Tech Girls are Superheroes

We are entering a team in the Tech Girls are Superheroes Challenge this year. This is an exciting initiative and we are delighted that Miss Nicola Steele will be mentoring our team throughout the challenge.

The girls involved are all from Year 9. Tilly Groves, Gabrielle Lee, Iona Dyson, Stephanie Hooper and Lara Ciaglia will all be doing their very best to come up with something amazing.

This year’s challenge takes place over a twelve week period with the project submission due on July 26. The teams are to take one of the following categories and aim to build a mobile app to solve a problem that exists within that category in their local community.

The categories are:

  • Poverty
  • Environment
  • Peace
  • Equality
  • Education
  • Health

It will be exciting to watch the team as they develop their idea throughout the challenge. We hope to share some of their journey as they go along, without giving away too many secrets!


Ancient Egypt

A group of our Year 7 Newman class spent some time today exploring the Ancient Egypt tour from the team that created the hugely popular Assassin’s Creed game series.

The tour is purchased separately and does not come with the game. This option emerged from the creators realising there was a market for education in many of the amazing worlds they created for the games.

The Ancient Egypt tour is simply amazing! The graphics are exceptional and the students can explore the world using characters from the time. The students had a great deal of fun this morning exploring what options are available within the tour and are looking forward to showing the rest of the class later this week.

With all Year 7 students currently studying Ancient Egypt this will be a valuable tool to deepen their understanding of what life was like in those times.

Year 10 Science

During this term our Year 10 Science classes participated in a ‘roller coaster’ project that tested their knowledge of physics and forces.  The students were given a number of guidelines that they needed to adhere to in completing the project.

Here are some of the features that the track needed to incorporate:

  • Two hills in addition to the initial descent
  • At least one banked turn
  • One decline at an angle greater than 50 degrees
  • The track should also include at least one of the following features.
  • Vertical loop (circular or tear drop)
  • Corkscrew that has three helices
  • The design must incorporate some method of bringing the car to rest so that it stops within 50 cm of the end of the track; this method should not entail human intervention or activation.
  • The track and car may be constructed from any material desired.

There were a number of excellent responses but the work done by Isabella Tole was very impressive.







Year 7 History

All Year 7 students went to the Nicholson Museum at the University of Sydney today to develop skills we will need in our History course. Our guides for the day were an archaeologist and three final year university students.

The day included many interactive activities concerning the ancient societies of Egypt, Greece and Rome. We participated in many tactile activities one of which was getting to feel and draw artefacts. Many of us were astonished by the artefacts intricacy and how they used them.  An example of this was a fragment of pottery from Pompeii in 79 AD the pot was hard and brittle but was still a beautiful maroon red. I was in awe as I sketched it! It was covered in beautiful carvings of stags and men with arrows.

In the collection of artefacts were organ jars from  Ancient Egypt as well as idols and a mummified body of a boy that was around six years old. His name was Horris. The university students knew that Horris was around 6 years old because he just lost his first milk tooth and the adult tooth was still in his gum.

Other tasks that we enjoyed were spotting the anachronisms in a Pompeii landscape built from lego. The landscape  was created by a lego artist and took around three months to build.  The landscape contained components from different periods in the history of Pompeii.

Personally I learnt a great deal from this excursion through the interaction with the university students as they shared their expertise with us as well as being able to see all the artefacts.

Patricia Eriksson (Year 7)

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International Mathematics Modelling Challenge (IM²C)

Four of our best mathematicians are currently involved in the International Mathematics Modelling Challenge (IM²C). The IM²C is an international modelling competition involving teams of secondary students from a number of countries. The IM²C poses a number of real-world mathematical scenarios, and each team works for several days using freely available material (from the web and other sources). At the end of this time, each team presents a report on their solution.

The main aim of the IM²C is to promote mathematical modelling, encouraging participants to explore the application of mathematics in real situations to solve problems of importance. Encouraging an extension of experience in mathematical modelling for students in secondary schools, the IM²C seeks to develop and enhance students’ ability to visualise, understand and apply mathematics in real-world contexts, providing a valuable opportunity for the practical demonstration of in-school learning and application of theory.

Real-world problems require a mix of different kinds of mathematics for their analysis and solution, and take time and teamwork. The IM²C provides students with a deeper experience both of how mathematics can explain our world and what working with mathematics looks like.

Difficult problems in society are almost always tackled by groups of people with different areas of expertise. By mobilising students in teams, the IM²C replicates real-world conditions; requiring collaboration and contribution from different skill sets, perspectives and methodologies to achieve overall success.

Providing an opportunity for peer-based learning, this aspect of the IM²C also helps to incorporate and reinforce the Australian Curriculum proficiency strands – understanding, fluency, problem-solving and reasoning – as students work together, communicate with one another and employ creativity, reason and logic to successfully solve the defined problem.