to help their students reflect on:

• what went well in their academic studies?
• how balanced and organised did they feel?
• what strategies could they employ for next term?

As I have walked through our classrooms I have been so impressed with our senior students. They have started the year with focus and commitment, are learning through ATL, and are demonstrating the attributes of an IB Learner.

It has been wonderful to see the immersion of new Year 10 students into QASMT-life through the Year 10 Induction Program. Each Friday afternoon they worked with Mr Prasad, as well as their own House Deans, and the Guidance Officer - Careers. They have learned about the QASMT values, systems and processes, effective study planning, strategies to support wellbeing, heard from QASMT Alumni, considered future career pathways and engaged in fun team building activities along the way. I am sure that new and enduring friendships have been established.

Every classroom I have been in this term has had evidence of ATL – Approaches to Learning – which are taught skills to support students to learn how to learn. These skills include communication, research, self-management, social, and thinking skills. I’d like to unpack the first three ATL here. Communication skills include being able to articulate thoughts through oral or written expression. I have seen students challenged with an English question with no preparation, who have in groups successfully within five minutes developed an impressively articulate answer. Research skills are taught in each subject and are subject specific ways to find meaningful information from reputable sources. Students especially in Year 12 will find they are fine-tuning their subject-specific research skills as they finalise their IAs for their subjects. Self-management skills are often hard to learn, even for adults. I have seen students demonstrating their self-management, organisation and focus through the use of their school diaries, the organisation of their OneNote notes, preparation for their exam block examinations, and by submitting their work on time.

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. Have a well-earned break over this coming holiday, 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

It seems like only a few short weeks ago that we started the 2024 school year. 

I remember vividly the youngest members of our school community, full of excitement and enthusiasm as they commenced their high school journey. Since those early weeks, I have witnessed our Year 7s grow in confidence and flourish in their learning. This term they also had the opportunity to partake in the Year 7 camp at Mt Tamborine - three fun-filled days of adventure and challenge. I was fortunate to attend the Year 7 camp this year, which was a fantastic experience. It was pleasing to see all students form new friendships and consolidate the friendships they had already made in the first four weeks of term. Every House Dean and Year 7 student had a smile on their face and a willingness to participate in all activities across the three days.

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, imparting their experience and offering top tips. Their willingness to put other students’ needs first is a credit to them; an important IB attribute.

Our Year 9s have enjoyed 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, our students have commenced their inquiry-based Community Projects as part of the Service Learning element of the Middle Years Programme. I look forward to seeing their projects come to life at our National Science Week celebrations in Term 3.

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 inclusion & Wellbeing

Year 11 students partook in a full day Leadership Symposium this term. The day was facilitated by Luke McKenna from UPP Unleashing Your Potential. The students actively engaged in three different sessions throughout the day - building on leadership skills, teamwork, getting to know others and strengthening their commitment to action and service.

All students participated with energy and commitment, and it was lovely to see them enjoy a sit-down lunch together as a cohort and sharing ideas about leadership. The day ended with Battle of the Houses, and it was easy to see the passion, spirit, and sense of belonging. This was an important event for our Year 11 students as they prepare to write Leadership applications in Term 2 for the various captain and ambassador roles.

Leadership is important at QASMT, and we look forward to seeing, reading, and hearing about our Year 11 leadership experiences, aspirations, and plans for 2025.

School Chaplaincy

School chaplains or ‘chappies’ provide social, emotional and spiritual support to school communities. They are in the prevention and support business - helping students find a better way to deal with issues ranging from family breakdown and loneliness to friendships and mental health.

They provide a listening ear and a caring presence for children and young people in crisis. They also provide support for staff and parents in school communities.

Chappy Denise is employed by SU Australia, and she is based at QASMT on Monday and Tuesday. SU Chaplaincy has built a strong reputation of professionalism and trust in hundreds of school communities and is the largest chaplaincy provider in Australia.

The Federally funded National School Wellbeing Program (NSWP) has been a great help, and it is important to note that the NSWP program is only meant to be a contribution towards the costs of a chaplaincy service.

To ensure local chaplaincy services remain sustainable, local community support is vital. SU QLD supports the initiative by appointing, training, and equipping school chaplains.

Your support can help keep chappies in schools and continue to bring hope to young generations. Sign up as a monthly supporter or one-off donor here.

Wellbeing Activities and Programs Term 1

Breakfast Club

Every Monday morning, a group of Year 11 students hosts the Breakfast Club, where they serve toast, juice and hot chocolate to the school community. The Breakfast Club is highly valued and embraced by everyone. It not only provides a nutritious start to the week for the students but also promotes a sense of unity and responsibility among the participating Year 11 students. It’s wonderful to see such positive contributions to the school community.

Outdoor and Giant Games and Board Games Club

Each Monday and Tuesday, students delight in a diverse array of outdoor and giant games, as well as the Board Games Club, offering them multiple engaging options to unwind and socialize during their lunch break.

Spiritual Wellbeing

The recently renovated Pray and Reflection Room is available for students seeking a peaceful environment for prayer or silent reflection.

Queensland Engagement and Wellbeing Survey

In Term 2, students in Year 7-12 will be asked to take part in the Queensland Engagement and Wellbeing (QEW) Survey.

We know that wellbeing and engagement are important parts of your child’s life at the Academy. The QEW Survey is designed to measure how students view their wellbeing and engagement across different topics. The information we get from the survey helps us better understand and support our students.

More information, including FAQs, can be found on the Education website: (https://qed.qld.gov.au/publications/reports/statistics/schooling/students/queensland-engagement-wellbeing-survey).

Jane Manwaring, Head of Department Inclusion and Wellbeing

From the Department of Language and Literature

Term 1 has been rewarding for teachers and students alike in The English Language and Literature Department.  

Every season offers opportunities for progress, change, and personal growth and we have seen this develop exponentially in our students this term. Our objective throughout this period was to cultivate advancement through a diverse array of productive and receptive writing tasks, bolstered by a range of Approaches to Learning (ATLs) and demonstrated adeptly in assessment.

