Term in Review - 19 September 2025

From the Senior Leadership Team

Celebrating connection and community

Term 3 began with a spirited Commencement Assembly, where student leaders set the tone for the weeks ahead, and the ARC Sausage Sizzle brought the community together in a warm welcome back.

Wellbeing and enrichment

Positive Education Week highlighted the importance of gratitude, wellbeing and connection, with pancake breakfasts, giant games, and the ARC Fair showcasing the energy and creativity of our students. Book Week was another highlight, with the courtyard alive with costumes, a staff quiz, and a popular book swap, reinforcing the joy of reading across all year levels.

Honouring our seniors

Our Year 12 cohort enjoyed both celebration and reflection as they marked Spirit Week with themed days and nostalgic activities, gathered for their 100-Day Photo, and came together for a wonderful evening at the Year 12 Formal. Their farewell music concert was a poignant moment, honouring the talent and dedication of our senior musicians.

Excellence and achievement

Across the Academy, students continued to excel in academic and co-curricular pursuits. Our Robotics teams impressed at national competitions, Language students achieved excellent results in the LTQ competition, and athletes represented QASMT with pride at gala days and national championships.

Pathways to personal excellence

This term also saw our students making important subject selections that will shape their future learning and career pathways. Year 8 students selected their Year 9 STEM electives, encouraged to choose areas that reflect their interests and align with both potential Diploma Programme (DP) pathways and future career aspirations. Year 9 students engaged in the Diploma subject selection process, guided by invitations from Heads of Department to help them make informed decisions. These choices are vital in setting students up for success in the DP and beyond, ensuring alignment between their strengths, aspirations and tertiary goals.

The International Baccalaureate (IB) framework emphasises both breadth and depth of study, cultivating critical thinking, adaptability and intercultural understanding. These qualities translate into strong outcomes at university, where IB graduates are recognised for their resilience and preparedness, and into lifelong success as curious, capable learners equipped for an ever-changing world. In this way, subject selections are not just about “what students study”, but about who they become as a learner – capable, curious and ready to thrive as a lifelong learner in an ever-changing world.

Further information about how IB Diploma attainment supports university pathways can be found here.

Looking forward

Next term will begin with our Commencement Assembly on Tuesday 7 October in lesson 3a; please ensure blazers are dry cleaned and ready for this formal occasion. Term 4 promises to offer many opportunities for our students to engage in significant events, including the Year 12 Graduation and Valedictory, the Academy Awards Evening, and of course, our Year 12 IB examinations.

We wish our whole community a restful and recharging holiday break and look forward to welcoming you back for Term 4.

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

From the Deputy Principal Senior Years

Term 3 has been an incredibly busy and productive period for our school community! 

We've successfully navigated a packed schedule, including significant exam blocks for our Year 10, 11, and 12 students, a number of academic Olympiads and other competitions, and special events such as the launch of the UQ-SMT STEM Research Project Program. We also took time to mark key events, with enthusiastic participation in PosEd Week, Book Week and National Science Week. Let’s take a look back at some of the highlights.

Year 12 Diploma Candidates: A Final Push

A huge congratulations to our Year 12 cohort, who have now fulfilled all their diploma requirements with the exception of their final examinations! This term was a crucial one, as they submitted their final Extended Essay (EE) and Theory of Knowledge (TOK) assessments, completed their Creativity, Activity, Service (CAS) obligations, and sat for their mock exams. These mock examinations were designed to mirror the actual IB final exams in November as closely as possible, providing our students with a vital opportunity to understand the format and demands of the real thing.

All Year 12 students have now received their final reports, had their personalised IB examination study plans approved by their House Deans, and have been thoroughly briefed on the November examination protocols. I will be sharing the final exam dates and times with you via email very soon, so please keep an eye on your inbox for this important information.

I strongly encourage all Year 12s to use the upcoming IB Examination Preparation Program, which runs throughout Weeks 1-3 of Term 4, to seek assistance from their teachers whenever they need it. It is also vital that they maintain a healthy balance between study, sleep, physical exercise, and nutrition to support their physical and mental wellbeing. Please do not hesitate to contact me with any questions you may have about the final exams. We wish our Year 12 students and their families the very best as they prepare for this last stage of their diploma journey.

Focus on Years 10 & 11

Our Year 10 students have now had one full term in their Diploma Preparation Program (DPP) subjects, making this an ideal time for them to reflect on whether their current subjects and levels are the right fit for their diploma goals. If a student is considering a change in subject or level, they must follow the subject change process. Ensuring all subject selections are accurate is essential for a smooth diploma experience.

Our Year 11 students are now fully immersed in their Diploma Programme (DP) studies. This term marked the successful submission of their first final assessments, with additional ones scheduled for next term.  All students should be fully aware of the requirements for each of their subjects, including the individual orals or other final assessments. All key due dates can be found in the 2026 cohort IB IA/EA map, which is included in the 2026 IBDP Assessment Guidance Handbook previously emailed to all students and families.

Showcasing Research Excellence

I was extremely impressed by the quality of research showcased by our students this term. Our EE, Community Project, STEM RPP, and Science Fair participants demonstrated a high level of expertise at the National Science Week Exhibition, Science Week Fair, Science Colloquium, UQ STEM RPP presentations, and the UQ Ideas Forum. The presentations were of an exemplary standard! Our students spoke with confidence and deep knowledge about their ideas and findings. The posters and presentations were well-informed, with appropriate references and clear explanations of their results in the context of the real-world. In a world where it is becoming increasingly valuable to be able to derive meaning from data sets, and differentiate truth from non-truth, our students are being very well prepared to derive meaning and make their own decisions from what they find in front of them.

Reflecting on last term, resting up for the next

I look forward to sharing more IB diploma updates with you next term. In the meantime, I wish all our families a wonderful and restful school holiday break. This is the perfect time for our students to intentionally practice two key IB Learner Attributes: being reflective and balanced.

Esme Hatchell, Deputy Principal Senior Years

From the Deputy Principal Middle Years

Term 3 was another enjoyable term for our Middle Years students at QASMT.

As I’ve walked through classrooms this term, it has been great to see our students engaged in their learning, their curiosity for learning always on display. As I move through classes I always ask students what the lesson’s Learning Intention and Success Criteria are. It’s wonderful to engage with our students in this way as they explain very clearly what they are learning and how they will know if they have learnt it well.

One particular highlight for me this term was seeing our Year 9s present their STEM Community Project Showcase displays to fellow students, teachers, parents and the public in the SMT Auditorium during National Science Week. The knowledge and enthusiasm the students displayed towards their community project was inspiring. Well done, Year 9! A huge thank you to our Community Project Coordinator, Ms Reynolds and the many Community Project teachers for your guidance and support over the past 8 months.

Our Year 9 cohort have also participated in an excursion to the University of Queensland (UQ) this term. The purpose of the Engagement Day was to explore a range of faculties and study opportunities on offer for undergraduates at UQ. By the end of the day all students had explored something new, working alongside UQ tutors, lecturers and student ambassadors. Each year it is a very beneficial and enjoyable day for our Year 9s.

Our Year 7s and 8s were strongly involved with our National Science Week activities this term. From experiencing Science workshops to hands-on experiments in the courtyard at lunch times, it was an enjoyable week for all. Well done to all students for involving themselves in the many opportunities on offer across the week. I look forward to seeing what Term 4 has in store.

