One of the oldest carved figurines in world history is the Venus of Willendorf. It was found in the early 20th century in Austria, and is believed to be about 25000 years old. Historians and Archaeologists are still not entirely sure as to its overall meaning. It has become a discussion point in the senior school recently as a result of the art work of year 12 student Anabel Austin, who has carved quite a few smaller 'venuses' and encased them in a resin model of a female torso. It is a really striking piece of work. It will be entered into the 'Creative Generation' awards this year. I am referencing it here because Anabel's goal in creating this has been in part to comment on femininity and women.

We had the same opportunity in a more relaxed setting on Friday when so many mothers visited the College for Mother's Day. What a fantastic event! Thank you so much to the mothers, grandmothers, aunts and fathers who took the time to have breakfast with us, and also to join the four liturgies that took place throughout the College.

Mr Naiker commented on the day that the COVID limitation on parent visits to the site, and classrooms, had meant that we had allowed ourselves to forget how magical these can be, and what a positive thing they are for children. Thank you so much for finding the time to join in your child's learning journey.

The love of our mothers, and the love we have for them, is our first glimpse into the divine. The limitless, selfless and compassionate maternal love that we grow with defines us and, I think, helps us to better understand how to live and how to love others. The vibrant noise that we had in the cafe during the Mother's Day celebration last Friday was so wonderful - a sound of excitement and love. Thank you so much for coming.

We have had a busy two weeks aside from that! The Special P and F AGM was on Tuesday. We took time to honour the fantastic work of Leanne Andrews, the outgoing P and F president, for her 6 years on the executive (5 as president). Leanne has been a powerhouse of change at the College through this role. Other committee members were vocal in their celebration of what she has achieved. Thank you so much Leanne! I am pleased to say that all members of the executive will be joining the Parent Partnership Forum.

Of course, we are in the midst of NAPLAN. Please do keep our years 3, 5, 7 and 9 students in your prayers over the next two weeks as they complete these assessments.

Mr Chris Gabbett
College Principal

Last Friday, we celebrated our mothers, grandmothers and mother figures in our lives with a breakfast followed by a liturgy in each College house. Jesus was certainly present on this day - in the joy of mothers with children, with students sharing the moment with their mums/grandmothers and even in the joy of sitting next to friends while celebrating the liturgy or have breakfast together. "I am always with you." 

 Huge thanks must go to all the staff and students who helped in anyway to make this a significant occasion for the community.

Meaningful and constructive engagement with parents is key to the success of a Catholic school.  Historically, as Catholic schools were established in Australia, parents would work alongside the parish priest or the teaching orders like the Josephite Sisters or Christian Brothers to fundraise for the school and support the teachers.  The focus and regularity of this engagement has changed in recent times as schools have been funded differently and education has become more complex.  The P and F was ideally the avenue that parents could inform the development of the school, but it often found itself relegated to a role of fundraiser. 

Catholic School Parents Queensland have identified this issue and suggested ways to enhance parents engagement with the mission and direction of their children’s schooling.  At Mary MacKillop, we recently discerned that one such avenue, the Parent Partnership Forum, best suited us as a means to combine our strategic function with parent voice.  Already, we have seen some fantastic ideas emerge from this group. 

On Tuesday, A special AGM was held to formally disband the P and F.  This was an emotional moment for the parents who have worked so hard to provide community focus and fundraising opportunities.  The outgoing committee of Leanne Andrews, Emma Ehrlich, Jo Maloney, Bec Lopez and Naomi Preston will all be joining the new Forum and continuing the fantastic work they have led in the P and F. 

Please remember that the next PPF meeting scheduled for this Tuesday, 18 May will have a guest speaker from Catholic School Parents Queensland, Bernadette Kay. 

Chris Gabbett
Principal

Hello to all of our parent community! We hope this message finds you well.

The Parent Partnership Forum (PPF) Team Groups have been busy. Our wider PPF has broken off into six teams: Teaching, Curriculum & Learning; Resources; Relationships; Wellbeing; Mission & Identity and the Mary MacKillop Community Group.

An important action has been discussing the Qualitative Survey that went to the community last term. This activity identified what we currently do well and what we could do better as a College.

All the teams have had meetings last week and this week to discuss team focus areas and have started looking at ways to improve different aspects of the College. So far groups have started looking at parent communications, community & cultural events along with parish engagement opportunities, potential fundraising events, College resourcing and aspects of the College curriculum. Specific activities have been a fee structure review to support greater value for money for families, and an analysis of how the College supports high potential learners.