In Year 7, students were warmly welcomed into the realm of language and literature through their inaugural Empathic Biography unit. Here, they showcased their Research, Thinking, and Communication ATLs by reconstructing pivotal moments in the lives of celebrated mathematicians or scientists. By blending factual information with creative writing, our students demonstrated their capacity to craft texts that were both captivating and informative.

Likewise, Year 8 students engaged in a Speculative Fiction creative writing unit, centred on the Statement of Inquiry: "Imagined consequences of change have value." Through this endeavour, they drew upon their Research, Social Skills, and Thinking Skills ATLs to envision the potential ramifications of technological or environmental shifts, crafting narratives that delved into deep conceptual realms during timed examinations.

Meanwhile, our Year 9 cohort delved into podcast production while exploring the Statement of Inquiry: "People, Places, and Ideas empower people." Through collaborative efforts, meticulous research, and analytical exploration of Australian poetry, students honed their Research, Self-Management, Thinking Skills, and Communication ATLs.

In summary, it was a gratifying experience witnessing students not only refine their analytical and creative skills in Language and Literature but also continue their journeys into socially aware communicators, capable of substantiating their viewpoints with well-informed reasoning. This term, nothing has dampened our students’ own high standards and their development as scholars of Language and Literature and exceptional thinkers. I look forward to witnesses each of our students ongoing success as a result of the foundations that have been laid during Term 1.

David Bracken, Head of Department Language and Literature

From the Department of European Language Acquisition

As we approach the conclusion of Term 2, I find myself contemplating on the accomplishments and future goals of our department. 

As educators, we must strive to break down barriers, and encourage students to embrace linguistic diversity as a means of enriching their perspectives and engage with the global community. Each lesson, each conversation, each cultural exchange is a step forward on the journey toward linguistic proficiency and intercultural understanding. With this privilege of guiding young minds comes a profound responsibility - to guide our students along this path, equipping them with the tools and confidence to navigate a multilingual world.

German and French Year 12
Term 1 marked an important stage in the lives of our Year 12 Language students as they practiced their Internal Oral (IO) assessments, and we thank our dedicated DP teachers for going above and beyond in preparing our Year 12s for the upcoming final IOs in Term 2.

Teacher Aides in Languages
We welcomed back Idil Gibson (German), Melanie Martinez (French and Spanish) and welcome warmly to the team Denis Brosnan (Latin).  Our language specific teacher aides are working in classes with students and they each bring detailed language expertise to the classrooms and help students achieve their language goals.

Spanish ab initio returns

One highlight of this term was the re-introduction of Spanish ab initio into our diverse array of language offerings. Spanish, with its rich cultural heritage and global influence, opens up a whole new world of opportunities for our students and thanks to the efforts of Mr. Turner, we are delighted to incorporate this invaluable addition into our modern languages curriculum here at QASMT, enriching the educational journey of our students with yet another avenue for linguistic and cultural exploration.

Goethe-Stipend success

The Goethe Institut, renowned for its global cultural exchange and language initiatives spanning 159 countries, extended an invitation to high school students across Australia to apply for a coveted scholarship to a summer languages camp nestled in the picturesque setting of Salzburg, Austria. The scholarship provides an opportunity in German language and culture, fostering linguistic proficiency, personal growth and global citizenship. Eight students from Frau Wilson’s and Frau Liebchen’s German classes in Year 10 and 11 applied for this scholarship. The students submitted highly accomplished and creative videos to the question: ‘Who are you and why would you like to participate in the summer camp?’ We extend our heartfelt congratulations to Jia, whose exceptional video has earned her advancement to the next stage of the selection process. Good luck Jia!

OzClo Nationals

Congratulations to our senior student team on their impressive achievement of being shortlisted for the National Finals in the Australian Computational and Linguistics Olympiad competition. This competition not only tests the prowess of students but also fosters teamwork and problem-solving skills as they tackle challenges related to captivating real languages. We extend our best wishes to our Year 11 students Milana, Sasha, Jasmine, and Emma as they embark on this exciting journey. Good luck!

Inga Mertens-Walker, Head of Department European Language Acquisition 

From the Department of Asian Language Acquisition & The arts

Asian Languages

Term 1 has started with a variety of activities including Asian traditions and International Mindedness that makes our Academy a unique place for cultural exploration and learning. This term we have come together to celebrate diversity and enrich our understanding of global cultures.

Setsubun Activities

In Week 3 of this term, we started off with lively Setsubun activities. Students and staff gathered to partake in traditional Japanese activities marking the beginning of spring. The event was well attended featuring bean-throwing to ward off evil spirits, videos of Setsubun activities in Japan, origami and mask making. This immersion into Japanese customs was an excellent start to our year in Asian Languages.

International Mindedness

Lantern Festival and International Women’s Day

The Lantern Festival event in Week 6 brought a warm glow to the Academy, symbolising the conclusion of the Lunar New Year festivities. Students constructed lanterns to decorate the courtyard with paper lanterns and illuminate the end of the Lunar New Year celebrations. In recognition of International Women’s Day, we were honoured to host distinguished guest speaker Dr Divya Viswanathan, a practising doctor and esteemed member of Zonta who shared insights into the achievements and challenges of women around the globe.

Harmony Week

Harmony Week was a success this year, embodying the essence of International Mindedness with a full week dedicated to celebrating the cultural diversity in our Academy. The week began with a whole school assembly that set the tone for the days to follow, filled with:

• Vibrant performances: Our students took centre stage with dances and songs from around the world, showcasing their talents and the rich tapestry of cultures in our school.
• Karaoke World Tour: The melodies of different languages filled the air as students joyfully sang international favourites, igniting smiles and laughter everywhere.
• International Film Festival: Our celebration of diversity extended into the realm of cinema, with a selection of short films that provided windows into different cultures, enriching our understanding and deepening our appreciation for the universal stories that bind us together.
• K-Pop Dance: A highlight of Harmony Week was the electrifying K-Pop Dance Off in the courtyard. Students showcased their dance moves, bringing the dynamic energy of K-Pop to our school. It was a spectacle of rhythm and unity, illustrating the global appeal of this music genre and its power to bring people together.

