Term Ahead - 26 April 2024

From the Senior Leadership Team

On behalf of the Academy, we extend a warm welcome to all students and families as we commence Term 2. We are eagerly anticipating a number of exciting school events throughout this term.

Our Term 2 calendar features a diverse range of events with opportunities for parent engagement and celebrating the remarkable achievements and talents of our students. These include the Parent Teacher Interviews, Parent Information Evening, Mother’s Day Stall, Instrumental Music Evening Concert, Athletics Carnival, Sustainability Week, Festival of Creativity, and many more. These occasions offer fantastic opportunities for our school community to come together, connect, and showcase some of the wonderful traits of our QASMT IB learners – being reflective, balanced, caring, open-minded, thinkers and risk takers. We are very much looking forward to celebrating these occasions and creating lasting memories together as a school community.

Parent Engagement

At QASMT, we deeply value the pivotal role that parents play in enhancing students’ educational outcomes. Extensive research underscores the positive correlation between parental involvement and academic achievement. According to Epstein (2018), parental engagement not only enriches students’ academic accomplishments but also contributes significantly to their overall wellbeing.

We are firm believers that close collaboration with our parent community is essential for maximising student success. Our commitment to fostering a positive student experience and nurturing personal excellence is grounded in the cultivation of strong relationships built on open communication and mutual respect.

Research consistently demonstrates that parent engagement positively impacts learning outcomes and student achievement. Therefore, we prioritise planned opportunities for our school community to engage, fostering strong relationships and partnerships that nurture personal excellence for our students. It's important to note that while involving parents in school activities is valuable, engagement through learning partnerships yields even greater impact on student outcomes (Harris, Andrew-Power, & Goodall, 2009, pp. 12–13).

Throughout this term, we offer numerous opportunities for parents, staff, and students to collaborate and host a wide range of events aimed at promoting our community spirit, engagement, and connectedness. It is through these partnerships that we showcase and cultivate creativity and innovative opportunities for all students.

Examples of these opportunities include:

• Parent Speaker Series
• Positive Parenting Support and Resources
• Parent Teacher Interviews
• Parent Information Evening
• Mother’s Day Stalls
• Instrumental Music Concert
• Campus Tours
• Festival of Creativity.

We look forward to working together with all parents to create a nurturing and enriching environment for our students

Co-teaching
As a co-teaching school, we continue to build on developing best-practice based on academic research. The benefits of co-teaching are extensive and well-documented. It empowers our teachers to implement inclusive and differentiated practices effectively, fostering a collaborative environment where continuous learning and mutual support thrive. Ultimately, co-teaching enhances teacher efficacy and enriches the educational experience for all.

Our teachers work through what is known as the co-teaching cycle in preparing, delivering and reviewing each lesson co-taught. Our staff are allocated a dedicated time to meet on a weekly basis.

The co-teaching cycle includes four key stages:

• Co-planning: before each lesson, our teachers collaborate together to plan effectively. They review previous lessons, set clear expectations, and establish learning objectives for the class.
• Co-teaching: our teachers utilise co-teaching strategies and delivery models collaboratively in the classroom to ensure optimal outcomes for all students. By combining their expertise and support, they create an inclusive and engaging learning environment for all students.
• Co-debriefing: following co-taught lessons, our teachers collaborate to assess students’ learning progression. They analyse the effectiveness of their teaching strategies and identify areas for improvement, ensuring continuous growth and development.
• Co-reflecting: through thoughtful reflections, our teachers identify successes and challenges, and collaboratively plan strategies for future lessons, fostering ongoing improvement and innovation.

“When the doors are closed, I am not growing. When the doors are open, I am learning from others and we are growing together.” (Beninghof, p.13, 2020)

Winter Uniform

For the duration of Term 2 and Term 3, students are required to wear the QASMT Winter Uniform. Details of uniform requirements can be found in the Student Handbook. It is important to note that blazers must be worn to and from school every day, and black opaque stockings are to be worn with the formal skirt. Other than the QASMT branded uniform items, no jumpers, beanies, scarves etc. are to be worn. Furthermore, despite the cooler temperatures, the sun's intensity remains strong, therefore, students should continue to use school hats for sun protection.

Important Reminder: Research Centre Protocol and Opening Hours

We want to ensure everyone is informed about the Research Centre's protocols and opening hours to facilitate smooth and respectful use of this important space for independent study. Please take note of the following details:

Research Centre Opening Hours:

Monday to Friday: 7:30am - 4:30pm

Parent Information Evenings: Extended hours until 5:15pm

Purpose of the Research Centre:

The Research Centre is dedicated to fostering independent and quiet study at all times. We kindly request your cooperation in maintaining a respectful environment by adhering to the behaviour expectations outlined below.

Research Centre Protocol:

1. Students scan pass at entry machines located at main doors. 
2. A pass is printed and students place in front of where they are sitting. 
3. Research Centre staff direct students to sit in the carrel areas first – once they are full, they can move to the desk areas. 
4. The Research Centre is for silent study and if collaboration is required, they must book the collaboration areas. 
5. Students are able to use headphones but they must not be connected to phones. 
6. Classrooms 6 & 7 are left open for student overflow and are used once the Research Centre is at capacity – seats facing windows. 
7. Teacher Aides will monitor the Research Centre and check that the students have signed in appropriately. 
8. At 8.25am Teacher Aides will sweep the students off to class, if the student has a late start they must stay until 9.35am. 
9. Student Behaviour Process: 

• • 1^st reminder  
  • 2^nd reminder – student is moved to another seat 
  • 3^rd reminder – referred to House Dean

Collaboration Space (L3) 

Booking System will be set up in 30-minute blocks as follows: 

L03 (makerspace middle room 6 tables are available) 

Booking times: Monday - Thursday  

1. Monday, Tuesday, Thursday Time Slots: 7:30am - 8:00am, 8:00am - 8:30am, 10:45am - 11:15am, 11:15am - 11:45am, 3:30pm - 4:00pm, 4:00pm - 4:30pm.
2. Wednesday Time Slots: 7:30am - 8:00am, 8:00am - 8:30am, 10:30am - 11:00am, 11:00am - 11:30am, 2:00pm - 2:30pm, 2:30pm - 3:00pm, 3:30pm - 4:00pm, 4:00pm - 4:30pm.

Student ID Cards

It has come to our attention that some students are not carrying their student ID cards with them at all times while on campus. This has significant implications, particularly when signing in at the Research Centre. Without your student ID cards, you will face challenges signing in or using printing services, potentially slowing down your research and studies.

Your student ID card is your official identification within the Academy and gives you access to various facilities and resources. It ensures a smooth and efficient experience, especially when accessing essential services such as the Research Centre. To ensure that you can make the most out of your academic experience and access all necessary facilities, we kindly remind you to carry your student ID cards with you at all times.

Additionally, please remember to treat your ID card with care and keep it in a safe place to avoid misplacement or damage. If you have lost your ID card, please don't hesitate to contact your InStep Mentor or House Dean for assistance in obtaining a replacement.

Mother’s Day Stall: gift giving with purpose – make a real difference

As Mother’s Day approaches, we are thrilled to announce that our Year Level Parent Representatives have organised our beloved Mother’s Day Stall again this year in support of Share the Dignity. This heart-warming initiative provides our students with the perfect opportunity to express their love and appreciation for the incredible mothers and mother figures in their lives.

The Mother’s Day Stall is not just about gift-giving; it's a beautiful reminder of the boundless love and sacrifices made by mothers everywhere. It's a cherished moment for our students to show their gratitude and affection.

