Mary MacKillop Catholic College | Mary MacKillop Catholic College

In the context of a very busy school, 10 weeks is a long time.

The bio-rhythm of a school in Australia is a very interesting thing. We can track our overall wellbeing across P-12 by the data we collect. Absence amongst staff and students increases from May, behaviour incidents increase, and we notice that things need a little more management than they did when we were fresher at the start of the term. Holidays are not a luxury. Our community needs them.

As we come to the end of this busy semester and look ahead to the holidays, it’s a good moment to pause and reflect on what this time really means.

The word holiday comes from “holy day.”

At its heart, a holiday is not just a break from school—it is time set apart, time made sacred. Before we had set weekends and holidays, regular holy days provided opportunities for people to gather, rest and reset. To put it in context, if we include Sundays, a medieval peasant could have as many as 140 days of rest and relaxation mandated by the Church. Life was shaped not just by work, but by the Church’s rhythm of celebration and respite—a reminder that the break was meant to lead us back to God.

This connects deeply with our College motto, “Celebrate God in all things.” We are invited to find God not only in the big moments, but in the everyday—in our relationships, in creation, in quiet moments, and even in rest.

From the very beginning of Scripture, we see that rest matters. God rests on the seventh day—not because He needs to, but to show us a rhythm for living well. Life is not just about activity and achievement; it is also about reflection, gratitude, and connection. This vision has shaped much of the world we live in today. The idea of a working week and a weekend grew from a belief that people are more than what they produce. We are made for relationship—with God and with one another—and we need time for that.

Yet, if we’re honest, holidays can sometimes become just as busy as the College term itself. We rush from one activity to the next, filling every space. I am already filing activities into my ‘empty’ days over the winter holidays, forgetting that keeping them empty might enable me and my family to properly rest and connect. I am sure you are already filling those days as well.

The holidays give us a wonderful opportunity to be attentive, to notice where God is present, to savour simple moments, and to be grateful for what is in front of us. In time with family. In laughter and conversation. In the beauty of nature. In moments of stillness. Even in rest itself, we can celebrate God in all things.

For our students, this might mean time to play, to explore, to be outdoors, or simply to slow down. For families, it might be sharing meals without hurry, taking a break from the usual routine, or making space for quiet reflection.

As we conclude the semester, I want to thank our students, staff, and families for all that you have contributed. It has been a rich and rewarding time and we have achieved much. My hope is that these holidays are truly life-giving for you—a time not just of rest, but of renewal. A time where, in big ways and small, you can celebrate God in all things.

Wishing you a safe, peaceful, and blessed holiday.

Mr Chris Gabbett
College Principal

There was plenty of energy, laughter, and friendly rivalry at our recent assembly as Year 5/6D took to the stage for the much-anticipated “Brain Break Battle 2026!” Led by Chloe, this fun-filled debate explored an important question: Who does positive primers and brain breaks better?

From the very start, the audience was hooked. Lucy and Henry set the tone with a humorous take on tired brains, quickly reminding everyone why brain breaks matter. With a dramatic flourish, Rocco introduced the real stars of the show—Positive Primers—(though not without a playful correction that “brain breaks” deserved a mention too!).

Why Brain Breaks Matter

The students made it clear that brain breaks and positive primers are a vital part of learning. As Declan explained, they help students reset, refocus, and feel ready to learn again. While both groups agreed on their importance, the debate quickly turned to who does them best.

Year 5’s Case: Energy, Engagement, and Fun

Year 5 confidently claimed the title of brain break champions!

Lucy, Henry, and their peers highlighted their Welcome Circles as a key strength—a space where students talk, share, laugh, and truly participate. Allegra emphasised the strong sense of connection, while Hendrix and Paige pointed out that in Year 5, everyone gets involved.

Their list of favourite primers impressed the crowd:

Detective
Just Dance
Call and Repeat
Silent Ball
Chill Out sessions
4 Corners

“There’s something for everyone!” Maya shared enthusiastically—and judging by the audience reaction, many agreed.

Year 6’s Perspective: Reflection and Meaning

Not to be outdone, Year 6 presented a thoughtful counterargument. Lachlan, Emilia, and Patrick highlighted the depth of their Pastoral Care (PC) sessions, where students engage in meaningful reflection, thoughtful discussion, and the development of important life skills.

“It’s not just fun—it’s meaningful,” Emilia explained, as the Year 6 team emphasised the importance of thinking deeply about behaviour, learning, and personal growth.

Of course, no debate would be complete without a little humour! Year 5 cheekily described Year 6’s sessions as involving “no one talking… everyone staring at the floor,” sparking laughter across the room. Year 6 took it in stride, admitting that things can sometimes get very quiet—but assured everyone that fun still happens (most of the time!).

As the debate reached its peak, both year levels noticed the tell-tale signs—tired eyes and fading energy. The solution? A shared favourite!

Monty from Year 5 suggested it was time for Yr 5/6D’s favourite primer, and the crowd didn’t hesitate…

“Let’s do the Wiggle Dance!”

With Chloe inviting the entire school to stand up and join in, the assembly ended on a high-energy note, with students and staff alike dancing, laughing, and embracing the power of a well-timed brain break.