These meetings have been very positive, and we will keep you all posted on actions moving forward. Communications from the PPF will come via the College newsletter, and email notifications.

We also wish to congratulate the College on a wonderful Mother’s Day Event held last Friday. It was great to see parents on the College grounds and students with big smiles on their faces to have their Mums, Grandparents, Aunties and even some Dads present. It's just wonderful that we can all do this again after the past year.

Also, it was great to see Anzac Day Commemorations done so well by our College. We can be very proud of the way we were represented by the students and staff. Thank you to the College.

We pray for and wish all the children preparing for the Sacrament of Confirmation the very best as we endeavour to grow the connection between the Parish and the MMCC Community.

The PPF group is looking forward to working with all College leadership, teachers, parents, students and the community to make Mary MacKillop Catholic College a great place for our children. The PPF group welcomes all parents and College community members to be involved.

If any parents, students or community members wish to contact the PPF regarding any concerns, general business or feedback, please send an email to HIGPPF@twb.catholic.edu.au. We welcome all conversations and look forward to building great relationships.

Finally, don’t forget our next PPF meeting on the Tuesday, 18 May where we will welcome Bernadette Kay from Catholic Schools Parents Queensland who will deliver a talk on various ways their organisation can support our College and build our Community with our new PPF endeavours. Please come along!

A big thank you to Mr Gabbett, Ms Cridland and their team of wonderful teachers and support staff who are working so hard.

Take care from the PPF,

Shayne Cleary and Rowena Voll
Co-Chairs – PPF

We are excited to announce that our new OHSC provider will be providing Vacation Care during the June-July school holidays. Stay tuned for an action packed program to be released shortly. Any queries please contact Mary MacKillop Outside School Hours Care email HIGCare@twb.catholic.edu.au.

Frances Maguire, rsj, wrote in her article last year "The thing about the Ascension is that Jesus is gone and is still present. He disappears and says at the same time “I am with you always.” There is absence and there is presence, there is love and there is loss and absence makes the heart grow fonder. Many of us have experienced this with our loved ones. We lose them to distance or in death and later we are very conscious of their presence at different times, helping us, encouraging us. So it is with Jesus, the Christ."

The disciples were very fortunate to be able to live and breath with Jesus as a human person. His presence was felt in the everyday living. Today we experience Jesus is a different way. As the quote above mentions an absence but also a presence. Today Jesus is present in the Eucharist, every time we celebrate mass, in the hug from mum or dad or a friend, in the sun rising or setting, in the blossoms, in a puppy playing, in a baby crying. In other words, everywhere around us, we just need to be looking for it. "I am always with you." But it also reminds me of a saying of Mary MacKillop - "There where you are, you will find God."

The Ascension is the celebration of Jesus ascending to heaven body and soul. It is the 40th day after his resurrection at Easter (this year - Thursday, 13 May). This used to be commemorated as Ascension Thursday until recently where now it is celebrated on the following Sunday after the Thursday. It is the time in the liturgical year where we remember that Jesus was present on Earth but then rose body and soul to heaven to be with his Father in heaven. Remember Jesus said "I am always with you."

FEAST OF ST JOSEPH THE WORKER

1 May was the Feast of St Joseph the Worker. This starts a month long focus on St Joseph during the Year of St Joseph. You are invited to use this link to participate in meditative prayer during May.

ROSIES OUTREACH

Rosies Outreach continues this month next Wednesday, 19 May. We are being present to those that are vulnerable in our community. Allowing these people to see Christ in our actions and interactions with them so that Christ is present in this community. Thank you once again to those people who have donated the food we will use to distribute with this community. Thank you also to the volunteer students and staff who attend to support this great community service. "I am always with you."

McCORMACK HOUSE MASS

On Sunday, 23 May, we will celebrate with our Parish community the Feast of Pentecost. This College supported mass is being attended by families from McCormack House. Please refer to the email sent out regarding this and it is NOT TOO LATE to indicate your attendance. We would really love to have at least half the families in MCormack House in attendance.

CLASSROOM VISITS

During this week and next week I am visiting Junior classrooms during religion lessons to see what is happening. I am asking students what are they learning and how do they know they have achieved it. This week I have been very impressed with how students are answering - they are confident and know what is expected of them. Well done!