I hope that everyone has a very relaxing and safe holiday.

Kirsten Baker, Deputy Principal Middle Years

From The Head of Department Inclusion

Balance and Wellbeing during Assessment Blocks

With our Year 12 students sitting their mock exams, we have focused on using this experience to assess and refine our study techniques. Exams and assessments are designed to reflect learning across the term, not what can be recalled after a late-night cram session. If students found themselves relying on stress, late nights, or high anxiety to get through this exam block, it is a sign that routines and habits need adjusting. True balance means being able to approach assessments with steady preparation, sustainable energy, and confidence – not exhaustion.

Just as we encourage students to act quickly when they notice physical health symptoms, challenges with study and organisation deserve the same attention. Struggles with time management, procrastination, or “ADHD paralysis” are not weaknesses – they are signals that support and strategy are needed.

Proudly Supporting Bullying No Way: National Week of Action

In Week 6, QASMT joined schools across Australia in the National Week of Action against Bullying, embracing this year’s theme: Be Bold. Be Kind. Speak Up. Led by our School Chaplaincy team, students participated in a special lunchtime event creating a giant “Links of Kindness” chain. Each link represented an act of kindness or inclusion, and together they symbolised our collective commitment to a school culture where everyone belongs.

This term has shown the importance of both balance and belonging – in how our students approach their studies, and in how they support one another as a community. As we move into Term 4, our department looks forward to continuing this work by equipping students with the strategies, confidence, and resilience they need to thrive, both in their final assessments and beyond.

Zoe Kirby, Head of Department Inclusion

From the Department of Language and Literature

As Term 3 comes to a close, we’ve had time to reflect on the steady progress students have made across English and Visual Arts. 

The return of warmer days has coincided with a more confident and consistent approach to learning across all year levels. Students are showing clearer understanding, stronger communication skills, and a more focused engagement with their work. Their ability to express themselves has developed noticeably, and many have become more comfortable taking academic risks and participating in thoughtful discussion. Work this term has focused on how cultural context affects the meaning that one gains from texts; In terms of both where and when a text is created and the cultural values of the reader themselves. Students, in considering how culture shapes meaning, are now more confident in using evidence to support their ideas, and more skilled in making personal and analytical connections with texts.

In Visual Arts, students in Years 7 and 8 have worked on projects linked to landscapes and the natural environment. Year 7 students have created oil pastel works based on outdoor observation, linking their art to ideas about place, identity, and culture. Year 8 students have explored how artworks can reflect changing cultural values and beliefs. Their projects have allowed them to build technical skills while thinking critically about how art communicates meaning.

In Year 7 English, students explored myths from different cultures and created illustrated picture books that reflected their learning. This process helped them connect storytelling to cultural identity and improve their ability to communicate ideas in both written and visual form.

Year 8 English students worked collaboratively on documentary-style projects that focused on current social issues. They practised skills in research, writing, and group discussion, and developed their ability to express complex ideas clearly and effectively.

In Year 9, students studied multimodal texts—combinations of words and visuals like advertisements, websites, and social media posts. They learned to analyse how creators use techniques to influence audiences, and how meaning can change depending on context and communication style.

Additionally, our Year 9 students completed their Interdisciplinary Unit with Group 2 – Language Acquisition. Through this unit, students creatively expressed their perspectives on how connections are affected by communication, conventions, and context by utilising examples from texts that they had encountered in both Group 1 and Group 2.

Year 10 focused on Shakespeare’s Macbeth, examining the play’s themes of ambition, morality, and consequence. Students were challenged to think critically about character development and how language can reflect inner conflict and societal pressure.

In Year 11, students prepared for their Internal Assessments by studying Carol Ann Duffy’s The World’s Wife alongside selected films. They explored how texts present Global Issues and developed responses that combined personal insight with critical analysis—preparation for their Individual Oral next term.

Year 12 students spent the term preparing for their mock exams. Through practice essays and targeted feedback, they improved their analytical writing and refined their ability to explain how texts create meaning. They are showing readiness for the final stage of their English studies.

Across both English and Visual Arts, students are learning to express themselves more clearly, think more critically, and collaborate more effectively. They are developing the skills they need for further study and for meaningful participation in the world beyond school.

David Bracken, Head of Department Language and Literature

From the department of Language aquisition – Modern and Cultural Engagement

I would like to firstly thank all the Modern Language staff members for their wonderful work and contributions to the Academy this term. 

In Term 3, our Chinese, German, and French MYP students completed both listening and speaking assessments, while our Year 10 and 11 students focused on speaking and reading exams. Our Year 12 students undertook their mock exams in Weeks 6 and 7, performing exceptionally well overall. We are very proud of their achievements and look forward to supporting them as they prepare for their final exams in November. We congratulate all students for their resilience and commitment, and we encourage them to reflect on both their strengths and areas for improvement as they prepare for Term 4. All our language programs offer free lunchtime tutorials; students are encouraged to contact their classroom teacher for details about session times and locations.

Modern Language Teachers’ Association of Queensland (LTQ) Annual Speech Contest

The annual MLTAQ Brisbane Speech Contest was held again this year on Sunday 3 August at Griffith University, Nathan campus. We had QASMT students participate in year level contests for French, German and Chinese and many were successful with first place winnings in multiple year levels and languages. These students will be recognised at the Commencement Assembly at the beginning of Term 4. Below are some photos from the day, along with the list of our outstanding results at 2025 LTQ Language Competitions.

Students’ reflection on their experience taking part in the LTQ competition

Student 1 - Le concours de LTQ a été une expérience incroyable. Depuis la seconde, j’ai participé à ces compétitions et je crois qu’à chaque fois, j’ai appris quelque chose de nouveau. C’est une excellente occasion d’améliorer notre niveau de français, même en tant qu’élève de niveau supérieur. Gagner la médaille d’or cette année m’a permis de voir à quel point mes compétences linguistiques ont évolué. J’ai gagné en confiance, en fluidité, et en amour pour la langue française. Je recommande cette expérience à tous les élèves qui veulent se mettre au défi et sortir de leur zone de confort. Merci pour l'expérience et toute votre aide!

English translation: The LTQ speech competition was an incredible experience. Since Year 10, I have been participating in these competitions and I believe that each time, I learn something new. It’s an excellent experience for improving our French even for a student who studies higher level (HL) French. Winning a gold medal this year allowed me to realise just how much my language skills have evolved. I’ve gained confidence, fluidity, and love for the French language. I recommend this experience to all the students who want to challenge themselves and step outside their comfort zone. Thank you for the experience and all your help!

Student 2 - Apprendre le français est l'une de mes passions depuis que j'ai rejoint QASMT, et cela me fait plaisir de pouvoir participer au concours de parole LTQ et mettre mes compétences à l'épreuve. Je recommanderais fortement à ce qui ont une passion de parler des langues à part l'anglais de participer à ce concours.

English translation: Learning French has been a passion of mine ever since beginning at QASMT, and it brings me great joy to be able to compete at the LTQ Speech Contest and test my skills. I would highly recommend participating in this contest for anybody who has a passion for speaking languages other than English

Student 3 - Parler en public en français était une nouvelle expérience qui m’a permis d’enrichir mon vocabulaire et de gagner en aisance à l’oral !

Je vous remercie pour votre soutien.

English translation: Speaking in public in French was a new experience that helped me expand my vocabulary and become more confident speaking aloud! Thank you for all your support.