We invite you to join us in celebrating this special occasion and to extend our warmest wishes to all the amazing mothers out there on May 12th. We extend our heartfelt thanks to our Year Level Parent Representatives for their unwavering commitment to our QASMT community. Together, let’s celebrate the special mothers in our lives and support a meaningful cause simultaneously.

Mother’s Day Stall dates/times:

• Thursday 9 May: First Break, Second Break, and immediately after school
• Friday 10 May: First Break

Payment Options:

Cash & EFTPOS accepted

Share the Dignity is a women’s charity whose purpose is to make a real, practical difference in the lives of Australians experiencing homelessness, fleeing domestic violence or simply doing it tough. For anyone experiencing these adversities, the last thing they should have on their mind is how to deal with their period. QASMT is delighted to be holding the annual Mother’s Day Stall in support of Share the Dignity where all profits will be donated to Share the Dignity, who will then place period products directly into the hands of those in need. Join us to celebrate your mum/special person and support a meaningful charity at the same time.

Achievement Summary and Parent Teacher Interviews

Academy Achievement Summaries will be published on Friday 26 April (for Years 9, 10, 11 and 12). This will provide an excellent opportunity for students to reflect on their Personal Learning Plans (PLPs). The purpose of a personal learning plan and goal setting is to develop a sense of purpose in their learning journey and to plan for ways to achieve personal excellence. Personal excellence, as defined by the QASMT Vision and Values statement is that; “the aim is not perfection but instead to achieve our potential; and flourishing, as defined in positive psychology”.

This term, our Parent Teacher Interviews will be conducted face to face in the Auditorium on Tuesday 7 May. At this time, parents have the opportunity to meet with their child’s teachers and discuss their progress. Teachers will discuss student work at these meetings and a wide range of strategies to assist and further develop students. Detailed information will be circulated with logistics in the coming days. 

Parent Information - Dates to Remember

Achievement Summaries published for Years 9, 10, 11 and 12: Friday 26 April

Parent Teacher Interview bookings open to parents from 7:00pm on Friday 26 April, and close on Wednesday 1 May

Parent speaker series online presentation by Headspace: Monday 29 April from 6:00pm - 7:00pm

Parent Teacher Interview Day: Tuesday 7 May

Parent Information Evening: Monday 13 May from 6:00pm - 7:00pm with “Meet and Greet” starting at 5:15pm in the Courtyard

ANZAC Day Commemorative Address by Mr Ross Bray

Mr Ross Bray delivered a deeply touching address during our Senior Years ANZAC Assembly on 24 April, prompting us all to reflect on the profound significance of service to Australia and the sacrifices made by our dedicated serving community. We extend our heartfelt gratitude for Mr Bray for generously sharing your personal insights and stories with us on this meaningful occasion. In the spirit of unity and remembrance, we are honoured to share Mr Bray’s inspiring speech with our entire school community. Please find his words below:

I still remember listening to Anzac service speeches growing up, and I especially recall how they made me feel. Apart from the compulsory closing statement of ‘lest we forget,’ I can't recall exactly what was said during the speeches, and I don’t expect you will remember everything I say either. But I always remember how I felt after the speeches – heavy hearted, reflective but proud. I, too, hope I can instil a sense of pride in you for what this day means to be an Australian. I believe the hallmark of the act of remembrance is story telling. These stories are local, heroic, and speak to the unique love that soldiers, sailors, and airmen share with one another; that courage is never lost on humanity, just the circumstances.

The sheer magnitude of conflict in World War One is hard for us to fathom today. The cost of war is not as obvious to us. The mud, rats, lice, gas, shellfire, and mates whose lives were constantly snuffed out, we can never truly imagine what it was like. We also see veterans and military personnel from modern conflicts march on Anzac Day, but we are far removed from their experiences as well. On the 25th of April, 1915, when the Anzacs landed at Gallipoli, and after 8 months of fighting, we withdrew from all positions there, having lost over 8700 of our finest. By the end of WWI in 1918, after further fighting in France, Belgium, and the Middle East, Australia had suffered over 60,000 dead and 156,000 wounded of a population of less than five million. The voices of WWI veterans, now long since passed, all shared a story of WWI as one of un-remitted tragedy. The dreaded telegram received by mothers, fathers, wives, and siblings communicating the death of their loved ones was an all too often sight that neighbours and friends often endured alongside them. It was common to see whole families at local Anzac services year after year, laying wreaths in deep despair. Organisations such as the RSL and especially Legacy, were there to assist families who had paid the ultimate sacrifice. The promise made between mates during the war to “look after the missus and kids” remains a promise that Legacy keeps today. They ensure that families, and especially children, do not suffer disadvantage in any way after having lost a parent in service to Australia.

Stories about our soldiers are important, and we really ought to know what they do, have done, and what they mean to people all around the world. I encourage everyone here to seek out their stories; many of them were your age.

One such story is of Alexander Patterson. He was born in Toowong in 1898 and lived on Sherwood Road. He was an infantry soldier, known as a Private. He was one of the youngest of our Toowong locals to join the Army at the age of 18, and he was a hero. Private Patterson was involved in a very pivotal battle in France during WWI. He formed part of a massive group of Australians to take back the French town of Villiers Bretonneux, which had been overrun and captured. Like many Australians that day, Private Patterson was new and inexperienced but acted as the runner for his company of men, relaying messages to commanders while on foot. He continued work as a runner for 5 consecutive days and nights regardless of the weather and often under heavy machine gun fire and shelling. He was sadly killed on the battlefield 3 weeks later, only one day after he found out he had been awarded the Military Medal for conspicuous bravery under fire as a runner. Imagine how his parents must have felt having collected his medals in person on his behalf before the end of the war, and like many, he has no known grave, further adding anguish to a family farewelling their son and brother forever. Such was our impact in that place that the local school students at Villiers Bretonneux still to this day sing the Australian anthem and French Anthem when they have school assemblies. The mural that fills their assembly area and, in every classroom, in big capital letters are the words ‘Do Not Forget Australia’. And in Ieper, Belgium, where the Menin Gate forms the entrance to the town of Ieper, Alexander Patterson’s name is inscribed on the walls of the gate, along with 56,000 others with unknown graves. The song, The Last Post has been played under the gate, by bugle, by the local fire brigade every evening at 8pm since 1928. Such is the respect paid by the locals there, generations having passed since WWI, who continue to show respect for our losses and that they were not in vain.

Veterans from all eras would say that what makes the ordinary heroic is the strength they draw from each other. I resonate with the points made by Lieutenant Andrea Lock last year at this Anzac Assembly - that mateship will see you through any dark day. That we can honour those who have come before us and protected us, by living a good life in service of others. Uniquely strong among Australian service personnel, we always manage to reaffirm this ideal every Anzac Day - sticking by your mates. An ideal we can all strive for and which I believe is perhaps best expressed by the poem, ‘A Soldier’s Oath to His Mate’. Authored by former Governor-General Sir Peter Cosgrove about the Vietnam War veteran Keith Payne VC, who was awarded Australia’s highest honour, the Victoria Cross. In a single battle, Keith Payne found and rescued some 40 men all the while under heavy fire and suffering a grenade wound to his head and hands. Like Keith, I encourage all here today to draw inspiration and strength from the message that no matter what, we should all strive to be there for each other not just when it’s easy to do so, but when it’s hard too.

A Soldier’s Oath to His Mate

You are my comrade in arms

As you go into battle, I will go with you

If you rest, I will guard you

If you stumble, I will catch you

If you fall, I will carry you home

If you pass, I will mourn you and honour you and remember you, all of my days

Your loved ones, will remain in my heart

I am your comrade in arms

As they say in the North of France: “We will never forget Australians”

We say in Australia: “Lest We Forget”

Term 2 is an incredibly exciting and busy time for the Academy community, full of enriching opportunities for both our students and families. We extend our warmest wishes to everyone for a fulfilling and productive term ahead.