Lastly, in the words of Mary MacKillop "There where you are, you will find God." (1871)

In God's loving presence,

Paula O'Rourke
Assistant Principal Religious Education

The College’s Actioning Mary MacKillop Advocacy (AMMA) group are running their annual Winter Blanket and Jacket Drive from Monday, Week 4 through to Monday, Week 9 of Term 2.

Last year, families across the College were extremely generous, donating hundreds of blankets and warm jackets for those in our community who are experiencing homelessness or need some extra warmth for winter.

AMMA is calling on our P-12 families to assist again this year. All donations of blankets and jackets will be given to Tony’s Community Kitchen which operates 7 days/week, 365 days/year from behind The Settlers Inn on the corner of James and Ruthven Streets in Toowoomba. See here for more information about Tony’s Community Kitchen.

While brand new blankets are ideal, Tony’s Community Kitchen also accepts blankets and jackets that are in good, used condition.

Information for P-6 students and their families:

Blankets and jackets/coats can be donated through the Junior reception, or your child/ren may bring the donation to their classroom, where their teacher will store it until Monday, Week 9.

Information for Year 7-12 students and their families:

Blankets and jackets/coats can be donated through the College Administration, or your child/ren may bring the donation to their Pastoral Care class, where their PC teacher will store it until Monday, Week 9.

Leisa Radley
Director of Formation and College Culture (7-12)

Laudato Si’ Week began as a way to celebrate the first anniversary of Pope Francis’ world-changing papal encyclical letter, “Laudato Si’: On Care For Our Common Home.”

The encyclical has helped the world’s 1.3 billion Catholics better understand that “everything is connected” and put millennia of Catholic teaching in the context of today’s ecological crisis and climate emergency.

This year, Laudato Si' Week spans May 16-25 and will be a time to reflect on what the COVID-19 pandemic has taught us and prepare for the future with hope.

To commemorate Laudato Si’ Week this year, the Vatican is inviting Catholics to participate in a Laudato Si’ photo contest, that will help to raise awareness about the urgent need to contemplate and care for creation.

Catholics around the world, are asked to share their #LaudatoSiMoment before 22 May, which is the International Day for Biological Diversity.

To participate, students need to take a photo that shows one of three elements:

The cry of the Earth: the impact of the ecological crisis on creation

The cry of the poor: the impact of the ecological crisis on the most vulnerable

“For we know things can change” – the theme of Laudato Si’ Week which aims to celebration creation’s beauty.

For more information, including the prizes and which social media platforms students can post their photo to, access this link.

Leisa Radley
Director of Formation and College Culture (Years 7-12)

This Sunday, 16 May, is the Feast of the Ascension. Mass will be at 8:00am in the MacKillop Centre. Everyone welcome. Please complete the registration of attendance.

REGISTER HERE

On Sunday 23 May, our College will celebrate the Feast of Pentecost with the Parish. This term it is McCormack House's turn to attend mass. Please complete the email link sent to McCormack families on 6 May. We look forward to seeing you there.

Paula O'Rourke
Assistant Principal Religious Education

Sacrament of Confirmation will be held on Thursday, 10 June, 2021, at 7:00pm in the MacKillop Centre. Bishop Robert McGuckin and Fr Brian Noonan will be presiding at the ceremony.

Practice for the sacrament will be on Monday, 7 June at 3:15pm in the MacKillop Centre.

If you haven't already done so could families please return enrolment forms with money and photo to the office ASAP.

You will have received communication from Nadine Dolan recently so please check this email for things that are outstanding.

If you have any questions please ask one the team members - Fr Brian, Beth McCormack, Nadine Dolan, Trish Gall or Marita Tuite or email me Paula.Orourke@twb.catholic.edu.au.

This week students in years 3,5,7 and 9 have completed the Writing and Reading Tests. Next week they will undergo the Conventions of Language and Numeracy tests.

NAPLAN assesses skills in literacy and numeracy that are developed over time, through the school curriculum. NAPLAN is not a pass or fail type test, but rather shows how students are progressing in literacy and numeracy skills against national standards for all Australian students.

NAPLAN results are able to help teachers to challenge higher performers as well as to readily identify those children who might need some extra support. It means that schools are able to map student progress and identify strengths and weaknesses in the teaching programs and to set measurable goals for future planning. However, it must be remembered that NAPLAN is only one aspect of assessment of a child’s learning and is not a replacement of ongoing and extensive assessment by each teacher.

How is NAPLAN Assessed?

Unlike many tests, there is no pass or fail with NAPLAN. Rather, results show where individual students perform on scales that are referenced to national standards.

