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We have had a busy two weeks at the Q! Mr Crawford has been ramping up opportunities for our young people to find out more about future pathways with excursions to the AMC and Utas, the NEB Career Hub in Georgetown and a Whitecard Training Course. Our students have been making the most of these opportunities with good numbers in attendance.
Our support for the Queechy Alliance Primary Schools has continued with Mr Crawford organising our students to provide support to each of our feeder schools carnivals. We have received extremely positive feedback about our students with a highlight coming in yesterday from the LSSSA Carnival at St Leonards. We had a combination of Grade 8 Sports Leaders and Grade 9 students support for the day and the feedback was next level from the organisers. Well done to all students involved across the last few weeks and a big shoutout to Crawf for his amazing work!
I am looking forward to the swimming carnival today, running with a revised format, with a greater focus on competitive races for those students who wish to compete. We will still have activities for all students on the day and as always, these events are great opportunities for students to shine in a different way.
Recently, Queechy High School’s Grade 7 Health and Physical Education students have been taking part in an exciting and educational journey through traditional First Nations games. As part of their physical education program, students have been learning about Indigenous Australian culture while engaging in fun and active games that have been played for generations.
So far, students have participated in three traditional games: Arrkene Ireme, Noongar Wana, and Kokan.
Arrkene Ireme is a running and chasing game originating from the Arrernte people of Central Australia. It simulates the movements of emus, challenging players to run in a zigzag pattern to avoid being caught. This game not only enhances agility and speed but also connects students with the hunting traditions of the Arrernte people.
Noongar Wana is a game from the Noongar people of Western Australia. It involves throwing small objects at a moving target, similar to traditional spear-throwing techniques. This game helps develop hand-eye coordination and precision, reflecting the importance of hunting skills in Noongar culture.
Kokan is a ball game played by the Kokomini people of Queensland. Players use a ball made from natural materials to practice catching and teamwork. This game highlights the social and cooperative aspects of traditional Indigenous games.
Students were tasked with making recommendations and modifications to these games to make them more accessible and enjoyable with modern day equipment.
Two of the goals in HaSS are that students learn to look at events from different perspectives and that they understand the contexts in which they occur.
In Grade 9 HaSS, students have been studying the Industrial Revolution, with a recent focus on child labour.
Here is how Sophie creatively used the perspective of a privileged child to show what a child worker’s life was like:
Today has been rather strange. Father took me to see the new steam engines in his factory—oh, what a banging, loud to see! I tried placing my hands over my ears, but somehow the sound pierced my very hands. Father told me they are "the future," though I am not so sure what he means by this.
The workers look so small beside the machines, soot streaking their faces, their clothes ragged. I questioned Father why they do not dress in finer attire, and he was upset at my questions, so I did not press the issue, but it brought me to intense wonder. How strange that the machines make us rich, yet they make the workers poor?
Below, Paige really showed awareness of historic context with her work. Her teacher had to apologise for attempting to correct her spelling when she responded with “I deliberately misspelt words as working kids only got education in 1833. For my diary’s time, they would have had little education.”
Let’s hope all our HaSS students are as excited about learning as Paige’s character Francine.
This term, Grade 7 students at Queechy High School have been exploring the timeless art of storytelling through fairytales. As part of their English studies, students have been unpacking the key elements that make these stories so enduring and engaging.
Through a deep dive into classic and modern fairytales, students have examined the defining features of the genre, including common themes, character, and narrative structures. They have explored how fairytales often include elements of magic, moral lessons, and good triumphing over evil. By identifying these key components, students have developed a greater appreciation for how stories are crafted and why they continue to captivate audiences across generations.
In addition to understanding the structure of fairytales, students have been investigating how visual features and literary devices enhance a text. Students have also examined how illustrations, colour, and layout influence a reader’s perception and adds depth to a narrative. A key focus has been on fractured fairytales—stories that take familiar fairytale elements and twist them in creative and unexpected ways. By examining these variations, students have seen how authors subvert traditional themes and characters to create fresh, engaging narratives.