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

From the Deputy Principal Senior Years

Welcome back to Term 2, to all of our families and students - I hope you have had a restful break and are ready for another term of learning.

Last term I posed three questions for families to consider using to guide conversations with their senior students, aiming to help students reflect on Term 1:

• What did they think went well last term?
• How balanced and organised did they feel?
• What new or ongoing strategies could they employ in their studies for this coming term?

I would like to encourage all of our families and students to consider these questions, especially as report cards for Term 1 are finalised and sent home. Although it is tempting to only think about academic successes, it is important to remember to celebrate successes from all aspects of life.

Diploma Programme (DP) Curriculum Update

As our Year 12 students work their way through their final Internal Assessments (IAs) and Individual Orals (IOs) in their different subjects within their Diploma Programme (DP), they are now also beginning to finalise their Inner Core subjects. Drafts for both their Extended Essay (EE) and Theory of Knowledge (TOK) are due this term, and post draft-submission, teachers will be working with their students to provide timely and meaningful feedback. CAS (Creativity, Activity, Service) is the third component of the Diploma’s Inner Core, and our Year 12 students will have CAS interviews later this term. These interviews are aimed at ensuring all students are on track to complete a successful CAS portfolio.

After their first term of learning in the DP, our Year 11 students have now found their feet, and are beginning to understand the pace of the Diploma across their different subjects. This is a timely opportunity to reflect on how their learning strategies have supported them in Term 1, and if there are other strategies they want to try in Term 2. Our team of classroom teachers and House Deans are incredibly dedicated to supporting our students to succeed to the best of their abilities. For tips and ideas on what different learning strategies students can try in their subjects, I highly encourage students to reach out to their classroom teachers, or for general learning strategies students should make contact with their House Deans.

If you have a student in Year 11 or 12, I would like to encourage you to re-read the IBDP Assessment Guidance Handbook which I emailed to parents/caregivers as well as students last term. In this document you will find essential information regarding IA/IO due date weeks and the extension process, should your student need to access this because of misadventure. This handbook should be referred to in conjunction with the Term 2 Assessment Calendars, which were also very recently emailed to parents/caregivers and students.

Diploma Preparation Program (DPP) Curriculum Update

Our Year 10 students are now entering their final term in their STEM Futures subjects and will soon select their Standard Level (SL) and Higher Level (HL) subjects for their DPP which runs for Semester 2. Students will choose three SL and three HL subjects, which should be aligned with what they want to study in their Diploma. When picking their subjects and levels, students should consider what they enjoy the most, achieve the best at, and what subjects will support their further studies and career aspirations. The overall aim is to strive for a well-balanced, achievable and enjoyable combination of subjects and levels that students will be able to continue into their Diploma.

This term our Year 10 students will also be completing their practical work in the Certificate II in Sampling and Measuring, and the Certificate III in Laboratory Skills. At this point it is important all students are up to date with their theory modules which they have been working on since the beginning of this year. Please make sure if your student has any questions that they reach out to Ms Manwaring, who is leading the roll out of the Certificate II/III program.

For now, to all our families, thank you for your continued positive support from home, have a wonderful and productive term, and I look forward to sharing with you our students’ successes later in the term.

Esme Hatchell, Deputy Principal Senior Years

From the Deputy Principal Middle Years

As I stated in my Term in Review in Term 1, I am very much looking forward to the promise that Term 2 brings. 

As always, there are numerous opportunities for all students at QASMT, from curriculum competitions to house activities, service opportunities, cultural celebrations and creative exploits. As I have mentioned in the past, with so many opportunities on offer, I urge all Middle Years’ students to take every opportunity that comes their way in an effort to enrich all aspects of their Academy life.

A taste of the many opportunities on offer in Term 2 are: Year 8 and 9 Honours students SPARQ-ed workshops, various curriculum competitions, interactive virtual reality lunches, a STEM Girl Power camp, a teacher vs student basketball competition, a Languages World Cup Futsal competition (The Miskin Cup), an environmental leaders competition, Sustainability Week fashion parade, an interactive Book Week, Robotics competitions, the Gardiner interschool chess competition, our annual Festival of Creativity and Fete de la Musique in The Agnesi Laneway, to name just a few.

This term our Year 9 students will work towards finalising their inquiry-based Community Projects as they prepare for the Term 3 STEM showcase in National Science Week. This project forms a part of the service-learning element of the Middle Years Programme. Our Year 9s will also participate in their first block exam in Week 8 of this term, which will become a regular part of their Academy schedule across Years 10 - 12.

I look forward to seeing all Middle Years’ students continue to flourish in their learning this term. I often drop into classes to see learning in action, and it is always pleasing to see the many interactive ways students are engaging with their learning.

I look forward to a very enjoyable term with our Middle Years’ students.

Kirsten Baker, Deputy Principal Middle Years

From the Department of inclusion

Student Leadership

Our Academy Representative Council (ARC) is made up of the Academy Captains, House Captains, and the Portfolios Captains. They meet weekly to discuss, create, actively demonstrate, promote, and encourage involvement in creating a positive Academy culture. They are responsible for initiating, participating in, and encouraging participation in Academy events, and demonstrating pride.

When students apply for and accept the responsibility of being a part of a student leadership team, they are committed to learning about how to grow their skills as a leader amongst their peers. A good leader is someone who has confidence, a positive attitude, and can communicate assertively. PEP classes, the Year 11 Leadership Symposium, and Leadership Workshops have been designed as opportunities for our students to learn how to develop these skills.

A Leadership Application package will be sent out to all students from Years 7 - 11 in the coming weeks. This package outlines all the information pertaining to the positions and the process for application.

2024 National Reconciliation Week

Every year from 27 May - 3 June is National Reconciliation Week. The National Reconciliation Week 2024 artwork and design represent the momentum of the theme Now More Than Ever. The chevron, a universal symbol for pointing the way, signifies advancing as one as we look towards a reconciled future; and the vibrant artwork of Gubbi Gubbi artist Maggie Douglas encourages connecting with one another, understanding and continuing to move forward. https://www.reconciliation.org.au/now-more-than-ever-nrw-2024/

If you would like to learn more about Aboriginal and Torres Strait Islanders developments and discoveries in STEM, the following websites are a wonderful place to start.

https://www.csiro.au/en/education/programs/living-stem

https://livingknowledge.anu.edu.au/

Using appropriate terms and language when speaking to or about Aboriginal and Torres Straight Islanders is also important to know. The Department of Education Queensland has created a guide to help everyone understand the terminology and use it respectfully in our verbal and written communications with, and about, Aboriginal and Torres Strait islanders. 

Jane Manwaring, Head of Department Inclusion and Wellbeing

From the Department of Language and Literature

Term 2 at the Queensland Academy for Science Mathematics and Technology (QASMT) promises a stimulating intellectual odyssey for students across all year levels. 

The curriculum meticulously balances the demands of academic rigor with opportunities for students to express their knowledge in creative and individualised ways. This term, classrooms will function as dynamic intellectual forums where students will hone their critical thinking skills, while finding creative ways to express the outcomes of their intellectual investigations.