Instrumental Music

Students have settled into rehearsals this term as they prepare for the evening concert in Term 2. We have received positive feedback about our Workshop Day on Saturday 9 March from parents, students and teachers. Thank you to our parent volunteers who helped on the day. Students were able to learn under the baton of esteemed musicians and conductors. The skills and technique that was developed will contribute to the preparation for the Evening Concert on Thursday 16 May and Creative Generations Instrumental Music Fanfare on Wednesday 22 May.

Curriculum Music

Year 7 Classroom Music students have been studying ‘Bold and Beautiful’ music across a variety of genres and time periods. Collaborations have occurred in rehearsals to prepare for their final group performances in front of the class.  Theory and practical skills developed this term has set a solid foundation upon which to build for the next unit.

Year 8 Classroom Music students have explored Blues, Jazz, Rock and Pop Music by writing a song and performing in a group. Additionally, each student has learned to play the drumkit and guitar, many acquiring new skills in music to provide a deeper appreciation of the music industry.

Year 9 Classroom Music students have explored space and astronomy by analysing and performing pieces of music that depict or refer to space. Students have used technology to compose their interpretations of NASA images by producing Sonifications.

Visual Art

Year 7 Visual Art - Improbable Beasts

In response to the plight of wildlife on our planet, our Year 7 artists designed hybrid animals that are super survivors. They had fun creating graphite drawings of their creatures as well as colourful collages from their own painted paper. Finally, they digitally painted a harsh landscape for their improbable beast to inhabit.

Year 8 Visual Art - Young Archies

Our students explored their sense of identity through creative narratives. They developed their drawing skills as well as digital skills using Adobe Photoshop throughout the Portraiture unit. We enjoyed getting to know our students as they unpacked their identities, as well as watching them grow as young artists.

Fiona Scarth – Head of Department Asian Language Acquisition and The Arts

From the Department of Technology

This is our first Term in Review for the Technology Department. Looking back over the term, it has been a rewarding and technology rich learning environment for all our students. 

As technologies rapidly evolve, so does our work programs, course work, practices and assessment items.

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.

DP AND DPP PROGRAMMES

Year 12 Digital Society – Higher Level

This term, the pioneering Digital Society cohort has been exploring the relationships between IT systems and government processes and interventions. We have examined the nature of modern electoral processes, the connections of Big Data, social media and election practices, and even explored how IT tools can influence wars and global conflicts. Amongst this, the students have completed their internal assessment. A massive accomplishment on the students' behalf, which they should all be commended for. As the first group of students to go through this course at QASMT, they are setting some challenging goals for future cohorts to beat!

Year 12 Computer Science – Higher Level

The nature of data structures forms a fundamental component of modern computer systems. This term has seen students explore the abstract nature of some data structures and how, when, and why we apply these abstract concepts.

Students have also taken time to design and develop their personal projects for the final internal assessment. This project is defined and made for a real-world client, and after defining the scope of their projects, they have commenced the development.

Lastly, students have continued to explore rescue robots in their case study. This has seen them determine if robots can search and rescue for humans after disaster, and gain an understanding of the algorithmic thinking behind the assistance of robots in searching and mapping areas, assessing damage, removing debris, delivering supplies, and evacuating casualties after events such as an earthquake or tsunami.

Year 11 Digital Society – Higher Level

Students have explored concepts, contexts and content within the Digital Society syllabus. In particular, students have focused on the digital transformation of society, unpacking how data, algorithms and networks have influenced modern cultures. Between apt algorithms for Valentine’s Day partner matching, social media case studies and student-led presentations on digital economies, it has been an unforgettable term of laughing, learning and collaboration. Thank you to all the students who were involved.

Year 11 Computer Science – Higher Level

Year 11 Computer Science students have broadened their knowledge with an understanding of planning and installation of new IT systems and the issues involved in the replacement of legacy systems. They have strengthened their problem-solving skills, using procedural problem solving and constructing simple algorithmic solutions using pseudocode. They developed an understanding of Object-Oriented Programming using Java and Unified Modelling Language (UML) diagrams to decompose problems into related Classes and Objects.

Year 10 Living in a Digital Society

Big Data is big news! This term, Year 10 students have engaged in understanding not only the data that big companies such as Netflix, Facebook and Instagram collect, but the possible applications these companies can use this data for. Students have investigated how data benefits companies and users alike, as well as some of the dangers involved in the representation of this data. This is the first crucial step in students understanding the digital world around them. Students explored the impact and importance of digital systems and technologies in the contemporary world.

Year 10 Computational Thinking (Computer Science)

Students have discovered there is more to Computer Science than programming.

They investigated possible career pathways of a Computer Scientist, including the different disciplines of study and the university pathways that can be undertaken to become a Computer Scientist. Students have developed logical and algorithmic approaches to problem solving, concepts fundamental to computer science.

MIDDLE YEARS PROGRAMME (MYP)

Year 9 Future of Automation

This term, the Year 9 Future of Automation students completed two hands-on mechatronic engineering tasks, which showcased their level of expertise with the Arduino prototyping platform. The students benefited greatly from developing their software skills, familiarity with key IT Operations management tools (Ops), including working with a variety of sensors including input and output devices. These included potentiometer and accelerometer sensors, movement detectors and alarms, sound and light, air pressure, temperature, heat and humidity, and push buttons. People who can automate products to improve our lifestyles will be in high demand because they have a global impact that continues to proliferate every part of our life.

Year 9 Disrupting the Market

This term, the Year 9 Disrupt the Market students have been developing skills in Adobe Illustrator to prepare files to cut on the Trotec Lasercutter. These skills are to prepare students for our second unit, where they will be working in teams to design and develop corporate gifts for QASMT subject areas.