2025 STEM Tour Preparation is on this term!

Many of our Year 11 students have spent the term planning their activities and experiences for the STEM tours to Europe and Japan – the students and teachers all left in Week 9 or 10. There will be many stories and experiences to share when they return during the holiday break. The Term Ahead Newsletter in Term 4 will be packed with these, so please look out for this.

On Friday 1 August, the International Mindedness team proudly represented QASMT at the annual Luminous Festival at South Bank. Our school joined a vibrant parade of hundreds, featuring multicultural groups and other schools, each showcasing their own unique lanterns, props, and signs. Thousands of onlookers gathered along the riverbank to watch this welcoming of refugees. The ambassadors thoroughly enjoyed themselves, and it was a memorable experience to witness the Brisbane community coming together for such a positive cause. 

If you have any questions regarding your child’s language development, please do not hesitate to contact your Language Acquisition teacher or the Head of Modern Languages & Cultural Engagement, Fei Xue fxue5@eq.edu.au

Fei Xue, Head of Department Language Acquisition – Modern & Cultural Engagement and International Student Coordinator

From the Department of Language Acquisition – Classical & Modern Languages

It has been another vibrant and productive term in the Classical and Modern Languages Department, with students engaging in competitions, cultural experiences, and important preparation for the terms ahead.

Language Contest Success
On Sunday 3 August, students from our Japanese program took part in the Language Teachers Queensland Speech Contest held at Griffith University. We are proud to share that our students achieved outstanding results: three 1^st place winners, three 3^rdplace winners, one 4^th place winner, and five Highly Commended awards. This is a remarkable accomplishment and a credit to the hard work of both students and teachers. Certificates and medals will be presented at our Term 4 Commencement Assembly.  

Cultural Activities
Cultural engagement has been a highlight this term, both in the classroom and beyond. Mr Nishimoto worked with Year 7 students to fold paper cranes in commemoration of the 80^th anniversary of the Hiroshima bombing on 6 August, combining reflection with the practice of patience and skill. He has also introduced students to Japanese calligraphy, further developing their understanding of script and its cultural significance.

The popular Bon Odori lunchtime activity was another highlight, with students and staff joining in the traditional dance. Nishimoto Sensei and Ishii Sensei also treated the school community to dynamic taiko drumming performances, adding to the atmosphere and enthusiasm of the day.

STEM Tours Abroad
Another exciting highlight this term is the departure of our Year 11 students on the international STEM tours. Latin and Spanish students left with the Europe group on Wednesday 10 September to visit Rome and Madrid, while our Japanese students departed for Japan on Sunday 14 September. These tours provide students with a unique opportunity to be immersed in language and culture, enhancing both their linguistic skills and cultural knowledge. This invaluable experience will serve as a strong foundation for their studies and will be especially beneficial as they prepare for their final Year 12 examinations next year. We look forward to hearing their stories when they return in Term 4.

Looking Ahead – Writing Focus for Term 4
As we move into the final part of the year, students in Years 7–11 will be sitting writing examinations in Term 4. To help students prepare, we encourage them to dedicate some time during the upcoming holiday break to strengthening their writing skills. Here are five strategies they can use:

1. Daily Writing Practice – Write short journal entries or reflections each day in the target language.
2. Use Vocabulary Lists in Context – Take 5–10 new words and use them in sentences or a short paragraph.
3. Summarise Media – Watch or read a short text (article, video, story) in the language and summarise it in writing.
4. Peer Sharing – Swap short pieces of writing with a friend or classmate for feedback and fresh ideas.
5. Timed Practice – Set a timer (20–30 minutes) and attempt a past exam-style writing task to build confidence under time pressure.

We look forward to another term of language learning, cultural exploration and student achievement.

Fiona Scarth, Head of Department Language Acquisition – Classical and Modern Languages

From the Department of Individuals and Societies – Social & Behavioural Sciences

Year 7-8 I&S

Both Year 7 and Year 8 students have just concluded Term 3 studying Economics and Business. Students learnt about how individuals have needs and wants that are met by business or governments. Year 8 students explored the rise of social enterprises that are “for profit” business that fill the void when government under allocate resources or there is a social need. Year 7 students began their history unit in an exciting way with an excursion to the Abbey Museum in Caboolture. The students experienced four rotations to allow them to understand how trade and culture are influenced:

• A guided tour, followed by an hour to explore the museum’s diverse collection of ancient artefacts

• Examined the church’s original stained-glass windows

• Observed a demonstration of Medieval weaponry and armour, including the origins of the materials from around the world

• Participation in archery.

The students demonstrated exemplary behaviour, and this was commented by the staff and visiting guests to the museum.

Year 11-12

In the second half of Term 3, Year 11 Business Management and Psychology students commenced their internal assessments. Both subjects participated in a practice IA to start the term, where the importance of quality supporting documents (Business) and a clear introduction (Psychology) was emphasised as they both lay the foundation for success in all remaining aspects of the task for each subject. Submitting a high-quality draft in mid-Term 4 will set students up for success in Year 12.

On behalf of all Individuals & Societies staff, I wish all Year 12 students the very best of luck with their revision as they approach their final exams. Maintaining a disciplined study schedule and consistently reviewing all six subjects with focus and depth will help ensure their success. The recent mock exams hopefully highlighted the importance of exam preparation, engaging with the exam stimulus (highlight, annotate, plan) and topics of weaknesses to improve upon.

Thank you to departing staff member Luke Warwick who joined us for Term 3 this year. In his short time at QASMT, Mr Warwick contributed positively to resources and the organisation of MYP units. Mila Reynolds is on long service leave for the remainder of the year, and we hope she enjoys a well-deserved break after another busy year of organising Community Project and contributing to QASMT in numerous ways.

Lyle Fredericksen, Head of Department Individuals and Societies – Social & Behavioural Sciences

From the Department of Individuals and Societies – Global Systems and Design

By Term 3, as part of their studies in the Global Systems and Design department, all students are hitting their stride, having established positive learning routines, strong organisational skills, and enhanced critical thinking skills. 

As a team we endeavour to impart onto you a sense of awe. Psychologist Dacher Keltner defines awe as “the feeling of being in the presence of something vast that transcends your current understanding of the world.”.

From a recent article published by the IB, awe fosters student learning, engagement, and wellbeing by:

• Increasing motivation and connection to learning
• Enhancing critical thinking and careful information processing
• Encouraging empathy and prosocial behaviour
• Supporting creativity, especially in problem-solving.

By emphasising inquiry, global contexts, and interdisciplinary learning we hope that you leave this term with a sense of awe for what you have learnt.

MYP Design

Students across Year 7 and Year 8 have been developing their design thinking, technical skills, and understanding of human-centred design.

Year 7 students were introduced to the MYP Design Cycle, a structured process that mirrors those used in professional fields such as engineering and medicine. Working in pairs, they took on the dual roles of client and designer to create a mobile phone app aimed at improving Approaches to Learning (ATL) skills, such as time management and self-reflection. Students generated multiple design options, presented these to their peers, and refined their ideas through client feedback before producing interactive prototypes.

Year 8 students explored the statement “Design choices influence how others perceive our identity.”. Each student designed a two-page website for a peer client, learning to conduct interviews, listen to feedback, and translate insights into authentic designs. They applied principles of CARP (Contrast, Alignment, Repetition, Proximity) and colour theory to sketch creative layouts, then hand-coded their websites using HTML5 and CSS3 to present their clients in a positive and compelling way.