Within Years 7 - 9, a conceptual approach takes centre stage. Year 7 students are embarking on a journey of discovery with R.J. Palacio's Wonder, a poignant exploration of how perspectives are inherently shaped by the interplay of context and communication. Year 8 students delve into George Orwell's seminal work, Animal Farm, engaging in a critical analysis of the stratified power structures and the allocation of privilege within a fictionalised society. Year 9 students, meanwhile, assume the role of literary detectives as they grapple with Simon Stephens’ adaptation of Mark Haddon's novel The Curious Incident of the Dog in the Night-Time. This dramatic text serves as a springboard for them to investigate the transformative potential of personal expression and its role in fostering individual growth.

Students enrolled in the Diploma Programmes will have the opportunity to refine their analytical acumen. Year 10 students embark on a quest for knowledge by navigating a complex landscape of non-literary persuasive texts. This intensive exploration prepares them for the delivery of an oral presentation that would rival the eloquence of a seasoned barrister. Year 11, on the other hand, confronts a diverse array of non-literary "Bodies of Work," each one a potential key that unlocks the secrets necessary for their Term 4 Internal Assessment. Students are studying a variety of non-literary authors and artists such as journalist, Stan Grant, photographer, Brandon Stanton, and graffiti artist, Banksy. A unifying thread that emerges across these disparate texts is the ways in which the oppressed within society can find empowerment through the creative process and communication of one’s own narrative. This is a crucial opportunity to amplify the voices previously marginalized by history to create a chorus that shares a message of hope. With this deep contextual and conceptual information, we anticipate that students will express their own voices and insights into the texts that they encounter.

This term promises to be a whirlwind of intellectual discovery, fuelled by the insatiable curiosity and inherent love of language that defines the QASMT student body. It will be a voyage of exploration and analysis that is characterised by scholarly discourse. We encourage all students to embrace this captivating chapter in their academic journeys.

David Bracken, Head of Department Language and Literature

From the Department of European Language Acquisition

To our QASMT language learning families, a very warm welcome to Term 2 from the European Languages Faculty.

Being bi-or multilingual has many proven benefits. Over the past two decades, new research into multilingualism has revolutionised our comprehension of its impact on cognition, brain function, and overall success and wellbeing throughout life. Recent studies indicate that individuals actually benefit from exposure to multiple languages during infancy. Moreover, in older age, active engagement with two or more languages appears to act as a safeguard against cognitive decline. These reasons, together with the connections that come from being able to understand another culture through language, mean that studying a language has never been more meaningful!

Term 2 Tutorials

The European Languages Department offers lunchtime tutorials for all year levels and all languages this term in Weeks 2 - 7. Please encourage your student to speak to their language teacher or HOD about exact dates and times for each language.

Homework in Language Acquisition
Please remember that in Year 7 and Year 8, your student should be completing regular homework each week for language learning. The teachers in the Language Department are setting weekly homework tasks, often on Education Perfect. Years 9 and 10 will often also have assignment work set for homework, together with revision of what has been covered in class. Please encourage your students to reach out to their teachers or HoD if they have any issues with their homework or assessment tasks.

FÊTE DE LA MUSIQUE

On 20 June, we will celebrate the annual music festival, Fête de la Musique, at lunchtime in the Laneway. Since its inception in 1982 in France, this festival celebrates live music and highlights the breadth and diversity of musical practices, as well as all musical genres. It is aimed at all audiences and helps to familiarise young and old from all walks of life with all musical expressions. Encourage your student to participate in the activities on this day!

Have a happy and productive Term 2.

Inga Mertens-Walker, Head of Department European Language Acquisition 

From the Department of Asian Language Acquisition And The arts

Welcome to Term 2, 2024 with Asian Languages and The Arts Department.

We are thrilled to share key updates and events for the upcoming term, highlighting the remarkable achievements and future opportunities within our Academy community.

Asian Languages and International Mindedness

Final Orals for Japanese B: A Milestone Event

We extend our warmest wishes to the first cohort of Year 12 students undertaking their final orals in Japanese B. This is a milestone moment for both students and our language department. We are incredibly proud of the hard work and dedication these students have shown and we eagerly anticipate celebrating their success.

2024 STEM Tour preparations are underway

Exciting news for our Year 11 students attending the 2024 Japan STEM Tour – preparations for the tour scheduled for September will begin later this term! This tour promises to be an enlightening experience, packed with educational activities and hands-on learning that will expand students’ horizons in science, technology, engineering, and mathematics, as well as Japanese language and culture. Stay tuned for more updates as we finalize the itinerary.

Inaugural Languages World Cup

Join us for our first-ever Languages World Cup! This event celebrates international mindedness, with students nominating countries they wish to represent and compete in, communicating exclusively in the languages of those nations. Whether students choose France, India, Japan, South Korea, Vatican City, Spain, or many others, they should prepare to immerse themselves and showcase their linguistic skills in a spirited football competition.

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

Classroom Music

Year 7 Music students are exploring music through a feast of Musical Theatre, including creating new musical theatre production concepts, writing an original showstopper, and performing solo in front of their peers. Year 8 Music students are flipping existing ideas to compose a reimagination of a composition, as well as performing solo through the exploration of technological innovation, sustainability and accessibility. Year 9 Music students are creating compositions for video games through their study into the role of music in the gaming industry, where they will perform video game music solo for the class.

Instrumental Music

Instrumental Music students and teachers are busy preparing for the upcoming Evening Concert and Creative Generations Instrumental Fanfare - the biennial state-wide festival of bands and orchestras from Queensland state schools. The term kicked off with an appearance by Chamber Strings on Commencement Assembly followed by our Choir on ANZAC Assembly. 

Media Arts Years 7 and 8

In Term 2, our Year 7 and 8 Visual Arts Students are exploring Media Arts.

Year 7 students will be devising and creating a one-minute silent film. In groups they will learn about camera angles, storyboarding, filming, editing, and applying silent film conventions to a story based on fables. In Year 8, our students will be creating a stop motion Claymation about a STEAM influencer. Students will learn three-dimensional construction techniques and basic editing to create their Claymation animations.

As we move forward through the term, let us continue to support one another and strive for excellence in all our endeavours. We look forward to a term filled with achievements, learning, creativity and unforgettable experiences.

Gregory Thompson, Instrumental Music

From the Department of Individuals and Societies

An IB education includes the IB Learner Attributes and key concepts with learning. 

The I&S Middle Years Programme concepts are “change,” “time, place and space,” “global interactions” and “systems,” while “sustainability” is a concept of both business management and economics. As individuals, we must ensure our societies change to be more sustainable, so that people, planet and profit all improve. When students are aware of local, national and internal news that they can relate to, these concepts will develop their thinking skills. I encourage all students to find a way in which they can access the news for five minutes per day.

Our Year 9 Forensic Psychology students have just spent a week in the Academy labs, recreating a crime scene by using evidence they have applied different scientific methods to, to try and determine which suspect committed the crime. This term we have some exciting excursions coming up for our other STEM Futures students:

• Year 9 Future Global Cooperation will be observing a Queensland Parliament sitting. There are many factors that go into making decisions; economic, social and environmental. The place where a person lives in Queensland will often determine their perspective on decisions.
• Year 10 Show Me the Money will be in the UQ Ventures lab, and students will experience a workshop titled “Zero to One” in regard to generating a unique business idea.
• Year 10 Tragedy of the Commons hosted by the School of Economics at UQ will have three rotations: an experimental lab, a lecture, and an information session. Professors from UQ will also be conducting a series of guest talks to our students across this term regarding a series of case studies.

We sincerely thank the University of Queensland for the time and effort they put in to planning these excursions with us.

Year 7 students will be exploring their local suburbs liveability and will propose a recommendation of how their suburb can be improved in a sustainable way. Parents and neighbours be ready to complete their primary data collection surveys!