Scales

Scales covering Years 3 to 9 and are divided into 10 bands. Because they span all the testing years, they allow a student’s progress to be mapped across their schooling.

Standards

The scales show the national minimum standard for each test at each Year level. On the assessment scale, the minimum standards are:

• Year 3 – band 2 of bands 1–6
• Year 5 – band 4 of bands 3–8
• Year 7 – band 5 of bands 4–9
• Year 9 – band 6 of bands 5–10

Students have shown up prepared and ready for each test this week. They are commended for their organisation and display of positive learning behaviours. Looking forward to another positive week next week!

Mrs Natalie Adler
Assistant Principal Teaching & Learning: Junior

Teachers in 4-6 met to analyse the Write That Essay student diagnostic data completed in term 1. The test reports on common writing skills such as spelling, punctuation, and capitalisation, but more importantly on key skills which influence writing outcomes as the student progresses in their education: fluency, structure, analytical ability, style, precision, coherence, clarity, and development.

Students undertook a supervised writing task, which was then analysed for:

1. Writing Output
2. Sentence Structure and Style (articulation, fluency)
3. Technical Strength (spelling, capitalisation, punctuation)
4. Structural Strength (coherence, development, repetition)
5. Overall Composition Ability (precision, composite measures)

Writing output rates are a useful initial indicator of writing capability. In particular, writing output rates reveal two things: the first is how many words a student can write in a given length of time. If students are meeting or exceeding the expected output levels, it reveals that teaching practices have the student at the correct position for their age. The student is capable of written work, and has a resilience to “on demand” tasks. The second indicator is ideation: the ability of the student to generate in their mind a possible response and then make those thought processes a reality on a page. Again, a positive writing skill.

Writing output across the school was positive with results showing that students can respond strongly when asked to complete an on-demand writing task.

There are a number of ways to achieve clarity in writing: chief among these is sentence length. On average, for a person to write clearly their sentences should be between 16 and 20 words long. Of course, you can cast the occasional longer sentence. But, on average, your target should be between 16 and 20. With younger children, the initial target should be lower still. Those in Years 1-2 should aim for an initial average sentence length of 12 words per sentence. This length aids expression and works against the student falling into run-on sentences. In Years 3 to 5, an average sentence length of 15 words a sentence is useful for the same reasons. If students frequently cast sentences above 25 words or more, their writing, irrespective of topic, will be too dense to follow.

Year 4, Year 5 and Year 6 had a result of 24, 19 and 23, respectively.

Fluency capacity is the range of sentence styles a young writer habitually draws on when they go to write. Improving fluency capacity with the explicit teaching of sentence style has become a goal for the next 12 months.

Paragraphing results across the school varied. Paragraphing gives the student the ability to introduce a thought, with all the sentences acting in concert to expand and deliver what is being said clearly and well. Paragraph length plays a role in this function.

Development is the writer expanding ideas across three or more sentences. Development takes the reader deeper into a piece of writing and ultimately enables both better understanding by the reader and greater insight from the writer. Student scored poorly in this area across the College.

Coherence in writing is a comment about the overall structure of writing. Writing is coherent if the pieces of the whole fit together. The ideas—discussed, debated, explored—bind together in a manner that demonstrates direction and singular force. Students scored positively across the College.

Repetition is a student writing a paragraph, and then repeating themselves in the paragraph that follows. Our students did this at a rate of one percent. So, a positive result.

Precision is the use of specifics in writing—a key skill for developing a student’s ability to demonstrate insight and perceptiveness. Overall, results indicate there is room for growth.

We are only 4 months into our WTE journey and overall, we have achieved positive results (especially given this test was completed early in term 1). As I walk around the classrooms, it is evident teachers are implementing this strategy.

Mrs Natalie Adler
Assistant Principal Teaching & Learning: Junior

This week teachers were privileged to have Ms Rebecca Brownhall on site to model a Thinking Routine in their classroom.

Here’s an example of a Thinking Routine for you to try at home:

Paper Folding

Work with a partner. Take turns being the skeptic or the convincer. When you are the convincer your job is to be convincing! Give reasons for all of your statements. Skeptics must be skeptical! Don’t be easily convinced. Require reasons and justifications that make sense to you.

For each of the problems below one person should make the shape and then be convincing. Your partner is the skeptic. When you move to the next question switch roles.

Start with a square sheet of paper and make folds to construct a new shape. Explain how you know the shape you constructed has the specified area.