Through these projects, both year levels strengthened their collaboration, problem-solving, and technical skills, while learning how design can shape identity and support meaningful communication.

STEM Futures       

• Year 9 (World in Your Pocket and Disrupting the Market)
• Year 10 (Economics and Digital Society)
  

Students across Year 9 and Year 10 have been building their skills in design, business, economics, and digital technologies, applying problem-solving, critical thinking, and collaboration to authentic, real-world contexts.

Year 9 students explored entrepreneurship and market disruption. In Disrupting the Market, they used Adobe Illustrator and laser-cutting technology to design and prototype promotional merchandise, gaining hands-on experience in product design. In World in Your Pocket, students researched Australian entrepreneurs and presented their findings through infographics. They applied business tools such as the BCG Matrix to analyse why and how these entrepreneurs were effective, while also considering decision-making, risk, and stakeholder impact. Together, these projects strengthened their financial literacy and understanding of economic models.

Year 10 students broadened their focus to global and digital challenges. In Living in a Digital Society, they began their Inquiry Project, exploring issues at the intersection of technology and society. In Tragedy of the Commons, their studies shifted from microeconomics to macroeconomic objectives such as inflation, economic growth, and unemployment. These investigations deepened their understanding of how economies and digital systems shape — and are shaped by — human behaviour, governance, and sustainability.

Through these inquiries, students strengthened their ability to think critically across disciplines and to connect their learning to the wider world.

Josh Kiehne, Head of Department Individuals and Societies – Global System and Design

From the Department of Physical Sciences

Welcome everyone to Term 3 Term in Review for the Physical Science department. 

Another huge term for everyone, filled with great challenges, accomplishments, and teaching and learning.

Starting with the main events of the term, let’s focus on the series of competitions that ran this term. We had large numbers of students sit the series of Olympiad Exams in Week 4. In some cases, some students sat Olympiad Examinations in more than one subject area, with four subjects available in total. We are still awaiting the results of these assessments. Successful students may receive an invitation to the ASI Olympiad Summer Program, so watch this space. Also, this term we ran the International Chemistry Quiz (ICQ) and the ICAS Science assessments. We have already received the results from the ICQ, with all students having received their certificates.

In the Physical Sciences, Year 9 students would have chosen from Future of Automation (FOA), Fuelling the Planet (FTP), World of Reactions (WOR) and Medical Physics (MCP).  They have also made their subject selections for Year 10 Diploma Preparation and should use Term 4 to consolidate any of their learning in these subject areas, as the volume of content and pace of learning will increase next year for them.

Our Year 10 students are already one term into their Diploma Preparation Program (DPP). They should now have a much better understanding of the areas of Chemistry, Computer Science, and/or Physics, and would have had the experience of carrying out an extended investigation and writing up the associated report. These are important skills that will serve them well when it comes to carrying out their Internal Assessment (IA) in the DP.

In Year 11, our students continued learning new content, with our Chemistry students carrying out their Practice IA during Week 2. Meanwhile, our Year 11 Physics students have already chosen their experiments for their final IA and will begin practical work at the beginning of next term. The Computer Science IA process is slightly later, with the task being presented to the students in Year 11, to be submitted with a solution in Year 12.

Finally, our Year 12 students are fast approaching the end of timetabled lessons with us. This year we managed to hold on to our Year 12 students until the end of Term 3. This has been an excellent opportunity for us to provide thorough feedback on their Mock exams and provide our final sets of resources to aid them when they leave us in Week 10. Of course, as per normal, we will run our SWOTVAC Program over the first three weeks of Term 4. All students are welcome and the schedule for each subject area has already been sent to all students via email.

From all of us here in the Physical Sciences team, we thank everyone for their efforts in supporting our students this term.

I hope everyone has a restful break and I look forward to seeing all of our students again in Term 4.

Robert Hughes, Head of Department Physical Sciences

From the Department of Life Sciences

This term, our Year 12 students have finished their Mock Exams and have worked with their teachers through their results and feedback.

They have also developed detailed study plans for how they will best prepare for the final exams in November. I wish them all the best and encourage them to attend our teacher-led tutorials during the SWOTVAC early next term for their final push.

It was another fun-filled, busy term for Science, including National Science Week. Students had the opportunity to participate in a wide variety of activities from the lunch time activities led by Science Ambassadors, Group 4 Collaborative Sciences Project Day, Brunch with a Scientist, the Science Colloquium, and the UQ Ideas Forum.

Curriculum

Foundation Science

Year 7 students have been investigating forces. They spent the term testing different variables on parachutes. Some groups looked at how surface area affected the time taken for the parachute to reach the ground and some groups looked at how different weights affected this. Through this they developed their investigation and analysis skills.

Year 8 students delved into understanding physical and chemical changes this term. They channelled their inner chemist investigating the reactions of calcium carbonate with hydrochloric acid. Students honed their practical skills while experimenting with changing concentrations of hydrochloric acid and observing its effect on magnesium ribbon strips. They wrapped up their investigations with detailed scientific reports, showcasing their discoveries.

STEM Futures

Year 9 Sustainable Futures students explored ecology, biodiversity, and sustainability, highlighted by their field excursion to Toohey Forest Environmental Education Centre. There, they collected distribution and abundance data of plant strata as they transition from wet to dry sclerophyll forest. They also analysed the data and identified possible factors that may have caused the change. It was a very enjoyable day that ended with students collecting biotic and abiotic data from the nearby waterway to analyse the health of the ecosystem.

Year 9 Biomedical Engineering students explored the musculoskeletal system, how levers and moments are involved with biological systems, medical imaging and biocompatible materials. This allowed them to investigate different patient case studies and why they would require a hip replacement. They worked in groups to research their assigned patient’s needs and developed a design brief on their proposed hip replacement that would best support their patient.

Year 9 Biochemical Solutions students had an introduction to biochemistry, learning about the Law of Conservation of Matter and applying it to collision theory. They then learned about organic and inorganic catalysts with more emphasis on biological enzymes and factors that affect their activity. They ended the term learning about plastic pollution, microplastics and the impact they have on the environment and society.

Year 10 Diploma Preparation Program

Biology students got a taste for what the Diploma Programme Biology will be like. They started with cell structure and transport and moved into genetics and inheritance. Students finished the term by collecting data on how beetroot cell membranes are affected by changes in concentration of ethanol for their practical assignment in Term 4. They learned how to use new equipment and completed their data collection.

Environmental Systems and Societies students explored the Earth’s spheres, starting with the atmosphere, geosphere and hydrosphere. They learned about how the biogeochemical cycles contribute to the Earth’s living and non-living systems. Students learned about the HL lenses of ethics, economics and law. They also started their assessment for next term about socio-economic disparities and carbon dioxide emissions.

Diploma Programme

Year 11 Biology students continued with learning about the Central Dogma of Biology and have ended the term with Neural and Chemical Signalling. Students have also started their final IA journey this term proposing, planning their investigations, and putting in their risk assessments. Students will start the practical component of their IAs during Week 2 of Term 4.

Year 11 Environmental Systems and Societies students completed their practice IA on the abiotic factors that could impact the growth of chlorella and how this could lead to other environmental issues. They applied different variables to algae to see how it would respond. They connected this to real life environmental issues that they have researched on increased nutrient runoff and how this affects ecosystems.