Year 8 students will investigate a turning point in History related to cooperation and conflict of their choice, followed by a Civics and Citizenship unit on Australian laws.

Our DP2 Economics students will be submitting their final commentaries. The remaining DP classes for Business Management and Psychology will continue with their units of study.

With Term 1 achievement summaries sent out, can I encourage all students to adopt a growth mindset to their learning, and look for areas in which they can improve. As Winston Churchill once said, “Success is not final, failure is not fatal; it is the courage to continue that counts.”

From the ToK Coordinator

DP1

After receiving feedback on their first practice exhibition, Year 11 students surge headlong into TOK world, exploring their first theme of Language and Knowledge. This theme will provide the lens for students second practice exhibition, and should inform their object and prompt selection, in addition to supporting their discussion. The theme invites students to think about the role of language in the communication and sharing of knowledge, and the influence it has on how we think and behave. We will explore this optional theme via the knowledge framework, which looks at the nature and scope of language, the role of language in shaping our perspectives, linguistic methods and tools, and the relationship between language and ethics. After submitting their second exhibition, we will continue onto the area of knowledge of The Arts, which pairs nicely and allows for this term to focus on creativity; linking to the Festival of Creativity in Week 9. In order to support your child, parents are recommended to ask about their reasons for selecting their specific prompt and object, in addition to querying about how their thinking has developed as we continue through the term.

DP2

Term 3 marks students’ full final term in TOK and the focus remains on the November 2024 essay. After unpacking the titles at the end of Term 1, students will be developing a detailed essay plan for two titles and then selecting their best to write their full draft. Students will receive rolling feedback on these across Weeks 6 - 7 and Weeks 9 - 10. In order to support your child, parents are recommended to discuss the title and provide some ideas for potential real world situations that they may use in their essay.

Lyle Fredericksen, Head of Department Individuals and Societies

From the Department of Physical Sciences

Welcome back to Term 2, everyone. I hope that all of you had a great break and are already back into the rhythm of school life at QASMT.

This term, there are many events taking place that relate to the Science Department, so I will start with a brief overview of each of those before looking at what each of our year groups will be studying for the term.

In Week 3, we will have our annual Science Technology Robotics and Mathematics (STRM) week activities which are organised by our science ambassadors. This term, we have just launched our 2024 QASMT STEM Research Project Program. Please keep your eyes open for the parent letter regarding this program that will be sent out soon. This program is a great opportunity for our Year 10 students who want the chance to display their research on a national or international stage. Mr. Pearce has also begun the process of preparing Year 10 students for the upcoming Titration Competition. We are hoping to send some students to a state competition at UQ for later in the term. And finally, the first round of Olympiad testing will occur for our Years 7 - 10 students in Week 9 - expression of interest for participation in this extra-curricular activity will go out closer to the time.

In the classroom, our Year 9 students will continue with their Semester 1 electives. Unit 2 for Year 9, Fuelling the Planet, focuses on greener alternatives to the fossil fuels that they learnt about in Term 1. In Year 9 Biochemical Solutions, our students look at the idea of using microbes, such as bacteria and fungi, to improve issues in our environment - bioremediation. In Year 9 World of Reactions, our students will learn about a myriad of chemical reactions with a big focus on the fundamental skill of representing chemical reactions using balanced chemical equations. And finally, our Year 9 Medical Physics students will apply their learning of wave behaviour from Term 1 to look at its application in nuclear therapy and imaging techniques.

Our Year 10 students are currently beginning to think about subjects and subject level selection for next year. I have already spoken in person to our Year 10 students regarding the importance and implications of the choices that they make. Otherwise, we are continuing with our Year 10 Future Materials students, focusing on learning about polymers while our Journey to Earth X students now divert their attention to the challenge of landing on their exoplanet, ‘Proxima b.’

Our Year 11 Physical Science students continue their learning of content according to the new IB Chemistry and Physics guides. Having now seen their Term 1 examinations, our Year 11 students should have a better indicator of their progress so far. The content will continue to accumulate over the course of this term, please remember that we run our weekly tutorials and are here to help any of our students.

And finally, our Year 12 students are now into one of the busiest terms of their Diploma so far. Term 2 has many Internal Assessments that are due across multiple subject areas. Alongside all of this, they have to continue to learn new content in our lessons. It is therefore very important that we all support our Year 12 students as best we can during this time.

We have another packed term ahead of us all, with lots of opportunities for everyone to get involved, both in and outside the classroom - have a wonderful term.

Robert Hughes, Head of Department Physical Sciences

From the Department of Life Sciences

Welcome back to Term 2! I hope all our students and families had a restful term break, and are ready for a second term of life sciences.

Foundation Science

Year 7 students will be learning about Earth and space, and will first learn about our solar system and what it’s like to live in space. Using the inquiry process, they will learn how to develop a research question and hypothesis, plus design a scientific investigation. This will lead them into their interdisciplinary unit on interpreting patterns in data combined with mathematics. Students will investigate and identify Earth’s natural resources, and learn how they are used. They will evaluate their own resource use to recognise the environmental costs associated. Students will also explore renewable energy sources and evaluate their effectiveness.

Year 8 students will be learning about atoms, molecules and chemical reactions. This will take them into an exploration of the Periodic Table of Elements, atomic structure, the difference between compounds and mixtures, and physical and chemical changes. They will use the process of inquiry to investigate collision theory and will work in groups to design an experimental investigation where they will collect data, process and analyse it, then learn to make sound conclusions supported by scientific evidence.

STEM Futures

Year 9 Sustainable Futures students are exploring Sustainable Development Goal #11 “Make cities and human settlements inclusive, safe, resilient and sustainable.” They will do this by researching, designing and building one aspect of a sustainable city. Students may explore energy production, inner-city development, recreational areas or even education. Through this, students will develop a deeper understanding of the current problems with these city areas and look for current and future scientific solutions to these problems.

Year 10 Blue Planet students are investigating human impact on the environment. They are learning about environmental legislation and how to assess whether future development will have an impact on the ecosystem. Students have already gone on an excursion to Moreton Bay where they conducted environmental surveys on two different sites - an environmentally protected site and a site where human activity, such as fishing, is allowed. They will identify possible environmental issues and conduct research to develop possible solutions. Students will finish the term by conducting a case study analysis on the impact of the Olympic Games; in particular, sailing events on the coastal region.

Year 10 Medical Biotechnology students will be focusing on ‘Cells and Immunity’ this term. They will explore The Immortal Life of Henrietta Lacks to understand the origin of the HeLa cell line and her amazing contribution to medical research, though without her consent. Through this, they will explore the ethical issues associated with biotechnology and scientific research. They will then learn about stem cells and stem cell therapies, followed by the immune system and disease. They will finish the term applying their knowledge to investigate COVID-19 testing strategies and vaccine development.

Diploma Programme Biology

Year 11 Biology students will pick up where they left off last term, learning about ‘Membranes and Membrane Transport’. This will be followed by ‘Water Potential’ where they will explore the effect of varying salt concentrations on osmosis. From here they will complete an internal assessment (IA) that will focus on three criteria: Data Analysis, Conclusion and Evaluation. This will allow students to practice and strengthen the IA skills they will require when they develop and complete their final IA investigation in Term 4.

Our annual Group 4 Collaborative Sciences Project will also take place this term for our Year 11 students. The aim of the day is to encourage and foster scientific collaboration, where students from different science subjects are grouped together to develop workshops for our younger Year 7 students. This is aligned with the National Science Week theme, which is ‘Species Survival – More Than Just Sustainability’. This project is an essential part of the IB Diploma Programme, and it is always thoroughly enjoyed by all students involved. It is wonderful to watch the Year 11 students work together in a team and develop leadership skills at the same time, while creating genuine and meaningful lessons for the Year 7 students.