1. Construct a square with exactly ¼ the area of the original square. Convince yourself and then your partner that it is a square and has ¼ of the area.
2. Construct a triangle with exactly ¼ the area of the original square. Convince yourself and then your partner that it has ¼ of the area.
3. Construct another triangle, also with ¼ the area, that is not congruent to the first one you constructed. Convince yourself and then your partner that it has ¼ of the area.
4. Construct a square with exactly ½ the area of the original square. Convince yourself and then your partner that it is a square and has ½ of the area.
5. Construct another square, also with ½ the area, that is oriented differently from the one you constructed in #4. Convince yourself and then your partner that it has ½ of the area.

Click here to access the Paper Folding instructions handout.

Mrs Natalie Adler
Assistant Principal Teaching & Learning: Junior

“What is the minimum number of cuts needed to divide a doughnut into 8 equal pieces.”

Any ideas? I’ll give you a clue: The answer is NOT four...

On Tuesday 4th May, two teams from the Year 8 and Year 9 cohorts ventured down the hill to visit St Ursula’s for the 2021 Maths Teams Challenge and pit themselves against just such conundrums.

This event has been running for over 30 years as attended by a number of Toowoomba’s top schools.

The Challenge is split into two events: firstly the Team Challenge where a team of 5 competes to answer as many questions in 50 minutes as possible. Secondly, the relay event, where different pairs take it in turns to answer questions on their own, having to submit their answer before the next pair is able to move on to the next question.

Our Year 8 Team, entered in the Y7/8 category, comprised of Belinda Lawson, Mikala Allison, Jorja Thurston, Caidence Doole, and Lucy Williams. All team members put in a sterling effort and seemed to enjoy the event immensely.

Our Year 9 Team, entered in the Y9/10 Intermediate Category, of Rachel Williams, Chelsea Rieck, Dayna Bailey, Tom Fagan, Will Connelly, Aidan Lipp had the task of taking on a number of Y10s from other schools. Despite having to punch above their weight they also put in a great effort and came up with some great answers.

The day was intended as a recognisance mission: to scope out the competition, lay the foundation for future competitions and plan for return trip down the hill to take on Toowoomba’s top mathematicians again next year. To this extent the trip was a great success.

The day was won by the likes of Toowoomba Grammar and Centenary Heights who bought their students in on large buses… We are very grateful to Alicia Logan, Kelli Allison and Kathryn Williams for providing our transport and supporting the teams so generously.

In case you were wondering about the doughnuts – if you cut it in half twice, you’ll get quarters – stack these quarter on top of each other – and you should, if you’re careful, be able to cut them into eight equal pieces, with just one more cut! In reality, they are usually all eaten up way before anyone gets to share any!

Finally, thank you to the team members for volunteering on such short notice and having the courage to take on such a challenge. Your efforts and enthusiasm will encourage others to have a go where before they may have missed out.

Piers Dudin
Middle Leader – Mathematics and Numeracy

In Week 7 of this Term there will be two large STEM events held in Toowoomba; one for Year 4-10 Girls (held at St. Saviour’s College, Toowoomba) and the other is for Year 4-10 Boys (held at St. Mary’s College, Toowoomba). Both events are aimed at students interested in STEM areas (Science, Technology, Engineering and Mathematics). If you have an interest in the STEM fields or are considering a career pathway in STEM, you may wish to apply, come along and experience a range of presenters, activities and hands-on experiences that promise to be fun and engaging! A link to the full-day program is available via the application form below.

The excursion if free of charge and is open to all students between Years 4-10. Students will not attend their usual classes on the day of the excursion. Students will be transported to and from the events via shuttle bus/maxi-taxi (depending on availability). More details regarding this will be sent out to the successful applicants.

Mary MacKillop has 6 spaces booked for each event. If more than 6 students apply, the responses to one of the questions in the survey below (I would like to be picked to go on this excursion because...) will be used to determine the participants.

Year 4-10 students; If you are interested in attending, please follow the appropriate link below and complete the survey. Parents/guardians are also able to fill out this form on their child's behalf.

Year 4-10 Boys event (Wednesday 2nd June, held at St. Mary’s College, Toowoomba)

REGISTER - Year 4-10 Boys

Year 4-10 Girls event (Friday 4th June, held at St. Saviour’s College, Toowoomba)

REGISTER - Year 4-10 Girls

Application will close on Monday 17th May at 3pm. A list of successful applicants will be emailed out in Week 5.