National Science Week

Brunch with a scientist 

This year’s Brunch with a Scientist was another fantastic success as part of our National Science Week celebrations. The event offered students a unique opportunity to connect with scientists and engineers from a variety of industries, gaining valuable insights into their careers, research, and pathways into STEM.

We were excited to welcome guests from The University of Queensland, UniQuest, BMD Group, and Lion, who generously shared their expertise and experiences with our students. The discussions were engaging, with students asking thoughtful questions and learning more about the real-world applications of science and engineering.

To top it off, students and scientists enjoyed a delicious brunch together on the STEM Terrace making for a memorable and inspiring morning of food, conversation, and curiosity.

Dr Kate Slessor, Laboratory Research Educator

UQ Ideas Forum

We wrapped up National Science Week on a high note with a team of three Year 10 students proudly representing QASMT at the UQ Ideas Forum (UQIF). Competing against teams from other Queensland high schools, our students aimed for the coveted title of UQIF Champions.

The UQ Ideas Forum is a unique enrichment opportunity offered to QASMT students, focusing on the value of discovery science and its role in shaping the innovations of the future. As part of the program, students participated in a dynamic panel discussion with experts from three of UQ’s leading research institutes: the Queensland Brain Institute (QBI), the Australian Institute for Bioengineering and Nanotechnology (AIBN), and the Institute for Molecular Bioscience (IMB).

Following the panel, student teams were challenged to develop and pitch an innovative idea based on the theme “apply a pattern in nature to reshape the way we tackle a global problem”. The QASMT team impressed the panel of researchers with their novel proposal to harness the metabolic patterns of methanotrophs (bacteria that consume methane) to produce methanol for fuel cells, a creative and sustainable approach to clean energy.

Congratulations to Lindy, Siri, and Varsha on a thoughtful, well-researched, and confidently delivered presentation. We’re proud of the way you represented QASMT and engaged with real-world science at the highest level.

STEM Seminar Series

Our STEM Seminar this term was a big hit for the mathematicians! However, all who attended would agree you didn’t need to love mathematics to enjoy the seminar presented by Associate Professor Ramiro Lafuente. It was so interesting to learn what a day looks like in the life of a mathematician and that pen and paper are still the best tools for working through complex calculations and equations.

Saengdao Philavane, Head of Department Life Sciences 

From the Department of Mathematics and robotics

Term 3 is a big competition term, with Maths enrichment programs on offer such as AMC, Year 7/8 Maths quiz, ICAS, AIMO, and the AMOC Senior Contest. 

As IB learners, students strive to be inquirers, thinkers and risk takers both in the classroom and during competitions.

Curriculum in the classroom

Year 7s started the term by extending their investigating pattern skills in their criterion B assessment. They were also considering the statement of inquiry “How can we travel between dimensions?”. While this may seem like space travel, the unit was actually looking at the dimensions of measurement (perimeter, area and volume) and concepts of geometry (angles, lines and 3D space). The unit culminated with a Criterion A (knowledge) test. A new unit “How do we measure up?” has begun with concepts of scale drawing, triangles and percentages being explored.  

Early in the term Year 8 students focused on length, area, volume and surface area of circles, triangles and prisms before completing a Criterion A knowledge test. They then began work on indices which prepared them for their Criterion B & C assessments, investigating patterns formed from diagrams, descriptions and fractals. The term will finish with the commencement of a new unit titled, “Take a Chance on me” which includes the topic of probability.

Year 9 students started the term considering the inquiry statement “Human impact on the environment can be understood through valid models and spatial forms” and how this could apply to their Criterion D, real-life context assessment. This assessment item required them to apply their measurement knowledge to repackage an item with the goal of reducing the amount of packing material required. To round out the term the concepts of linear equations, inequalities, linear relationships and solving simultaneous equations were covered before a knowledge test in Week 9.

Year 10 students are now in their Diploma preparation subjects – Mathematics: Analysis and Approaches (in standard and high level) or Mathematics: Application and Interpretation (in standard and high level). While all students cover some common core topics like sequences and series, financial maths and functions, they also engaged in some unique topics specific to the style of work covered in the diploma program like proofs and polynomial for Maths AAHL and matrices for Maths AIHL. Students have completed their first taste of the assessment style differences in the subjects with calculator and non-calculator papers in AA, but calculator allowed in all AI exams. Most students have chosen their subject and level well and are now finding their “tribe” in mathematics classrooms.

Year 11 students have continued to move through their subject content with HL students almost finished their standard level content.

Year 12 students have completed their coursework in Term 2 and have spent Term 3 participating in a comprehensive revision program. They have just completed their MOCK exams, which will give them valuable feedback on areas of strength and which topics they need to target in their revision for the November exams. We wish them a productive Year 12 Exam preparation program.

Enrichment Programs outside the classroom

There have been many, many enrichment opportunities this term.

Fifty-six students in Year 7-10 engaged in the Maths Enrichment Program offered by the Australian Mathematics Trust. They have been working through a booklet of difficult problems to solve. The final of these problems needs to be submitted in the first week of Term 4. We hope they have enjoyed the challenge.

Over 71 eager Year 7 and 8 students competed in Round 1 of the QAMT Year 7/8 Quiz in Week 7. The room was buzzing with excitement as students used estimation skills to count the number of seats in the Parnel theatre and the height of a tractor wheel in just 30 seconds. This was followed by a speed round, individual problems, a team relay and finally the dreaded general knowledge. Do you know “Which number is represented in binary as 100”?

Congratulations to all students who participated and especially to the top three teams:

1^st place – Sai, Yafi and Ci Hui

1^st place – Jenny, Alice and Claire

2^nd place – Charmaine, Jayesh and Maxwell

Round 2 will be in Week 1 or 2 next term. Good luck to the teams in 1^st or 4^th place who will compete in the second round. 

Two of our students were invited to sit the AMOC (Australian Mathematic Olympiad Committee) Senior Contest which is a prestigious test only offered to around two hundred students in Australia. Congratulations to Eason and Bita.

376 students competed in the Australian Mathematics Competition (AMC) on 5 August.  We also had 240 students complete the ICAS Mathematics Competition. We are hoping for great results in both of these competitions.

The final competition for the term is the Australian Intermediate Maths Competition (AIMO), which will be held on Thursday 11 September. We have 53 students from Years 7, 8, 9 and 10 competing in this problem-solving competition, based on their participation in various programs and competitions held earlier in the year. The students will have a challenging 4-hour exam made up of 10 questions. Performance in this will serve as part of the selection process for other AMT Olympiad-level competitions in the future.

From the Maths Ambassadors

The Mathematics Leadership Team had a jam-packed Term 3 with a long list of both new and continued events! We kicked off the term with Positive Education Week in Week 2 where we hosted our new Spaghetti and Marshmallow Building Challenge on ARC Fair Day. Congratulations to the winning team Isabella, Keisha, and Catherine from Grade 10 who built an impressive structure that stood at a whopping 110cm. We also hosted our annual Jellybean Estimation Competition, which was won by Annie in Grade 11 who guessed 900 jellybeans! We hope you enjoy your 887 jellybeans. Our Escape Rooms were run throughout Weeks 2 and 3, with our contestants attempting to escape from the lab of a mad scientist! Congratulations to our fastest team Chloe, Anushka, Saanvi and Hannah in Year 9 with a time of 15:45! In Week 4, we announced our winners of our Desmos Art Competition, where we saw some incredible designs from both an aesthetic and mathematically intriguing point of view. Congratulations to our overall winner Carson from Grade 12 with his electric field model.