Year 12 Biology students will be focusing on Human Physiology, and HL students will continue with Animal Physiology and Metabolism this term. They will be working towards finishing the syllabus core and additional higher level content, followed by Option A on Neurobiology and Behaviour.

DP Environmental Systems and Societies (ESS)

Year 11 ESS students will continue with Topic 2, learning about Ecosystems and Ecology. They will explore flows of energy and matter, biomes, zonation and ecological succession. This will be followed by ecosystems and how they can be better understood through investigation and quantification of their components. They will finish the term learning about water systems, aquatic food production systems and water pollution.

Year 12 ESS students will be learning about stratospheric ozone, photochemical smog and acid deposition. They will also receive verbal feedback on their final IA and make amendments based on that feedback. They will work towards completing it by Week 5. To end the term, they will explore energy choices and security followed by climate change.

STEM Enrichment

UQ Women in Engineering will host their annual Explore Engineering Day in May. A group of Year 9 students will have the exciting opportunity to attend, where they will explore different engineering disciplines through two main hands-on workshops. This year students will be part of ‘Sun Smart Code’ where they will become Biomedical Engineers and develop a UV detection device to alert the user of high exposure to UV. The second workshop is ‘Rockets: Aerospace Engineering’, where students will work together in groups to design, construct and launch a solid-fuel model rocket.

“You cannot get through a single day without having an impact on the world around you. What you do makes a difference, and you have to decide what kind of difference you want to make.”

Jane Goodall

Saengdao Philavane, Head of Department Life Sciences 

From Education Outside the Classroom (EOTC)

Launching into Term 2, EOTC is preparing for two electrifying Gala Days - the annual Miskin Cup soccer match, staff v student basketball and, of course, the legendary UQ Athletics Carnival. 

Additionally, students can look forward to fun-filled classroom experiences in Physical and Health Education (PHE) and Sports, Exercise, and Health Science (SEHS).

Here is a closer glimpse into some of the activities awaiting our students in Term 2.

Athletics Carnival

Get ready for the Athletics Carnival taking place on Tuesday of Week 6 at the UQ Athletics Centre. If students require transportation, buses will be available to and from the school. As always, House Captains will commence the day with the highly anticipated War Cry Competition, which never fails to exceed expectations year after year. Alongside the track and field events, we will also have some of the classic novelty games that students absolutely love. It's bound to be a day filled with camaraderie, competition and unforgettable moments, so mark your calendars!

PHE and Healthy Futures Curriculum

In Term 2, our PHE curriculum remains focused on equipping students with essential skills for diverse physical activities, fostering fitness maintenance, and nurturing passionate, innovative learners capable of effecting positive and sustainable change.

In Year 7, students will dive into biomechanical principles underpinning movement concepts in athletics. Alongside mastering techniques in events like running and shotput, they will scrutinise their own form through a biomechanical lens. Year 8 students will follow suit, engaging in throwing, jumping, and running events while drawing connections between athletics and training principles. They will work towards individual goals and implement tailored training programs, fostering positive habits as well as health and fitness knowledge.

In our Healthy Futures STEM course, students will tackle contemporary adolescent health issues and devise strategies to raise awareness within the school community. Students will have the opportunity to engage with a health promotions expert from UQ, who will deliver a compelling talk on effective strategies for raising awareness within the school community. Through this presentation, students will gain valuable insights and practical tools to drive positive change and promote health and wellbeing among their peers.

Sports Program

Our sports program offers a dynamic range of activities catering to both junior and senior students. Junior sports enthusiasts can look forward to engaging in soccer, netball, and volleyball, fostering teamwork and skill development in a fun and supportive environment. For our senior students, the program offers the excitement of badminton, soccer, and netball, providing many opportunities. Through participation in sport, students can achieve balance in their lives, enhance their social connections and emotional resilience while staying active and healthy. As the sports program progresses, teams for the upcoming Gala Day will be selected midway through the term. We encourage all students to participate enthusiastically and showcase their skills during this selection process. To those aiming for positions on the teams, we wish you the best of luck!

Yanah Floridis, Head of Education Outside the Classroom

From the Department of Mathematics

Term 2 has commenced with returning assessment, finalising reports and setting up enrichment programs. 

This term is packed with exciting curriculum and interesting activities both in and out of Mathematics classrooms.

In the classrooms

Year 7 students are part way through a unit titled, How can we bring things together? They are studying the concepts of fractions and solving algebraic equations. Alongside this, they are continuing to investigate patterns which will culminate in the Years 7 - 8 assessment in Week 4.

The Interdisciplinary unit with science will begin after this, with a mathematics focus on data and statistics.

Year 8 students will investigate percentage, ratio, graphing and straight lines in their Money, Money, Money unit. They will apply this knowledge to a Criteria C (communicating) and Criteria D (applying mathematics in real-life contexts) test in Week 7.

Congruence, similarity, enlargements and trigonometry are the focus for Year 9 and skills covered in these lessons will allow students to apply this knowledge to a real-life situation in their Criterion C and D projects. 

Year 10 students will be selecting their Semester 2 subjects this term, based on their performance and preference for the different styles of exam and questions seen in Term 1, and extended on in Term 2. Their classwork will focus on algebraic fractions, volume and surface area, statistics, quadratics and trigonometry, before a test at the end of term.

In the Diploma Programme, Year 11 students will reflect on how they performed in their first exams before working through their next concepts. Year 12 students will focus on refining their Internal Assessment after the drafting process, as well as completing topics in their coursework.

Maths Enrichment

There are a number of Mathematics enrichment opportunities on offer this term. Payment for these activities will be closing soon so if you are interested, log onto Qkr! and select the relevant program in Mathematics Competitions.

• Maths Challenge and Maths Enrichment Programs offered by AMT (Australian Mathematics Trust). Over 200 students have signed up for these programs which will begin in the next few weeks.
• Maths Ambassador Activities – The Maths Ambassador Leadership Team have a number of events planned, including another Escape Room, Problem of the Week and STRM Week celebrations, where Science, Technology, Robotics and Mathematics Ambassadors will join to create a week of fun activities for everyone to engage in.

It is shaping up to be another exciting term in the Mathematics Department. 

Russell Hams, Head of Department Mathematics

Senior Robotics

Senior Robotics has commenced, with activities being planned and organised for Term 2.  There are a number of groups within Robotics that are in for a busy term.

New teams to the First Tech Challenge (FTC)

Our new teams to FTC are working on completing a working robot by the end of this term. To help them get this done, our existing teams are mentoring and helping them wherever they need it. At the end of this term, and the start of next term, they will get to compete against existing APOC teams. This will be an invaluable experience for them in Term 3 when the new challenge for FTC is released.

The Asia Pacific Open Championship (APOC) teams

The APOC teams are busy refining their robots to be competitive at an international level. To assist them we have organised for them to compete against local teams. This ‘scrimmage’ (scratch match) is being held at St Peters Lutheran college in May (Week 5). This will be a great opportunity for them to evaluate their robot designs for competition readiness and make adjustments for the Asia Pacific Open Championships in July. FTC teams also engage in a range of outreach activities, including charity work and networking with other teams, and they also run some workshops in the wider community to share their skills and experience.

Robotics Ambassadors

The Robotics Ambassadors are developing a program of workshops this year to teach our younger students a range of skills for Computing, Design and Robotics. They got off to a great start with teaching CAD for laser cutting last term and this term this is extended to workshops on CAD for 3D printing, computer programming for First Tech Challenge, with programming in Java to follow. For STRM week, the team is planning a Senior Robotics showcase in the Makerspace; a robot driving challenge for students to try out our competition robots from 2023, and another round of the ever-popular Battle Bots.