Jared Nielsen
Middle Leader - Science & Technologies

A few weeks ago, Year 11 student Cassie Lawson spent a week in Brisbane participating in a workshop at the Queensland Theatre Company. The Your Pathway Team recently caught up with Cassie to find out about her experience.

What areas of the theatre were you introduced to?

Theatre is quite broad so specifically we looked into the inner workings of a Theatre Company which involved the different positions and people in theatre. Two of the most important people are the Artistic and Executive Directors that look after the season of plays, what plays are put on, final lists for casts, day to day theatre operations and creating and leading the vision for the company. We met both of these amazing people at Queensland Theatre (QT) and it was astounding and surreal to just listen to them. We were introduced to backstage departments such as, costume, manufacturing and prop design. Together our group of 14 experienced an acting through workshops led by an actor at QT, observations of a rehearsal of Taming of the Shrew, finance and operations, programming, technical, marketing, development, scriptwriting and stage management departments.

Was it what you expected?

Based on the description, all I knew was that it was theatre, creative and a broad showcase of a range of pathways. It didn’t just focus on one thing, therefore, gave me the opportunity to explore and let my curiosity run wild. I also knew that the activities would be practical and hands-on, accompanied with learning about different roles in the arts. I did expect to meet a whole bunch of amazing creative people who were passionate about theatre, however, I had no idea about what we would be doing specifically. I was pleasantly surprised by the activities and loved every second of it. For example, the shear size and scale of everything was insane, and seeing a production come together visually through rehearsals, the manufacturing of stages and costume production was awesome.

Who would you recommend this program too?

I would recommend this program to someone who is genuinely interested in the Arts in some way, shape or form. This is your place to meet your people, where your mind can express yourself in a way where you are valued for your unique creativity. You do not need to be sure about what you would like to do, as this is the perfect chance to discover that. For those who are sure then this is the time to ask professionals for guidance on how to get into the industry or department you are interested in.

What did you enjoy the most?

I enjoyed the rehearsal of Taming of the Shrew, the acting Workshop, listening to the Artistic Director Lee Lewis and stage management.

I loved the rehearsal as it was an opportunity to watch professional actors uncover the characters inner motives and desires through experimentation. I distinctly remember one of the main leads in the scene explaining the meaning of a hat, simply a cap. This could be an aviator’s cap or a beautiful hat that she had never seen and both of these ideas were explored in experimentation of the scene. The director’s view was like another person unravelling the story, layering between two characters and this was fascinating, seeing how this scene of about 5 minutes took an hour to create and yet, still not polished. Witnessing the actors process to finding their character through playing around was really cool.

Similarly, the acting Workshop gave me the chance to have fun with Shakespeare’s Midsummer Nights Dream playing Puck a deviously comedic and dramatic fairy invested in the relationship of his king and queen. The breakdown of one small section of a scene was great as I don’t think I have ever gone into that much depth with Shakespeare. We looked at the impact of grammar, joining words, opposing ideas, context of the scene and understanding what he was trying to convey, which all led me to appreciate this small soliloquy from Puck.

Listening to the Artistic Director was magical. It was as if someone spoke the words I have had in my head as an audience member perfectly and linked it to her individual decisions on a season of work. I don’t think I will ever forget that experience.

Nicole the Assistant Stage Manager in Taming of the Shrew spontaneously came and spoke to us for an hour or so about stage management and I learnt so much about frankly, what it was. We easily asked 25 billion questions about her weird, wacky and wonderful thoughts and experiences in this industry and in her role.

Cassie Lawson
Year 11 Student

“Success seems to be connected to action. Successful people keep moving. They make mistakes but they never quit.” Conrad Hilton

At the end of Term 1, I was marking my Year 9 History exams. On most occasions I tend to mark the exams without looking at who the student is. When the paper is marked and result is finalised, I look at the name. For a few students, I was pleasantly surprised at how well they did. I went back to look at their responses from earlier in the term. The learning growth was obvious. In particular, their ability to persist with concepts was they key ingredient to their success.

Persistence:

• What is it? – Sticking to a task even when you want to give up.
• Sounds like – “I think I can, hang in there, keep at it, you can do it!"
• Looks like – Attending even with distractions. Trying again.
• Feels like – Even though I’d like to quit, I have the strength to continue.

Some students give up when the answer is not immediately known. They stop and say, “it’s too hard, I can’t do this!”

Students with the habit of persisting have a method for analysing the problem, they know how to begin and stick with it. They consider the steps that must be performed and what information they need to accomplish the task. They are able to sustain a problem-solving process over time. They are comfortable with new challenges.