Thank you to everyone who participated in our events, and we’re looking forward to an exciting Term 4 filled with math, fun, and community spirit. 

Robotics
Term 3 was an exciting term for Robotics competitions. Early in the term, three of our Senior Robotics First Tech Challenge (FTC) teams travelled to Sydney where they competed in the Asia Pacific Open Championships. Our winning teams were:

Think Award: VegeMight—Caleb D (11), Elizabeth H (11), Yvette J (11), Mariah S (11), Charlie T-S (11).

Fourth Place & Judges Choice Award: Shabsters—Aya B (11), Edward B (11), Layla C (11), Stas F (11), Bhavy G (11), Devna M (11), Ayush V (11).

Later in the term, we had over 40 students participate in the 2025 RoboCup Junior Queensland State Championships at the University of Queensland. Our trophy winning teams were:

Innovation Award, Soccer Lightweight League: Mephistophelian Dragons—Andy L (11),  Kavya P (11), Dean S (11) and Eoin V (11)

Spirit of Robocup Award, Soccer Lightweight League: Busters—Oliver H (11), Dami L (11), Singyuan X (11), Ricky Y (11)

Innovation Award, Soccer Open League: I4C—Joseph C (11), Daniel Q (11)

Third Place, Soccer Open League: Devious Dogs—Ray C (11), Neo L (11), Sam S (11), Xaingdong X (11).

Spirit of Robocup Award, Open Rescue Line League: Pebbles—Lucas Y (10), Joshua W (11)

We are very proud of all our Robotics Teams for all their hard work and dedication this past term!

Finally, I wish all students and families a safe and relaxing spring break after a yet another busy term. 

Russell Hams, Head of Department Mathematics

From Education Outside the Classroom (EOTC)

It has been another exciting and rewarding term for Education Outside the Classroom (EOTC). 

The Year 10 students excelled on the Perisher Ski Tour, we celebrated the completion of the CAS Program, enjoyed outstanding performances at both the Senior Gala Day and Interschool Chess, and proudly acknowledged numerous regional selections. Alongside these achievements, students also engaged in rich classroom learning experiences, with several curriculum highlights throughout the term.

Creativity, Activity and Service (CAS) Program
Congratulations to our Year 12 students on completing the Creativity, Activity, Service (CAS) Program. Your dedication, perseverance, and commitment have not only enriched your own development but also made a positive contribution to the wider community. The skills you have cultivated—leadership, time management, and adaptability—will be invaluable in your future studies and personal endeavours. This milestone is a commendable achievement, and we celebrate your success.

School Sport
Our Term Three sports program was a resounding success, featuring both Senior and Junior Gala Days. Students participated enthusiastically in a wide range of sports, including Football, Badminton, Netball, AFL, Ultimate Disc, Pickleball, and Cricket. We are confident that the same spirit of effort and dedication will continue into Term Four, and we wish every success to those selected to represent the school.

It has also been encouraging to see such high levels of engagement during weekly sport sessions. In Term Four, students will have the opportunity to participate in a new selection of activities, including Basketball, Netball, Ultimate Disc, and Football. These offerings not only allow students to develop new skills but also encourage them to step outside their comfort zones.

Senior Gala Day
The Senior Gala Day was a highlight of Term Three, with students competing in Badminton, Basketball, Football, and Netball. It was a pleasure to see our students challenge themselves against peers from other schools, with particular success in Year 10 and Senior Badminton and Football, where our teams secured strong victories. We sincerely thank the staff members who supported this event, as their presence was essential to the success of the day.

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Representative Sport

This term, a number of QASMT students proudly represented the school across a variety of sporting competitions. Their ability to balance both their sporting commitments and academic responsibilities is highly commendable, and we celebrate their hard work and achievements.

Metropolitan West Representative

Oliver A – Cross Country

Northern Eagles District Representatives

Jemimah A – Athletics

Hector L – Athletics

Oliver A – Athletics and Cross Country

Antony T – Athletics

Angad J – Cricket

Jack D – Cross Country

Jayani M – Cricket

Volleyball Academy
We are delighted to acknowledge the achievements of our Girls’ Volleyball Team, who competed at the Volleyball Queensland Senior Schools Cup on the Gold Coast – placing third place! This three-day state-wide competition attracted schools from across Queensland. The Girls demonstrated outstanding skill, determination, and sportsmanship, building on their hard work over recent years in Gala Days and other championships, including the Intermediate Schools Cup. We congratulate the Girls on their success and look forward to seeing their continued growth in the future of QASMT Volleyball.

Sean Conway, Sports Coordinator

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Interschool Chess

A contingent of 23 players competed at the term 3 Brisbane North Secondary Division Interschool Chess Competition.  This is the final qualifying tournament for state finals.

Our number one team competed in Premier Division against seven other top ranked teams in the region, knowing that only the top three place getters would qualify.

It was a bittersweet result for Kaiden, Henry, Nikola, and Malcolm saving their best for last beating the top ranked BBC team in the final round. Alas the 15.5 points accrued over seven rounds was not quite enough and the team finished in fourth place. 

The noteworthy result came from Nikola on board three winning five games. 

Our players were unlucky not to medal in A division, missing out by half a point. Five players won ribbons, with Emma leading the assault with 5 points and closely followed by Maxwell, Andrew, Henry P, and Eric, all scoring 4.5 points. There was no such sadness for team 5 competing in B division, consisting of Bella, Ayden, Harry, and Lucas, who claimed equal second on 18 points. Bella, Ayden, and Harry not only medalled but also ribboned with 5, 5, and 4.5 points respectively.

What is evident is there is a tsunami of young players washing through with 17 out of the 23 being in either Year 7 or Year 8!  The future looks bright as these players continue to develop their games and begin to contest for the highest honours. 

Guy McNicol and Daniel Turner – Chess Coordinators

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International Mindedness Book Project

This term marked the culmination of a year-long initiative to send textbooks and children’s books to a community in need in India. The project began in Term One with a review of existing resources, followed by creative fundraising proposals and, ultimately, school approval and support.

In Term Two, the team coordinated book collections with the help of faculty staff and Heads of Department. Promotional efforts included posters across the campus, social media updates, and school-wide communication. Finally, in Term Three, students packed and prepared the books for shipping.

This project, completed as part of CAS, demonstrated outstanding teamwork, leadership, and commitment. We are immensely proud of all involved, and the initiative has not only supported a community abroad but also strengthened our school spirit and laid the groundwork for future projects.

Kerstin Liebchen, Language Acquisition Educator

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Instrumental Music

This year QASMT has had thirty-three students represent the school at both SHEP (State Honours Ensemble Program) and AHEP (Australian Honours Ensemble Program); this is a huge growth from last year when three students attended. We congratulate each student for performing and representing QASMT at the Conservatorium stage, Griffith University.

CGEN

Prabha T represented QASMT with distinction at CGEN (Creative Generation). One of the organising teachers commented that Prabha’s dedication to the company choir to provide vocals (and ‘choralography’), including the mentoring of younger students, was awesome. Prabha should be proud of her efforts!