Year 8 Design

Students in Year 8 designed and developed a website to introduce a client (a student). They developed skills to communicate and collaborate effectively so that they can learn about their client in order to design and create a website that reflect their client's identity. They also demonstrated how design choices influence and how others perceive their identity through the website. To create the website, students developed skills in HTML and CSS.

Year 7 Design

Students in Year 7 Design have started learning about the MYP Design Cycle which they use across their subjects and year levels at QASMT. Students have analysed types of design features of products, and have designed and developed a mobile app prototype using Adobe XD. They have developed an understanding that design is about the needs of the clients and the process a designer can take to ensure they are designing something that is useful and easy to use. They have learnt about the value of prototyping designs to allow their clients, in this case one of their peers, to have a better understanding of the eventual product. This process has also underpinned the importance of client feedback in refining designs. Our statement of inquiry is 'In the development of products, functionality is crucial for stakeholders'.

Larry Vint, Head of Department Technology 

From the Department of Individuals and Societies

Thank you to all the students and staff who have been involved with making Term 1 such an enjoyable learning environment.

Foundation Year 7 - 8 I&S

The changes in beliefs and values of Australians since 1901 has been explored by Year 7 students with significant turning points identified for minority or mistreated groups. World War I was a major turning point for Australia as a nation as it involved both conflict and cooperation. One of the most significant days in our calendar is ANZAC Day. This was the focus for Year 8 students as they utilised Virtual Reality to close the term, before they select their own turning point from the past century to explore.

Year 9 STEM Futures

During 2023, we collaborated with UQ to update our Year 9 STEM Futures program. Whilst there were subtle changes to this term’s Forensic Psychology (Psychology-Biology focus was on criminal behaviour and identifying a crime scene) and Future Global Cooperation (Economics, general I&S skills linked to key concept sustainability); both World in Your Pocket (Business-Economics) and Cultural Revolution (History, general I&S) have had significant changes. It has been wonderful to observe on walkthroughs how engaged students are with the new units we have created. World in Your Pocket adopts a ‘funnel outwards’ approach of starting with personal finance and considering different investment options. One way an individual can invest (make more money) is by opening a business. Exploring the business opportunities that exist in the Queensland economy because of the factors of production has been the recent deep dive. Students have developed their written, verbal and visual communication skills to be clear and concise. Cultural Revolution has developed students’ reflective writing skills to look at points in time from multiple perspectives. The causes of migration, the impact on First Nations People and remaining populations left behind have all been used as stimulus for students to research as inquirers.

Diploma Programme (DP)

A big relief for the Business Management and Psychology students was submitting their final IAs. Economics students submit early in Term 2. All three subjects have focused on extended written responses and using evidence effectively. Highlighting, annotating and planning a response will all assist students with the demands of several exams in a short space of time, be it at the end of term, mocks or final exams.

From the ToK Coordinator

DP1 TOK

This term we introduced Theory of Knowledge to the students and encouraged them to engage in discussions in class on how they know what they know. Through this, students explored how they acquire and produce knowledge and the challenges posed by truth, belief, and perspective. Students have critically reflected on these questions by journaling their emerging understanding. Furthermore, in class, students have also been bringing objects from home for “show and tell” where they show the knowledge and understanding they have drawn from them. This has been particularly useful as the students this term submitted their first practice commentary of 350 words, using an object they selected which has a personal connection to them.

DP2 TOK

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 then submitting their draft in mid Term 2.  The 2024 titles are below:

1. Does our responsibility to acquire knowledge vary according to the area of knowledge? Discuss with reference to history and one other area of knowledge.
2. In the production of knowledge, is ingenuity always needed but never enough? Discuss with reference to mathematics and one other area of knowledge.
3. How might it benefit an area of knowledge to sever ties with its past? Discuss with reference to two areas of knowledge.
4. To what extent do you agree that there is no significant difference between hypothesis and speculation? Discuss with reference to the human sciences and one other area of knowledge.
5. In the production of knowledge, are we too quick to dismiss anomalies? Discuss with reference to two areas of knowledge.
6. In the pursuit of knowledge, what is gained by the artist adopting the lens of the scientist and the scientist adopting the lens of the artist? Discuss with reference to the arts and the natural sciences.

Lyle Fredericksen, Head of Department Individuals and Societies

From the Department of Physical Sciences

It seems like only last week that I wrote the statement at the end of my term ahead article that: “A good start is half the battle.”

I firmly believe that we have made a strong start to the year across all the physical science subjects, and I am delighted and proud of everyone’s efforts, both staff and students.

Before I begin to write about each of our year levels, I wanted to give a special mention to Summer and Milana who attended the annual K.V.I.S. Science Fair in Thailand. Both of the students represented the Academy with their respective science fair projects and Summer managed to receive a first runner-up prize for her project entitled ‘Seaweed-Based Bioplastics: A Sustainable Solution to Plastic Pollution’. Well done to both of these students. We look forward to sending more of our students on science fairs over the remainder of this year.

Our Year 10 Physical Science students had the option of studying Future Materials (FMT) or Journey to Earth ‘X’ (JEX). In FMT, our students have focused on alloys as a material of choice. They have learned about the different properties of alloys and how to design them to best suit the purpose that they are intended for. In Term 2 they will turn their focus towards polymers and their main applications. We were very grateful to welcome back our UQ collaborator to talk to our students this year, and who gave a brilliant presentation on his team's research into the use of polymers and alloys in prosthetic limbs and pacemakers, amongst other things. He was very engaging and fielded lots of great questions from our students at the end of his talk.

Our Year 10 JEX trip to Dreamworld took place in Week 7 of this term. This trip is one of the main highlights of the semester for our JEX students. The students get to try out as many rides as they can at the park, while taking measurements with mobile devices that generate lots of data that they take away to analyse and produce a report on. The students always have a great time on this trip while still providing an engaging and exciting everyday context for their research. A special thank you must go to Dr Hogg who did a brilliant job in organising the day for our students. Here is a photo of all of our students at the entrance to Dreamworld.