Next time your child is finding a task difficult, encourage them to keep at it. Remind them that the solution is around the corner and making mistakes in learning is normal.

Kris Naiker
Assistant Principal Teaching and Learning:Senior

Planning for Personalised Learning (PfPL) is a tool which teachers use to ensure all students have access to the curriculum. It promotes the delivery of high- quality programs tailored to meet the individual needs of students. PfPL provides the basis for teacher planning. Teachers identify student needs in the following categories: Literacy, Numeracy, Positive Interactions, Speech Language Support, Transitions, Environmental Adjustments, and Individualised Goals. PfPL takes into consideration those students who require additional support and those students requiring extending.

When teachers plan units of work they use the following process.

1. Where are my students now? What do my students bring to the learning?
2. What do I want my students to learn? What is the intended learning and why is it important? (Australian Curriculum)
3. How do I know when my students get there? What evidence will enable me to assess the intended learning?
4. How will my students get there? What instructional practices will I use to lift my students to the next level of understanding?
5. How will I respond if my students don’t learn? What else could I try? How will I respond if my students already demonstrate the desired learning?
6. Where to from here? How do I collect and analyse a range of evidence to determine the level of achievement for all students and to plan the next steps in the learning process?

Differentiation is a teacher’s proactive response to learner needs. Teachers can differentiate through content, process, product and affect/environment. Differentiation is an approach to curriculum and instruction that systematically takes student differences into account. It can be a blend of whole class, group and individual instruction.

Content: what the teacher plans for students to learn and how the student gains access to the related knowledge, skills and understanding.

Process: The teaching and learning activities that enable students to take in and make sense of the content.

Product: How students show what they know, understand and can do.

Affect/Environment: The climate or tone of the classroom.

Through PfPL and Differentiation, teachers ensure that all students have access to the curriculum.

In addition, teachers use Learning Intentions and Success Criteria to support students accessing the curriculum and going beyond.

“The learning intentions of any lesson need to be a combination of surface, deep, or conceptual, with the exact combination depending on the decision of the teacher, which in turn is based on how the lesson fits into the curriculum.” Hattie 2012

The aim of any learning intention is to help students understand what they need to learn, not to help the students complete the activity.

The aim of success criteria is to help students know how they will be successful in relation to the learning intentions.

• show the students what they are aiming for and how to get there
• enable students to self-assess, independently from the teacher
• provide students with clarity about what it is they are going to be judged or evaluated on
• provide a reference point so that students can refer to it when they want to check if they are on track or not
• increases student self-efficacy
• increases students’ confidence levels and decreases student anxiety.

If you are interested and would like to know more, please chat to your child’s teacher.

Mrs Natalie Adler
Assistant Principal Teaching & Learning: Junior

This week you would have received communication from Chris Gabbett regarding the consistent wearing of uniform in the Senior College. I would like to commend the students on the considerable improvement I have noticed within the past week.

Often uniform and uniform expectations can be a real sticking point for young people and it is something they will push back against to see how much they can get away with. Personally, if given the choice, my wardrobe would be a fishing shirt, boardies and thongs. So I can empathise with students when they voice their concerns. With so many other things in a young persons life being a higher priority than uniform, I wanted to highlight why I think uniform is important from a wellbeing perspective.

Wearing a uniform and wearing it well is a great way to build a sense of pride in yourself and also the College. As a developing Senior College, this is a key growth area that will help our young people feel like they belong and they are proud to be an MMCC student. A sense of meaning and purpose can be derived from belonging to and serving something bigger than yourself. Studies indicate that a sense of social belonging can affect motivation and continued persistence. If you don't feel like you belong, you are both less motivated and less likely to hang in there in when things get tough.

All students are often subjected to some level of peer pressure; by ensuring a high standard of uniform expectations, one of these pressures can be reduced. This relates to haircuts, jewellery, make-up, coloured shoes, wearing incorrect items of uniform etc.. If the College sets a standard that is black and white it then allows the students focus to be on other things rather than having or wearing certain things to fit into a group.

I also believe that setting a high standard for uniform can support students to 'switch on to student mode' and focus on learning. Often many of our most vulnerable students can be easily distracted from learning as a result of other challenges in their life. When a uniform is a consistent and routine part of life, it can support them to relate the uniform to learning and help to redirect their focus away from the other challenges they are facing.