We are certainly gearing up for another busy term in Senior Robotics.

Helen Bebbington and Russell Hams

From the Department of Technology

Welcome to Term 2 in the Technology Department. 

We have a creative thinking and productive term ahead with lots of exciting learning opportunities for all.

Design and Technology

Year 7 Design

The development of autonomous vehicles (AVs) is progressing at a significant pace. There are many uses for AVs such as driverless taxis and robo-buses, parcel and food delivery services, long-haul trucking, unmanned vehicles on the moon and dangerous terrains, entertainment rides in theme parks and so much more. This term, our students are exploring the world of autonomous vehicles through our SOI 'feedback allows a system to function autonomously' in our Robotics unit. For the assessment, students are required to research applications for autonomous vehicles in the present or in the future. This gives students the opportunity to be creative and imaginative.

Year 8 Design

Year 8 students will develop algorithmic thinking skills through problem solving. Students will learn how to create flow charts and understand the importance of using them to develop reliable successful solutions. Students will develop pseudocode before coding their solutions in Python. By developing an application for their peers, students will recognise the importance of human-centred design as they focus on the people they are designing for, by determining what their user needs and then finding a solution that is tailored for them.

Year 9 Disrupting the Market

Our Disrupting the Market students are forming marketing teams to create promotional merchandise to support a pivoting business. Students will utilise the laser cutter technology and skills to present a cohesive marketing package to ensure the pivoting business reaches their customer base.

Year 9 Future of Automation

Can automating our homes reduce our environmental impact? Future of Automation students will use their mechatronic skills to automate a system in their homes. They will explore unsustainable systems around the home, and use microcontrollers to design, create and code a prototype solution automating that system.

Year 10 Living in a Digital Society

Year 10 students are exploring the intricate world of Cybersecurity, with a special focus on the theme of power and the significant impact of cybercrimes on the economy. Students will delve into the complexities of algorithm bias and the principles of ethical hacking. Through engaging case studies, they will gain a comprehensive understanding of the roles and responsibilities of cybersecurity professionals. These lessons will cover how these experts identify network vulnerabilities and fortify them against threats, and how businesses can enhance their network security. Additionally, we will examine real-world examples of how individuals have exploited these vulnerabilities for both positive and negative outcomes, exploring the broader implications on governance and societal institutions. This curriculum aims to equip students with a deeper insight into the digital landscape and the pivotal role cybersecurity plays in safeguarding our digital world.

Year 10 Computational Thinking

Our students are taking their skills in logical and algorithmic thinking to the next level by producing solutions in one of the most used programming languages, JavaScript. In the second half of the term, they will gain understanding of relational databases and continue algorithmic thinking by utilising SQL to manipulate them.

Year 11 Computer Science

This term, our students will continue to develop an understanding and skills in computational thinking, Human Computer Interaction (HCI) and computer networking. In addition to this, students will explore how apps are developed, from planning and design to developing functionality and GUI components with their practice projects.

Year 11 Digital Society

This term, we are inquiring into areas that are significant to life in digital society in the field of economics and the environment. Some of our topics include cryptocurrencies, non-fungible tokens (NFTs), micro-transactions, additive manufacturing, green computing, e-waste, transportation and wayfinding, maps, global positioning systems (GPS) and geographic information systems (GIS). We welcome parents as guest speakers as we explore the opportunities and dilemmas arising in our fast-paced digital society.

Year 12 Digital Society

This term, students are exploring the impact and importance of digital systems and technologies in the contemporary world. Focusing on real world examples including areas related to data, algorithms, media, artificial intelligence (AI), and robotics, they will investigate the impacts and implications of digital systems for people and communities, and reflect on emerging trends, future developments and further insights. Students will share their discoveries about digital society with others in social, cultural and environmental contexts.

Year 12 Computer Science

How do the resources of a computer affect the development of IT solutions? This is a key question Year 12 Computer Science students are exploring this term. Students will also examine how control systems are utilised in our day-to-day lives and continue to explore the nature of genetic algorithms. To top off this busy term, students will finalise and implement their assessment projects with their clients.

Year 12 Computer Science students learnt about using recursion to solve simple and complex problems. They continue to explore recommendation algorithms, as well as a theoretical and practical understanding of programming. In addition to this, they investigate resources within a computer (Topic 6) as well as control systems, including centralised, distributed and autonomous (Topic 7) from the Computer Science syllabus.

We have a rewarding term ahead designed to highlight skills in creative thinking, problem-solving, managing complex design scenarios, attention to detail, proficiency with coding solutions, and improving existing processes through technology.

Larry Vint, Head of Department Technology 

From the House Deans

House Captains and Ambassadors

QASMT prides itself in providing numerous leadership opportunities for students. New students to the Academy (students in Year 7 and the new Year 10 students) are given the opportunity to apply for various leadership positions across a variety of portfolios, with applications closing early in Term 2. We look forward to congratulating our new leaders in the coming weeks.

House Competition Update

Each year the houses at QASMT compete for the House Competition Trophy. As of the end of Term 1, the ranking is as follows:

Students can earn points in the following ways during Term 2:

• War Cry Competition at Athletics Day
• Athletics Day (attendance rate and participation points)
• Creating a Sustainable Fashion piece in InStep
• Term overall attendance (every person counts!)
• Academic awards

Athletics Day

In 2022, QASMT held their first ever athletics day at the athletics stadium at UQ. This was a tremendous success, with world class facilities, and comfortable seating for all. The athletics day this year will take place once again at UQ on Tuesday 21 May (Week 6). Attendance is compulsory, and students are to find their own way to and from the venue. More information will be shared with parents/caregivers in due course – including information about transport to and from the event.

Athletics day is not a day simply for gifted and talented athletes. It is all about encouraging students to be active and to have fun with their friends. At QASMT, we run both competitive and participation events, so all students can be involved. Students are able to participate in three field events (long jump, shot put and high jump) and three track events (100m, 200m and 400m). Our hope is that at the very least, all students don their brightest house colours and get involved in the participation events with their friends. For the more serious athletes, they can compete in the competitive events against other athletes who are vying to win.

War Cry Competition

As per Cross Country, a major part of the House Athletics Competition each year is the war cry. The war cry has evolved over the years to include specialised lyrics, dance movements and props! House leaders have reflected their strengths on areas for improvement and are excited to work with all houses to coordinate even bigger and better war cries at athletics day. We encourage you to ask your children to share the lyrics and moves with you and rehearse together at home!

House Charities and Fundraisers

This term a number of houses will be conducting fundraisers and events to support our individual charities. At the Academy, we really value these opportunities to give back to the greater community and we thank you for any support you can provide for these initiatives.

Hawking House is proud to support Eat Up (https://www.eatup.org.au/) - an organisation with the mission of feeding hungry students so that they can “learn, grow and succeed.” On Monday April 29, Hawking students will be volunteering their time to make sandwiches which are then provided to students in schools across Australia. Our participation with this initiative is made possible by the students fundraising efforts last year. The Hawking leadership team are making plans for more fundraising to come, to ensure that no student goes hungry.  

Newton students and staff will host a bake sale on Thursday 2 May, during lunchtime in the Courtyard. All proceeds from the sale will be donated to their house charity, the Miracle Babies Foundation (https://www.miraclebabies.org.au), Australia's leading organisation supporting premature and sick newborns, their families, and the hospitals that care for them. Your support is greatly appreciated, so please come prepared with cash or card to purchase delicious baked goods and make a meaningful difference to those in need.