Our Year 11 Physical Science students have now completed their learning for Term 1 as part of the new Group 4 syllabus changes. I am very pleased with how the transition has gone for us and our resourcing of the new courses has been a testament to the skill, experience and hard work of all involved. Thank you to all of the Physical Science team for your efforts in providing such a great start to these new curricula.

Our Year 12 Chemistry students had a huge term with the completion of their IA practical work. This was a very busy period for all involved and a special thank you must go to our diligent and hard-working lab technicians who worked tirelessly during that time to ensure that all of our students were extremely well supported.

Meanwhile, our Year 12 Physics students submitted their final IA reports and returned to learning of content, in order to keep moving forward with preparation for their final IB exams.

Before I wrap up, I want to also mention that in Week 9 of this term we had our Random Acts of Science activities take place during lunch time. A special thank you to the Science Ambassador lead, Nerissa, together with Mr Bailey and Mr Avery. The activities were a great success and extremely well organised.

Have a great break everyone and see you in Term 2!

“Failure and invention are inseparable twins. To invent you have to experiment, and if you know in advance that it’s going to work, it’s not an experiment.”

Jeff Bezos

Robert Hughes, Head of Department Physical Sciences

From the Department of Life Sciences

What a wonderfully engaging and productive start to the year! The QASMT laboratories have been bustling with IA, EE and in-class experiments all term. 

Well done to all students making it through Term 1 and remaining positive. As I visited classrooms, I have seen all the IB Learner Profile attributes demonstrated by our students, in particular, inquiring learners being open-minded and reflective. A big thank you to all the science teachers and laboratory staff for all their hard work engaging students in their learning journey and providing support, feedback and encouragement through all their assessments.

Foundation Science
The Year 7 students started the year with Chemistry, exploring elements, compounds and mixtures while learning about water pollution and how to separate mixtures through the ‘The Water Crisis’ unit. They immersed themselves in practicals and experiments, learning some important laboratory skills like lighting a Bunsen burner, chromatography and separation techniques.

Year 8 students first learned about the Cell Theory and the functions of life. Then they explored the structure of cells and how cells lead to tissues, organs and organ systems. They got to learn how to use light microscopes and prepare wet mount slides. They also carried out an investigation on the effect of exercise on breathing rate and heart rate and ended the term learning about different human organ systems, such as the respiratory and circulatory systems.

STEM Futures

Year 9 Sustainable Futures have been learning about ecology, biodiversity and sustainability. They had a fabulous time at Toohey Forest Environmental Education Centre, where they collected abiotic and biotic data, and compared two different sites to evaluate the health of Brisbane’s waterway systems. The excursion formed part of their assessment, where they also looked at different management strategies to improve the health of our waterways. Students, along with Dr Karen Schwarz, had a wonderful day out collecting samples, finding various species of invertebrates and stumbling upon an unidentified critter. Could it be a new species? They came back with a deeper understanding of the interconnected nature of organisms and ecosystems.

Year 10 Medical Biotechnology have been focusing on DNA technologies such as polymerase chain reaction (PCR) and gel electrophoresis. They have also learned about how CRISPR works and its application in gene therapy. Students ended the term with a research task investigating one type of biotechnology, how it works and its use in medicine and the treatment of disease.

Diploma Programme

Year 11 Biology students have started the IB Diploma Programme with a brand new syllabus, first learning about the molecules of life and cells through concept-based teaching and learning. Students got to review their light microscope skills and prepare wet mount slides of onion and banana cells. They also got to explore life in pond water under the microscope and discovered various organisms such as Vorticella, Stentor, Oscillatoria and even Tardigrades, also known as ‘water bears’!

Year 12 Biology students have been busily working on their final IA submission. Congratulations to all students in completing this assessment and submitting some excellent work. Higher level students have finished learning about plant biology and have moved on to human and animal physiology. Standard level students finished learning about evolution and have also moved on to human physiology. They demonstrated attributes of being risk-takers in dissecting sheep hearts, as well as, being principled and displaying ethical and respectful treatment of their specimens.

Year 11 Environmental Systems and Societies (ESS) started the year building their foundations of the subject exploring environmental value systems, energy in the environment and sustainability. They reviewed their knowledge of ecology and have learned about some important environmental issues such as point source versus non-point pollution, bioaccumulation and biomagnification.

Year 12 ESS students started the year by completing their individual investigations, some collecting primary data while others are relying on secondary data. They finished their full draft IAs in Week 8, whilst learning about human population dynamics and systems, resource use and climate change this term.

UQ Science and Engineering Challenge

This term 23 eager Year 10 students represented QASMT at the Brisbane North Science and Engineering Challenge at the University of Queensland. The day was full of inquiry, creativity and innovation. Students worked in small teams to complete various challenges such as, ‘Flight’ where students built model gliders that had to meet the criteria for distance, precision and accuracy. The culminating challenge was to build a bridge that could withstand the most load. This year I am thrilled to announce they came first overall and are the 2024 Science and Engineering Challenge Champions! Congratulations to everyone who participated!

Science Ambassadors

The Science Ambassadors finished the term off with ‘Random Acts of Science’ week, which was full of fun lunchtime activities, and included the spectacular lolly wave machine, mesmerising miniature monopolar motors, miraculous sticky ice, dazzling sodium acetate crystal towers, colourful density columns and the famous inaugural boat making competition!

There was maximum participation from QASMT students who had an exciting time with all the fun science activities.

“When one tugs at a single thing in nature, [they] find it attached to the rest of the world.”

John Muir

Saengdao Philavane, Head of Department Life Sciences 

From the Department of Mathematics

Term 1 has been busy for the Mathematics Department with 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 to progressively bank results before building to a final Year 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 this term. To culminate this unit, the student completed a Criteria A test. 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 spent their time honing their skills with algebra (expanding and factorising) and index laws. They were assessed on their knowledge and understanding in a test in Week 10.    

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 are still having computer issues (short battery life, no stylus) which can hinder learning in the classroom. Hopefully these can be sorted over the Easter break. 