All high schools are full of teenagers who often believe they know best and are ready to push the limits in every scenario. Being consistent with expectations and having parent support assists staff in providing clear boundaries. These boundaries then allow staff to have conversations with students about meeting expectations and developing character strengths that will support them throughout their life.

As always, if you have any questions about the uniform or anything else at the College please contact me.

Sean Albion
Assistant Principal Wellbeing - Senior

Last term, Year 11 students Breanna Langley and Jessica Kibble, along with a team of peers, participated in Walk for Autism, raising $1382.

These students have signed up for another challenge this term and are calling for others in the MMCC community to get involved!

The Healthy Harold Hundred aims to stamp out bullying and violence within Queensland. The challenge is to walk 100 km within 20 days this month, which is equal to around 5 km/day for 20 days. In reality, this should be around 6,500 steps and the average steps per day is 10,000.

Breanna and Jessica have created a Mary Mac page through which students and their families can either donate or join the cause.

You can access the page here.

Thank you for supporting these students who are actioning the College’s mission of engaging minds, serving others and igniting hearts.

Leisa Radley
Director of Formation and College Culture (7-12)

Represented in art since the beginning of the human experience the female form intrigues, confuses, excites, and mystifies. The female is critical for human existence after all! In my experimental works I discovered the ease in which the basic Venus form could be recreated, however I was astounded by the diversity and difference of my figures. Curiously, this replicates the diversity discovered worldwide of the original Venus forms. 

The female form is reduced to core recognisable elements. In my works I have utilised ceramics to produce a multitude of mini figurines, each similar but compellingly different. I have encased them in resin using a modern mannequin mould which seeks to frame these figurines in a modern recognisable form. The diversity of the female figurines are encased within a stereotypical form and something I seek to use as a tool to manipulate audience perceptions and values.

Anabel Austin
Year 12 Student

As many in the local rugby community know, I am a member of the Darling Downs Rugby Referees Association, and I regularly referee games in Highfields and throughout the Downs. 

I dabbled in refereeing whilst playing, and took it on full time in Berkshire in 2008.  Not only is refereeing rugby very enjoyable, but if you are a player it provides a lot of insight into helping you improve your own game.  It is a very different dynamic socially from being a player, but it does provide a really unique insight into the game and, most importantly, allows former players to continue an active involvement in the game at or above the standard they played. 

At Mary MacKillop, we currently have one year 11 student completing the Rugby Ready accreditation and being supported by the Downs Referees to become an accredited official.  There is a Online Registration to complete if you are interested in hearing more about this.  Please, if you are a student or parent who has even a vague interest in this, please do fill out the form.  The game cannot happen without officials.  You could join the men and women who officiate the largest domestic rugby competition in the world. 

Chris Gabbett

Principal

H-Series Netball 

The newest sporting competition in Highfields commenced last weekend with @teammarymac (follow us on Instagram) entering the H-Series Netball competition. Five teams, four of them coached by students from the College, started their season last weekend, and feedback from the competition has been overwhelmingly positive. A special shout out to Caitlin O'Neil who has the honour of being recognised as the first-ever goal scorer in the competition! We can still accommodate a couple of students in the Year 3-5 age range, so if you're interested in this option, please contact brad.griffiths@twb.catholic.edu.au.

TFL Girls Soccer

Term 2 soccer commenced on Monday afternoon with the mighty team from Mary Mac travelling to Downlands for our Round 1 fixture in the Junior (Year 7-9) division. In a high scoring match, Downlands shot out to an early 3 goal lead, but the girls dug deep and ended up going down 7-5. We have a mix of new players and experienced campaigners so the season is sure to be an entertaining one.

Bill Turner Cup

Our 15 years boy's soccer team contested the round-robin stage of the Bill Turner Cup last week. On a very successful day for the College, the boys went through their pool games undefeated and have qualified for the regional finals. We travel to Toowoomba Grammar this week to play the semi-final in what will be a tough game. Good luck gents. Go and do yourselves and your College proud!

Inner Downs Cross Country

A strong contingent of runners competed at the 10-12 Years inner Downs Cross Country trials last week. Huge congratulations to Hayley Cuthbert who won the 12 Years 3km race. Chloe Ormiston finished in 3rd place in the same race. Both girls will now race at the Darling Downs trial next week. Logan Haslem and Susie Bullock were also successful in gaining selection in the Inner Downs team and will compete at the Darling Downs carnival. A big congratulations to all participants.

Brad Griffiths
Sports Coordinator

Congratulations to Colbie, who placed second in the novice piano section at the Toowoomba Eisteddfod! A great achievement!