Inspired by their learning, students will work towards creating their own fractured fairytales. They will experiment with literary devices such as onomatopoeia, similes, metaphors, hyperbole and pun to reimagine classic tales with a unique twist. Some students may change the setting, alter character roles, or introduce unexpected plot developments to put a fresh spin on well-known stories.
Through this creative writing project, Grade 7 students will not only apply their analytical skills but also explore their creativity as they craft original, innovative fairytales. We look forward to seeing their imaginative retellings and the exciting new perspectives they bring to these timeless stories!
Both Grade 9 and 10 students have been engaged in a unit involving measurement of areas and volumes of composite shapes such as cylinders and triangular prisms.
In addition, Grade 9 students construct nets of right prisms. They will commence a unit on linear relationships where they will determine the distance, midpoint and gradient of a straight line drawn on a cartesian plane.
Grade 10 students extend their understanding of linear equations with the introduction of inequalities, using this knowledge to create and interpret graphical solutions to problem solving.
This term, our Grade 8 scientists have been working hard to complete their biology unit. So far, we've explored the structures and functions of both plant and animal cells and their organelles.
Throughout this unit, our young scientists have conducted various investigations and participated in exciting practical activities. They've examined microscopic specimens through microscopes, explored the inner workings of plants and their transport systems, and, as the unit nears its end they've worked diligently to create an analogy for cell organelles, depicting their parts and functions as a city and its structures.
On Wednesday the 12th of March, the Year 11/12 Certificate I in Workplace Skills class toured Gourlays Famous Sweets Factory.
We started the tour hearing about the history of the Coats Paton’s building where Gourlay’s Factory is now located. Did you know that the building originally didn’t have as many levels? The roof was manually raised bit by bit, and an extra floor built while the mill workers continued with their jobs below. It was a large employer for Launceston, there were over 2000 people who worked there at any time.
Mike, the owner of Gourlay’s, told us that the business was established in 1896. His family took over when he was ten years old and several of his family members still work with him. They showed us how all the equipment works, including how the hand painted Easter chocolates are made. We sampled many of their amazing products.
Thank you to Mike and the team for having us. We highly recommend you take one of their tours that are offered to the public.
Our first major art project is complete! Students had the opportunity to create unique portraits on acetate sheets, using a variety of drawing media such as paint pens and coloured permanent markers.
Each student carefully planned out their design in their journals, choosing to draw portraits of friends, family members, celebrities, or even themselves. The results were so impressive, with many portraits showcasing vibrant colours and bold outlines that gave them a distinct ‘street art’ vibe.
This project tied perfectly into our courses focus on the influence of street art, allowing students to explore and experiment with different drawing media while developing their own artistic voice. The creativity and energy of the students’ work truly brought the spirit of street art to life!
These artworks are currently on display in the hallway outside the Art rooms.
Seth - 'Robert Downie Jr'
Students from Queechy High School’s Year 11/12 Sport Recreation and Fitness class recently stepped out of the classroom and into nature, tackling the challenging Zigzag Track and the scenic Cataract Gorge walk. This excursion was part of their outdoor education and physical fitness studies, providing a real-world experience in endurance, teamwork, and resilience.
The Zigzag Track, known for its steep incline and winding paths, tested students' physical capabilities and mental toughness. Despite the demanding ascent, students showed determination, encouraging one another to reach the top while taking in breathtaking views of the Gorge.
Following the climb, the class continued through the iconic Cataract Gorge, where they explored the natural beauty of the area. The excursion highlighted the importance of outdoor activity for physical and mental well-being, reinforcing lessons learned in their Sport Recreation and Fitness class studies about the benefits of cardiovascular exercise, muscular endurance, and the impact of nature on mental health.
Mr Tepper praised the students for their enthusiasm and effort. “It was fantastic to see the students push themselves out of their comfort zones and experience the benefits of outdoor physical activity. These types of challenges not only build fitness but also resilience and teamwork.”
Students reflected on the experience positively, with many commenting on their sense of accomplishment after completing the challenging trek. For some, it was their first time exploring the Gorge on foot, making the experience even more rewarding.