In the Diploma Preparation Programme, our Year 10s started the term learning about Graph Theory and how this could be applied to everyday life. They have also applied the skills learnt with 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 Programme (DP) courses Maths AI and Maths AA.  

In the DP, our Year 11 and 12 students have been focusing on explorations and their Internal Assessment (IA). The Year 12s in Maths AA HL/SL and Maths AI HL have their draft due in Week 2 of next term, and this 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.  

Senior Robotics Term in Review

We have had a very productive Term 1 for the Senior Robotics this year.

We are in the process of transitioning our experienced teams to GoBilda robotics kits and custom-made parts. As teams progress in the skill level, they can use CAD to design their robot. This allows them to ensure every screw hole will line up and every part will fit on their robot without any clashes. GoBilda parts all come with CAD online for teams to access and use when designing their robots, then any laser cut parts or 3D printed parts will fit together without any manual adjustments.

At the end March we received the good news that three of our teams qualified to play in the 2024 Asia Pacific Open Championships (APOC) held in Sydney at the start of Term 3. To support these teams, we are offering some build days during the Term 1 and Term 2 holidays as well as a day during both of the exam blocks for students who don’t have any make up exams. We would like to take this opportunity to congratulate these teams, and wish them well for this year’s APOC.

Finally, our ambassadors have started the year with a couple of fun lunchtime activities; here is a message from the Robotics Ambassadors:

We had a busy start to robotics this year at QASMT. Our new batch of FTC rookies have formed teams where they are collaborating and building their skills so that they can compete later this year. If you missed the first opportunity to join our FTC CCA, there will be another chance to join next semester. Outside of the robotics CCAs, we’ve also had our annual battle bots’ competitions where there were a lot of close tight matches. In Term 1, we also kicked off our series of workshops with one for leading basic CAD and laser cutting those designs.

We plan on continuing this series of workshops in Term 2. The first one will be about 3D printing and 3D modelling, where students will be able to get hands on experience with the technologies. We are also going to host a beginner robotics programming workshop. If you are a junior who is interested in learning about 3D printing or programming, I urge you to keep a lookout in your emails for these workshops. Don’t feel like you need to have any prior experience to join in!! Lastly, I’m also excited to announce that we will be entering three teams into this year’s Asia Pacific Open Championship for FTC which will be hosted in Sydney this July. These teams are currently working hard to be ready for that; and we are very proud of FLL team Vegemight for making it through to the FLL Asia Pacific Championships also in July.

Wishing all students and their families a restful Easter break.

Russell Hams, Head of Department Mathematics and Senior Robotics

From Education Outside the Classroom (EOTC)

The Education Outside the Classroom faculty has been bustling with activity this term!

With a diverse range of engagements spanning our sports program, co-curricular activities, CAS, and curriculum initiatives, there is plenty to reflect upon as this term draws to a close.

Sports Program

Term 1 saw our sports program operating at full throttle with hundreds of students enthusiastically engaging in physical activities on Wednesday and Friday afternoons, under the guidance of our dedicated coaches. Throughout the term, students showcased their skills in volleyball, touch football, and basketball, demonstrating remarkable progress with every session. The talent displayed made the task of selecting teams for our Gala Day an arduous one for our coaches.

Looking ahead, Junior Gala Day is scheduled for Week 10, promising exciting prospects for the Academy as we aim to uphold our tradition of excellence and perhaps secure more championship titles to adorn our Auditorium. Senior Gala Day is set to take place in Week 2 of Term 2.

From the Representative Sports Coordinator

Term 1 proved to be very successful at the representative level as QASMT students showcased their prowess across various disciplines. A hearty congratulations is in order for all students who participated in these rigorous trials, facing off against formidable opponents.

Special commendations are extended to the following students for their outstanding achievements and subsequent selection in the respective teams:

Metwest Regional Representatives:

Sihyun Y - Baseball

Indy I - Swimming

Louise C – Football

Kennedy E – Volleyball

Eric S – Volleyball

Tanvi A – Cricket

Shlok D – Cricket

Northern Eagles District Representatives:

Oliver A – AFL

Loti W – Volleyball

Ava C – Volleyball

Wendy D – Volleyball

Oliver S – Volleyball

Nikola M – Swimming

Sophie K - Swimming

Laurence H - Swimming

Elias W – Swimming

Ethan D - Swimming

Jasmie T - Swimming

Halle G - Netball

Volleyball Extension

QASMT's volleyball extension program had an action-packed weekend at the Queensland Beach Volleyball Schools Cup held on the Gold Coast. Fielding two teams in both the Year 10 and Year 9 divisions, our squads emerged triumphant, clinching the top spot and securing GOLD in their respective age groups. Oliver S, Kennedy E, Sam Y, and Clement C epitomized excellence as they celebrated their championship victory, a testament to their dedication and skill under the guidance of Alumni coach Tanishq.

The entire program displayed commendable teamwork and individual brilliance, leaving an indelible mark on the sand courts. But the excitement doesn't end there! QASMT athletes are set to represent Queensland at the National Championship and the Australian Youth Beach Volleyball Championships are also hosted on the Gold Coast this week.

Ingrid, Sagel, Oliver, Taswin, Clement, Sam, and Kennedy are eager for the challenges and opportunities ahead as they prepare to showcase their talents on a national stage. With the unwavering support of Alumni coach Tanishq, we extend our best wishes to our athletes for a successful and memorable experience.

From the Chess Program Supervisors

Due to the popularity of interschool chess tournaments in 2023, the Brisbane region has been divided into north and south regions to accommodate interest for the 2024 season. Since QASMT is located north of the Brisbane River, our three teams competed at St Patrick’s College, Shorncliffe, for the Term 1 edition of the Gardiner Chess hosted event.

The tournament took place on 20 February, which meant that the players had two Friday afternoon coaching sessions to ready themselves for the challenges of the competition ahead.

The tournament was split into three divisions: A, B, and C and our three teams were all placed in the highest division, competing alongside 17 other formidable teams.  Players competed in an individual Swiss tournament; pairing system and points were accumulated for the four players in each team to determine the standings. The tournament was played over seven rounds.