The Franklin House RSCPA bake sale will occur towards the end of the term. Delectable delights and a variety of baked goods will be available for purchase with all proceeds going to the RSPCA. The RSPCA supports all animals great and small by operating re-homing centres, investigating and prosecuting animal cruelty, advocating to improve the life of animals and educating the community on animal welfare and responsible pet ownership.

Winter Uniform Reminder

As was detailed in the Term 1 Term in Review, Term 2 brings a significant change in expectations around blazers as we enter the colder months. 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. These can be stored in their locker if they do not wish to wear them while at school.
• Hats: Students are still required to wear the Academy formal hat to and from the Academy every day, and during break times. Ensure that their name is visible so that any misplaced hats can make it back to owners.
• 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, reaching knee length, 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.
• Pullover/Cardigan: A navy pullover and cardigan is available at uniform shops and can be worn with formal uniform. Only QASMT branded pullovers/cardigans are permitted.
• Additional Layers: Students can wear a white undershirt or singlet/vest that is not visible to add an extra layer to keep them warm if necessary.
• Optional Winter Items: Students are permitted to wear optional items to aid in keeping them warm, including a school issued winter scarf, and/or black, opaque stockings with no patterns or embroidery.
• Activewear Winter Items: Students are permitted to wear the school sports tracksuit and/or tracksuit pants only when wearing their activewear uniform. Students are not permitted to wear their sports tracksuit when they are wearing their formal uniform. Their blazer is instead to be used for additional warmth.

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

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 Years 7 - 11 is taught this program once per week by their House Dean. See the list of topics below that your child will be covering this term.

Final Summary

By the time you read this, students should have received their achievement summaries for Term 1 (other than Year 7 and 8 students who received their interim report in Term 1). We encourage you to have reflective conversations about these results. What are they proud of? Where is there room for improvement? If they have achieved really strong grades, ask them what strategies led to this result. What do they need to do to consolidate these grades? If your child struggles to answer the question of improvement, please direct them to their class teacher for further feedback.

Aileen Davis, House Dean Agnesi; Marc Wheeler, House Dean Curie; Zoe Matthews, House Dean Da Vinci; Ross Bray, House Dean Franklin; Jae Morris, House Dean Hawking; Kate Oxenford, Dean Aspland, House Deans Hollows; Djamila Reynolds, House Dean Jackson; and Deva Prasad, House Dean Newton.

From the Guidance Officers

Welcome back to Term 2!

This term, we will again have a number of opportunities for students to grow their knowledge of careers and build their career planning portfolio. 

• Our Year 12 students have commenced their individual pathways interviews. They are encouraged to meet with the Guidance Officer to discuss their plans and identify what support is available to assist with the next stage of their career journey. Students may access the booking sheet in A Block to select an interview time. In addition, each student is required to complete their Pathways Interview Form and submit to Mrs Judge by 31 July at the latest. See ‘Important Files’ on our Pathways Hub at https://studyworkgrow.com/education/school/queensland-academy-for-science-mathematics-and-technology/

• All Year 11 students will be attending the University of Queensland for their Career Pulse event on Wednesday 29 May 2024. Students choose from diverse interactive workshops to explore the career options from tertiary study. It is a great privilege that all QASMT students attend this event that is only offered to select students from most schools.
• During their Positive Education Program, our Middle Years students continue to grow their understanding of themselves as individuals and society around them. They are developing a sense of who they are and how that might impact their life decisions, including career choices. The Year 9 students will begin to make their career exploration more explicit this term as they begin to collate a personal career profile.

Year 10 University Opportunities

Early start programs allow students to trial a university subject while still in high school. Several universities now offer programs to students in Year 10 with the following benefits to students:

• Students may gain credit towards their university degree
• The first course is often free
• Prepare for and get a taste of university
• Gain QCE points
• Receive adjustment factors for each course (conditions apply)
• Broaden their education: students will gain transferable skills to support their studies, like critical thinking, writing and research
• Explore a subject they are interested in before committing to a full degree
• Set themselves apart.

Programs currently available to Year 10 students include:

• UniSC Headstart – available Semester 2
  • https://www.usc.edu.au/study/courses-and-programs/headstart?utm_campaign=SR%20HS%20Apps%20001%20Sch&utm_medium=email&utm_source=Eloqua

• UniSQ Head Start – available Semester 2 and Semester 3 (summer holidays)
  • https://www.unisq.edu.au/study/information-for/high-school-students/head-start

Students in Year 10 who are interested in accessing a university subject should consider their current workload and time commitments, ensuring there is no negative impact on their schooling. University classes must be scheduled outside of Academy time with online classes preferred. Applications should be submitted directly to the university.

Career Planning Resources and Events

Information Sessions:  Throughout the year, Career Information Sessions are held, focussing on timely information for career planning.  Sessions will have a target audience (e.g. parents or a specific year level) but others are welcome to attend.  Topics will include application processes, university specific information and study field focus sessions.  During Term 2, a session is scheduled exploring International Applications.

UCAT – Bookings close 17 May

The University Clinical Aptitude Test (UCAT ANZ) is an admissions test used by the UCAT ANZ Consortium of universities in Australia and New Zealand for their medical, dental and clinical science degree programs.  Students can only sit UCAT ANZ in their final year of high school or higher.

Griffith University's Creative Arts Open Day

May 19, 10:00am - 1:00pm

Join GU for a day of inspiration, innovation, and imagination as they showcase the incredible talent and opportunities in the arts. Explore visual arts, design, music, film, and more with tours, workshops, info sessions and meet our esteemed faculty.

Southern Cross University (SCU) – Early offers

SCU provides graduating high school students the opportunity to secure a place in a Southern Cross University degree before Year 12 results are released.

Applications now open!  https://www.scu.edu.au/early-offer/

Study Work Grow – Early entry guide

Some universities and Tertiary Admissions Centres (TACs) have programs that allow students to apply earlier in Year 12 for certain courses. Students may receive a conditional or guaranteed offer, sometimes before even sitting final exams. Offers may be based on Year 11 or mid-Year 12 academic results, personal statements, leadership or community engagement. These offers are supplementary to the usual major round offers which are released in January. Students with an early offer are still able to apply through the major offer rounds should they wish to upgrade to a different course. Each early offer program is unique to the applicable university, with frequent changes depending on the environment and needs each year. Year 12 students are kept informed of current schemes applicable to their year and are encouraged to consider them in their planning.

Further information can be found on university websites or read more at https://studyworkgrow.com/early-entry-faqs/ .

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 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 .

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/

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. 

Katrina Judge, Guidance Officer Career Planning

Term 2 has begun! 

The commencement ceremony was such an exciting event, with our Academy Captains sharing with us all the events and opportunities they have planned for this term. It is vital for student wellbeing that they are engaged in a number of activities; this helps to create a balance between work and play and also develops relationships and connectedness. Connections matter. Strong ties with family, friends and the community provide us with happiness, security, support and a sense of purpose. Being connected to others is important for our mental and physical wellbeing and can be a protective factor against anxiety and depression.

Wellbeing Seminar Series – Parent and Community

To further support the wellbeing and brain health of our students and Academy community, we will continue our Wellbeing Seminar Series throughout 2024. These sessions will include two sessions for family and community through Term 2 and Term 3.

Headspace

Term 2: Managing Stress and High Expectations

Georgia McGirvan will present to family and community virtually. Access links will be provided to registered participants.

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

Term 3: Headspace – Healthy Headspace – introduction to mental health

There is no cost for either of these sessions.

Tara Le Pla, Guidance Officer Student Support