Queensland Symphony Orchestra’s Compose Program

Leo V (Year 11) once again took part in this prestigious program. To be considered for this project, students send a composition to QSO composers in a blind audition. Leo’s composition Bush Dance was performed by professional musicians at the ABC studios, Southbank, who brought his work to life. Additionally, Leo has already had his composition played in concert by the QSO recently as part of their Cairns performance tour, an initiate where QSO features the music of young Australian composers. Congratulations Leo!

Evening of Music

The Evening of Music this term was a great celebration of music at QASMT, including farewelling our Year 12 students that have shown dedication to the Instrumental Music program throughout their schooling. There was a big improvement in all the ensembles on stage, with many positive comments from parents and carers. We look forward to seeing these ensembles develop in time for Fanfare in 2026. A huge thanks also to all the backstage production crew, Arts Captain Claire K, Arts Ambassadors and to Conner McDonald for his preparation for this event. Thanks also to Mr Paul Hunter for all his support of IM concerts and events at QASMT.

Lissa Sullivan-Ward, IM Program Coordinator & Arts Ambassadors

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Curriculum

MYP – Curriculum – Year 7 Interdisciplinary Unit (IDU)

During Week 8, Year 7 Students engaged in an Interdisciplinary Unit with the Mathematics Department. This provided students with the unique opportunity to apply mathematical concepts and problem-solving skills in authentic, real-world contexts. Through experiential learning activities conducted in a closed environment where students are challenged to investigate patterns, analyse data, and use quantitative reasoning to make informed decisions. This integration fosters a deeper appreciation of how mathematical principles underpin practical applications such as navigation, measurement, and environmental analysis. By combining the critical thinking focus of Mathematics with the collaborative and inquiry-based approach of EOTC, students develop transferable skills that enhance both their academic growth and their capacity to engage meaningfully with the world around them. By collecting, analysing, and interpreting data, they apply critical and creative thinking skills to solve authentic problems that extend learning beyond the classroom.

This IDU develops a range of Approaches to Learning (ATL) skills, particularly research, communication, and collaboration, while encouraging students to reflect on how Mathematics can be used to understand and respond to challenges in diverse contexts. The IDU also encouraged students to reflect on how mathematics connects to everyday life and global issues, helping them build confidence in applying their learning beyond the classroom. This experience fostered both academic growth and personal development, preparing students to engage meaningfully with the world around them.

Vanessa Elmore, Head of Department Education Outside the Classroom

From the House Deans

In the classroom

This term, our students engaged in a rich and varied wellbeing program that supported both their personal growth and our Academy values. Through InStep, students focused on building bonds and strengthening connections within their House and year level. In PEP, topics included puberty, failing well, finding flow, in addition to workshopping key transitions such as our Year 9’s moving towards becoming adult learners.

In Respectful Relationships, students explored diversity, inclusion, and the impact of stereotypes, deepening their understanding of respectful interactions. Finally, our IBL program developed intercultural understanding, encouraging students to broaden their perspectives and embrace the global mindset of the International Baccalaureate Learner Profile. Together, these experiences have helped equip students with the knowledge, skills, and attitudes they need to thrive both within and beyond our classrooms.

Positive Education Week highlights 

During Week 2 of this term, we celebrated Positive Education Week. We explored daily themes from the PERMAH (Positive, Emotion, Engagement, Relationships, Meaning, Accomplishment, and Health) framework, and connected and strengthened our own skills to flourish. Activities included a Breakfast Club with pancakes, an ARC-led fair and movie night, a teacher-led wellbeing presentation featuring ballet and mindfulness, and gratitude cards written by staff and students that were displayed in the courtyard for all to see. We also hosted the thrilling Interhouse Trivia Championship, which came down to the wire in a nail-biting finish! Congratulations to Newton House, who triumphed in the end.

Golden Paddle Tournament

In Term 3, another coveted piece of silverware was up for grabs in the highly anticipated Golden Paddle tournament.

This year’s competition was fiercely contested, showcasing the exceptional skill and determination of all participants. Congratulations to our winners – Ian in the senior years and Lukas in the middle years.  

Year 12 Formal

The highlight of all graduating classes is the Year 12 formal. Thank you to Mr Ross Bray, Mr Andrew Chen, and the Year 12 student team for another sensational night enjoyed by all.

Year 10 First Aid Course

Congratulations to our Year 10 students who, in Week 4, participated in an all-day first aid course. Through this program, the Year 10’s have added to a growing set of life-skills increasing their capacity to contribute positively to an ever-changing world. Thank you Mr Dean Aspland, and the team from CPR First Aid 4 Life for providing students with this opportunity.

House Captains and Ambassadors for 2025

All the applications for positions have been reviewed; all the interviews have been concluded; all candidate speeches have been given, and Houses have voted. Successful House Captains and Ambassadors for 2025 will be announced after the Awards Night in Term 4 with their official duties beginning Week 4 of that same term.   

Year 12 Conference 

The 3-day, 2025 Year 12 conference was a great opportunity for Year 12 students to get into the right mindset in preparation for their final IB exams. Participating students experienced dynamic guest presenters addressing motivation; the importance of respectful relationships; and road and personal safety. Conference included resilience boosts throughout in the form of study tips and strategies. The event culminated with a fun filled trip to Movie World on the last day of term. Thank you Mr Chen and Mr Bray, for coordinating this event enjoyed by all.

Year 12 Farewell House Assembly

All Houses bid farewell to their Year 12s in their final House Assembly in Week 9. Kind words, touching tributes and emotional speeches were expressed. Once again, we say goodbye to the fine young people that have been in our Houses and wish them all the best as they leave QASMT and into the future. They will be missed, but their contribution to the school community will always be remembered.

Year 6 Transition Day 1 

Our incoming Year 7 cohort for 2026 enjoyed a dynamic day of interactive social activities, guided school tours, and informative sessions designed to introduce them to life at the Academy. Thank you to Mr Pearson, Dr Davis, and the rest of the team for putting together an engaging and informative day ensuring that all incoming students understand school expectations and processes. Thank you for the willingness of current Year 7 students to share their experience and give advice to the incoming students. Also, a big thank you to the senior students who volunteered their time and effort to help and make our future Year 7 students feel welcome.

Year 12 Exam Preparation and Flexible Attendance

Most Year 12 students will be engaged in the final IB exam preparation flexible attendance program from the beginning of Term 4.  During this period, students are encouraged to cultivate discipline, establish a consistent study routine, and adopt peak performance behaviours—key themes reinforced during the conference. These habits will position them strongly to excel in their final IB examinations, which begin in Week 4 of Term 4. Expectations, tips, advice, study plans, and recommendations have been communicated to students, along with tutorial times for students to build into their daily habits of mind as they put their best efforts into their final obligations.  Wishing our Year 12’s all the best with their preparations. 

STEM Tours

We extend our best wishes to the more than 100 Year 11 students embarking on STEM tours over the holidays, with exciting destinations including Japan, France, Germany, and Spain. As they explore these remarkable countries, we hope they fully engage in the many learning opportunities as they arise and enjoy the experience alongside their peers. May this journey deepen their appreciation, respect, and understanding of diverse cultures and ways of life. We look forward to hearing their stories upon their return.

Wishing you all an enjoyable and safe Term 3 holiday.  Please do not hesitate to contact any of the House Deans if there is anything we can do to further support your child.