New time controls were introduced this year for players in A Division.  Instead of players commencing each round with 15 minutes of playing time, they were allocated 13 minutes plus two seconds per move. Hence, for a 60-move game, the length of time for both systems would be identical.

Our players in the first team performed at a very high level. This team consisted of Kaiden D, Henry L, Milaan S, and Nikita L and they should be commended for finishing in third place with 18.5 points.

Other noteworthy performances were achieved by Zander M, Nikola M, and Andrew Y, who all scored four points each.

Daniel Turner continues to run social chess every Thursday lunchtime in room J2. The plan is to improve on these result next term.

Curriculum – MYP Highlights

Our unique Physical and Health Education curriculum provided many opportunities for personal growth this term. Year 7s embarked on a journey of interpersonal skills through a range of minor games, such as Karsti and Capture the Flag. Throughout the different games, students had the opportunity to develop effective communication, leadership, and opportunities to display a range of interpersonal skills, as well as how to manage and resolve conflict. By the end of the term, students have established strong relationships that will serve as a solid foundation for the terms to come.

In Year 8, students learned not only which factors influence their choices when it comes to health and nutrition, but also how to compare and build a personalised eating plan per age category, according to the Australian Guidelines to Healthy Eating. It was extremely interesting to unpack the cultural differences within class groups and this sparked a lot of discussions. Reflecting on nutritional habits and physical activity is integral to numerous facets of health and is an excellent example of lifelong learning. Students also developed foundational physical skills, such as throwing, catching, batting and fielding, which are transversal across a range of different sports. This meant that not only physical skills were in action but also a myriad of tactical elements, where problem solving was highly evident.

Students exhibited consistent engagement throughout all activities, showcasing strong team cohesion, positive behaviour, and a proactive commitment to maintaining their health and staying physically active.

Overall, it was truly inspiring to witness their unwavering commitment in every activity, exhibiting constant enthusiasm, risk-taking and a growth mindset.   

Yanah Floridis, Head of Education Outside the Classroom

From the House Deans

New Year 7 and 10 Orientation Program

It has been an absolute pleasure to welcome the 224 Year 7 students and 25 new Year 10 students to the Academy in 2024. To facilitate a seamless transition, the House Deans organised an orientation program tailored to both cohorts. 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 Friday of Term 1. This enabled 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 seamlessly.  

New 10 Induction Program – Khyati Mehta

The New Year 10 Induction Program was held every Friday this term, led by Mr Prasad (Newton House Dean) for newly enrolled Year 10 students, with information to familiarise us with the Academy’s systems and procedures. The sessions were presented by various members of the QASMT community, including our peers (past Academy captains), senior students, alumni, House Deans, Dr Hatchell - DP Senior Years, Ms Manwaring - HoD Inclusion and Wellbeing and Ms Judge - GO Career Planning. The diverse perspectives provided valuable insights into the IB Learner Attributes. Additionally, a presentation on gratitude journals was offered to enhance our wellbeing. We also engaged in activities such as creating education/career plans, team building games, writing letters to our future selves and showing gratitude to others - all aimed at helping us build positive relationships and plan for our future.

Year 7 Camp

If success can be measured in terms of energy and enthusiasm then Year 7 camp was a huge success! From the moment our Year 7 students arrived at Tamborine Mountain, they were eager to get involved in all the activities on offer. Many groups had already perfected their house chant by the end of the first day, and it was great to hear these echoing across the mountain over the next few days. Highlights of the camp included fire-building to cook damper, bushwalking in the dark and chasing adrenalin on the leap of faith and rock wall. Many new friendships were formed and hopefully these bonds will grow stronger as this cohort of students moves up through the school.

Cross Country

On Wednesday 28 February (Week 6) students descended on the Academy oval for the annual Cross Country carnival. The Academy was a sea of colour, with students and staff looking forward to a fabulous day of physical activity, dodgeball, house spirit and fun! Years 7 - 9 students completed a 2km course around the Academy, and Years 10 - 12 completed a 4km course. The focus was for all students to be active, and we congratulate all students who completed the course whether they ran, walked, skipped or danced their way over the finish line. Congratulations to Agnesi House, who finished the day as cross country champions! For a comprehensive list of results please see below:

1st	2nd	3rd	4th	5th	6th	7th	8th
Agnesi	Newton	Curie	Da Vinci	Jackson	Hollows	Franklin	Hawking

A special congratulations must also go to the top placed finishers in each age group!

Girls Results

	Year 7	Year 8	Year 9	Year 10	Year 11	Year 12
First	Vassiliki O	Nisali W	Khushi S	Annah T	Jessica S	Aika B
Second	Jasmeh B	Nethuli W	Opal B	-	Louise C	Rachel G
Third	Suzuka H	Jasmie T	Hana S	Tanvi A	-	Emily Z

Boys Results

	Year 7	Year 8	Year 9	Year 10	Year 11	Year 12
First	Tyron S	Lewis W	Oliver A	Kavya P	Denis O	Sam W
Second	Joe M	Jasper W	Tyler T	Mohammed S	Calvin H	Jarrod J
Third	Krish V	Emre D	Ned M	Jacob P	Jasper D	Fred R-J

War Cry Competition

The war cry is a big feature of the cross country and athletics carnivals. The house leadership teams were all working hard in the lead up to the war cry competition, coordinating the entire house in a war cry chant, with both dance moves and props. Congratulations to Da Vinci House, who continue their domination of war cry competitions in recent years! House Deans look forward to seeing which houses can challenge Da Vinci for the final war cry at the Athletics carnival in Term 2!

QASMT Expectations Reminder – Late Arrival to School

The House Dean team would like to remind both 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 such as traffic congestion may occasionally disrupt planned arrival times. However, it is imperative that we address any 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:

• Exploring Alternate Travel Options: consider alternate travel arrangements to mitigate the impact of potential traffic delays.
• Departing Earlier: plan for an earlier departure time to account for any unexpected delays along the way.
• Monitoring Sleep Patterns: keep track of your child’s sleep habits to ensure that they are well-rested and ready to start their day on time.
• Preparing in Advance: ensure that students have their uniform organised and have packed their school bag the night before school.

If your child is late, they MUST collect a late pass from Student Services (A Block) on arrival to 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 – “Away for the Day”

We have just completed the first term of the “Away for the Day” – the mobile phone and electronic devices policy that has been refined for the start of 2024. The restriction on mobile phone use in schools is now consistent across the nation, with all other states and territories agreeing to restrictions in all government schools. The research supports an "Away for the Day" policy. When students do not have the freedom of accessing their phones during school hours, they are more engaged socially and academically (Away for the Day, 2024).

Overall, the House Dean team have been pleased with students adhering to the new policy. It has been absolutely fabulous to walk through the courtyard and refectory, and see the number of students interacting, smiling and laughing together. This extends to the basketball courts and oval, where there have been significantly more students out being active. We know that this has been a big change for our community and appreciate the support of parents and caregivers.

Please see below for reminders in regard to this policy:

• Due to QASMT’s flexible timetable, after and before school activities and travel to and from school, the school day will look different for every student. The definition of ‘school hours’ is any time that a student is on campus. This means that phones must be switched off and away for the day when a student enters through the school gates and when a student exits the school, regardless of the time of day.
• Headphone use is not permitted in classrooms unless under the direction of a teacher.
• Noise cancelling headphones may be used in the Research Centre but must not be attached to mobile phones.

Exemptions

• Students will be permitted to use their mobile devices to pay for items at the refectory.
• Students are permitted to use mobile devices under the instruction of a teacher for educational purposes.
• Parents/caregivers can apply for an exemption for students who require access to their mobile phone or wearable device during school hours for medical, disability and/or wellbeing reasons.

QASMT Expectations Reminder – Winter Uniform

It is always important to remind parents/caregivers and students of the expectations around uniform. Term 2 brings a significant change in expectations around blazers. House Deans have also been concerned with the number of senior students using non-school backpacks, as well as issues with skirts and jewellery. Please see the key messages regarding our uniform below:

• Blazers: In Term 2, students are required to wear their blazers to and from the Academy every day.
• Hats: Students are still required to wear the Academy formal hat to and from the Academy every day, and during break times.
• Bags: Students are only permitted to use their Academy issued bag and laptop satchel. No students should be using tote 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. They should check in with their House Dean regarding this.
• Skirts: Skirts are to be worn as intended and should not be 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 to the Academy with the exception of natural concealer or discreet sun factor makeup.

House Deans, Heads of Department and teachers are regularly monitoring that students are following the above-mentioned expectations. Please work with us to support our expectations around uniform.

Positive Education Program

The Positive Education Program looks to give students a toolkit of strategies to boost their wellbeing and improve not only their lives, but the lives of others. Each student in Year 7 to 11 is taught this program once per week by their House Dean. See the list of topics below that your child has covered this term. I encourage you to ask them about these topics.

Thank you everyone for a fantastic term! Wishing you a restful and enjoyable break. We look forward to a successful Term 2 ahead.

Aileen Davis, House Dean Agnesi; Marc Wheeler, House Dean Curie; Stacy Wallace-Cunningham, House Dean Da Vinci; Ross Bray, House Dean Franklin; Jae Morris, House Dean Hawking; Kate Oxenford, Djamila Reynolds, House Deans Hollows; Sam Weston, House Dean Jackson; and Deva Prasad, House Dean Newton.

From the Guidance Officers

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 2023 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.

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. These 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

This term we looked at the application processes in Queensland and around Australia. 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. Join us at our Term 2 Career Information Session to hear about the application process for international universities.

NEW Study Work Grow Pathways Hub: You and your family can now 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 is our online source of careers and pathways information. You will find lots of resources that help you plan your pathway, so add it to your bookmarks and share it with your family.

You can also join Study Work Grow On our Pathways Hub you will 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 will receive an email each week with information, news, and events about your career and further study options. Access the wonderful resources from StudyWorkGrow at our very own career hub:

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

Do not 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 5 March to 17 May 2024 with testing held 1 July to 9 August 2024.

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 e.g. 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.

QASMT Digital Library: A growing collection of career resources including newsletters and factsheets from previous communication. 

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 from Apple App Store or Google Play 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 (e.g. 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.

Introducing our very own career hub for free access to StudyWorkGrow resources and local QASMT career news - https://studyworkgrow.com/education/school/queensland-academy-for-science-mathematics-and-technology/

Contact

I am available at school Monday to Thursday, 8:00am - 4:00pm for appointments, or can be contacted by email to answer your career questions. 

Wishing you all a restful and peaceful Easter break.

Katrina Judge, Guidance Officer (Career Planning) 

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 in order to provide support concerning these topics.

Student Program – Eat That Frog

The first course for 2024 – Eat That Frog - had a great up take across all year levels, particularly Year 7 and Year 11. This program provided strategies to stop procrastinating and get more done in less time.

Student programs will continue to be offered each term. These online programs will run for six weeks (during Weeks 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 so please look out for the Life Skills course. Details will be provided to students at the beginning of Term 2 regarding how to enrol. 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) - such as the Life Skills Course, Eat the Frog and Parent and Community sessions - are great learning tools.

Parent and Community

Our first Parent and Community session for 2024 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. There will be an option to attend the QASMT site to view the virtual presentation if preferred or feel welcome to access at a location most convenient to you. Please note, there is no cost for the session.

Please use the following link to register your interest in attending the virtual Headspace presentation: https://survey.qed.qld.gov.au/n/dLghjk8

Links to access the presentation will be sent to those who have registered closer to the event date.

Headspace provide young people with access to health advice, education and employment. Their vision is to improve young people's mental, social and 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 Officer support for students come through the House Deans. House Deans continue to be your first point of call for accessing information and support. If there are highly sensitive matters that you or your child require Guidance Support with, I may be contacted directly. 

Community Support Services

Managing Your Mental Health Online document below can be found on our 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)