Aileen Davis, House Dean Agnesi; Marc Wheeler, House Dean Curie; Elin Williams, House Dean Da Vinci; Ross Bray, House Dean Franklin; Dean Aspland, House Dean Hawking; Andrew Chen, House Deans Hollows; Tyler Pearson,  House Dean Jackson; and Deva Prasad, House Dean Newton.

From the Guidance Officers

As we approach our Spring holidays, it is a good time to consider our use of ‘rest’ and ‘waiting’. 

Girish Ballolla challenges us to reframe our thinking, particularly with regards to career planning. “Retimed. Not delayed.” It’s ok to slow down, wait, have a different timeline to others, be slower than AI.  Don’t panic.  Learn and grow in the waiting.

“We’ve raised an entire generation to believe they are only valuable if they move quickly... And now, in the age of AI — where algorithms move faster than thought and automation outpaces effort — the pressure has only increased. They’re told they must move faster to survive.

But no one’s teaching them how to handle forced stillness.

No one’s helping them see that speed is not the same as direction.

That stillness is not failure.

That detours are not death sentences.

That waiting — honest, reflective, patient waiting — might be the most human thing we have left."

Read the whole article at https://gennexteducation.com/retimed-the-semantics-of-success/ .

Term 3 Events and Activities

There have been many inspiring conversations this term as students explore the breadth of options available both here at school and after they graduate.  Our Year 9 students have completed their Senior Education and Training (SET) planning as they look towards their study options through the IB Diploma Program and on to tertiary studies.  This included individual interviews to discuss their plans, and collaboration with families to support our students’ journey. 

Our annual QASMT Tertiary Expo was a wonderful opportunity to connect with universities.  Leading universities from Australia (locally and interstate) and abroad were represented.  Students and families from all year levels were able to speak personally with university representatives at the expo displays and hear updates through the seminar program.  This hugely popular event provided timely information to support students with subject selection processes and university applications occurring during Term 3.

For our Year 12 students, tertiary applications are now open.  Applications are due at the end of September so students should be submitting their applications as soon as possible.  Congratulations to the Year 12 students who have already received offers for courses for 2026 through one of the early offer processes. 

Early Offers Reminder

Year 12 students and their families are reminded that many university applications now include an early offer process in addition to the traditional December/January offer rounds.  Processes and timelines vary considerably between universities with many open now or in the coming weeks.  Check due dates for these processes at each university if you wish to access this additional opportunity. For a summary of possible schemes, explore the Study Work Grow Early Entry Guide, from “Download the latest guides” on our Pathways Hub.

College Life

Why choose college life?

Moving out of home and starting university is exciting, but it can also be a little daunting.

Living at College makes that transition easier, as you’ll be welcomed into a community which is inviting and respectful, where you can experience the best of on-campus living. You’ll live within walking distance of your university classes, and will have access to meaningful, holistic support and opportunities to help you develop and grow.

From academic support and leadership opportunities to a broad range of cultural and sporting activities to get involved with, College is a place for you to pursue your passions, be exposed to new ideas and interests, and discover who you are.

https://www.colleges.unimelb.edu.au/why-choose-college/

Applications to many Australian colleges for 2026 are now open.  Places are often allocated on a first come basis so students should apply as early as possible.  There is no need to wait for course offers before applying.

Further information can be found on university websites or explore the Study Work Grow website with relevant articles and their student accommodation database. https://studyworkgrow.com/accommodation-options/

https://studyworkgrow.com/how-to-find-a-place-to-live-at-university/

Wishing you all a restful holiday!

Katrina Judge, Guidance Officer Career Planning

My name is Serena Wanstall, and some of you may remember me from earlier this year when I was Acting Curie House Dean. I am delighted to have returned this term as Acting Guidance Officer, while Tara Le Pla takes on her new role as Senior Guidance Officer.

Throughout Term 3, we celebrated Wear it Purple Day and R U OK? Day. Both were excellent opportunities for students to connect, reflect, and raise funds for two important foundations supporting wellbeing.

R U OK? Day

R U OK? is a national initiative that reminds us to check in with those around us and start conversations that could make a difference. By staying connected, we help build strong support networks and encourage people to seek help before reaching crisis point.

For more information, visit: ruok.org.au.

Wear It Purple Day

Wear It Purple Day celebrates and supports LGBTQIA+ young people by promoting safe, inclusive, and empowering environments. Wearing purple is a symbol of unity and a reminder of the challenges many rainbow youth face, including bullying and mental health concerns.

For more information, visit: wearitpurple.org.

Supporting Teenagers at Home

This term, some common themes students have sought support for include time management, body image and self-esteem, and communication with adults. Parents and carers can play an important role in supporting young people with these challenges.

Self-Management

• Encourage planners or apps for homework and commitments.
• Help break big tasks into smaller steps with realistic deadlines.
• Maintain consistent routines for study, rest, and downtime.
• Model positive time-management habits at home.
• Teach prioritising (“must do” vs. “nice to do”).
• Praise effort and persistence, not just results.
• Check out the ‘Confidence & Motivation’ Videos on School TV:
  https://qasmt.eq.schooltv.me/newsletter/confidence-motivation-au

Body Image & Self-Esteem

• Highlight strengths and qualities beyond appearance.
• Model positive self-talk and avoid body criticism.
• Encourage healthy habits without focusing on weight.
• Support involvement in confidence-building activities.
• Discuss social media influences critically.
• Celebrate effort, resilience, and growth.
• Check out the ‘Body Image’ Videos on School TV: https://qasmt.eq.schooltv.me/newsletter/body-image

Communicating with Adults

• Model respectful communication and active listening.
• Use casual settings (car rides, meals, walks) to talk.
• Ask specific questions:
  “What made you smile today?”
  “What was your favourite lesson and why?”
• Acknowledge feelings before offering advice.
• Role-play conversations with teachers if needed.
• Encourage problem-solving rather than giving all the answers.
• Allow silence—sometimes the best responses come after a pause.

Check out the ‘Understanding Adolescence’ Videos on school TV: https://qasmt.eq.schooltv.me/newsletter/understanding-adolescence

Community & Online Support

Our Wellbeing Framework (available on the school website) includes a Managing Your Mental Health Online guide: QASMT Wellbeing Framework.

• GP/Paediatrician & Medicare: Access up to 10 psychology sessions per year with a mental health plan.
• Headspace: Free services for young people, including health advice, education, employment support, and wellbeing workshops. org.au
• Crisis: If your child is in immediate danger or distress, please call 000 or go to your nearest hospital emergency department.

Education & Wellbeing Resources

Students can access sensory tools, fidget toys, and evidence-based resources to help manage anxiety, stress, body image, and self-esteem. I also provide worksheets for emotional regulation and reframing negative thoughts. Students can drop into A-block during breaks, or parents may contact me via email to request resources.

Spotlight on SchoolTV

This term, we want to shine a light on SchoolTV – a trusted online resource for parents, available through the QASMT website. SchoolTV provides expert advice and practical strategies on a wide range of wellbeing topics, ensuring families feel informed and supported.

New for 2025: SchoolTV now offers multilingual videos in Chinese, Hindi, and Arabic, with more languages to come. This exciting update makes wellbeing information more inclusive and accessible for all families.

Explore SchoolTV here: QASMT SchoolTV

Serena Wanstall, Guidance Officer Student Support