While the debate never officially crowned a winner, one thing was clear: Year 5 /6D bring something valuable to brain breaks and positive primers.

Whether it’s the high-energy engagement of Year 5 or the reflective depth of Year 6, our students are learning the importance of balance—between fun, focus, connection, and growth.

And if there’s one thing everyone agreed on… A great brain break can make all the difference!

Thank you, Mrs. Skewes and 5/6D!

Natalie Adler
Assistant Principal Teaching & Learning

We are proud to have launched our Inaugural History Fair, a new annual event designed to spark curiosity and deepen a passion for learning, and open minds to the world around us.

The History Fair provides students in Years 6-9 a powerful opportunity to grow in confidence, creativity and curiosity. By exploring a topic of personal interest and presenting their learning, students strengthen essential skills in research, writing and communication, all while developing independence and pride in their work.

From Vikings to dinosaurs, Japanese Samurai to Frida artwork, our young historians delivered spectacular, informative, and wonderfully creative presentations.

A huge congratulations to our History Fair winners:

Year 6: Austin, Imogen and Matilda

Year 7: Jasmine, Cassandra and Braxton

Year 8: Scott

Overall Winner: Austin

Audience Choice: Imogen

This event has been brought to life through the vision and hard work of our Teaching and Learning staff with the support of Mrs Liz Frame, Curriculum Leader: Humanities. A big thank you to our Parent Engagement Network (PEN) for the outstanding prizes and ongoing support of teaching and learning initiatives, to our classroom teachers for their encouragement and judging and to our parents for fostering a love of learning at home.

A truly positive evening filled with questions, conversations and celebrations. We look forward to an even bigger History Fair next year.

Mrs Natalie Adler
Assistant Principal: Teaching and Learning Prep - Year 12

Just recently, the prayer that has been occurring across our College at 2:05pm, has changed to include an examen. You ask, "What is an examen?" The examen is part of Jesuit prayer practices that was founded by Ignatius Loyola.

St Ignatius of Loyola was born in 1491 in Loyola, in northern Spain, and was one of thirteen children. His life changed dramatically after he was seriously injured in battle when a cannonball struck his leg, leading to a long period of recovery. During this time, he underwent a profound spiritual conversion, turning away from his former ambitions and dedicating himself to faith and service. This transformation eventually led him to found the Society of Jesus, also known as the Jesuits. The Jesuits became known for being “contemplative in action,” combining deep prayer and reflection with active service in the world.

The Ignatian Examen is a prayer of reflection. There are no specific words, only guidelines for you as you review your day — your actions, thoughts, emotions, desires — with God.

Here is an example of an Examen:

Become aware of God’s presence.
Review the day with gratitude.
Pay attention to your emotions.
Choose one feature of the day and pray from it.
Look toward tomorrow.

And so, we conclude our term with an examen that we are using every Friday afternoon:

Become aware of God's presence.

Take a few quiet moments.

Place yourself in the presence of God who has been with you throughout this term. (pause)

Loving God, thank you for the gifts of this term - for the moments of joy, learning, friendship and growth. (Pause)

Gently look back over the term and notice where you felt close to God - in kindness, success, peace and love. (pause)

Notice the times you struggled - moments of worry, impatience or distance from God. (pause)

Merciful God, forgive me for times I failed to love, to listen, or to do what is right. Heal what is broken within me and restore my heart in Your grace. (pause)

Lord help me to learn from this term. Give me strength to grow, courage to face new challenges and faith to follow Your will. Show me how I can love more deeply and serve more faithfully in the days ahead. (pause)

God of mercy and love, thank you for walking with me each day.

Stay with me as I move forward, that I may live with purpose, hope and trust in you. Amen

Happy holidays! Enjoy the sunshine!

Paula O'Rourke
Assistant Principal Mission and Identity

On Monday, 15 June, our Year 9 students participated in a series of engaging and impactful wellbeing sessions led by Kellie-Marie Ford, Project Officer for Respectful Relationships Education from the Toowoomba Catholic Schools Office.

These sessions provided students with valuable opportunities to explore identity, relationships, and the influence of social expectations in a supportive and reflective environment. A key focus across the day was understanding how gender stereotypes can shape experiences, behaviours, and relationships, while encouraging students to think critically about how they can be authentic and respectful individuals.

Students took part in targeted sessions that addressed the specific social dynamics experienced at this stage of adolescence. In the girls’ session, the focus was on interpersonal relationships and what it means to be a positive and supportive friend. Through open discussion, students explored the impact of gossip, strategies to avoid contributing to it, and ways to actively lift one another up. The session empowered students to foster stronger, more respectful friendships built on trust and encouragement.

In the boys’ session, students examined what it means to be a young man in today’s society. They reflected on how group behaviour can influence both their interactions with one another and how they are perceived by others. Key themes included the impact of “pack mentality,” the importance of self-awareness, and recognising that individual differences are strengths that contribute to becoming respectful and confident young men.

Across all sessions, students demonstrated thoughtful engagement and a willingness to reflect on their own experiences and choices. The learning aligns closely with the Health and Physical Education curriculum, particularly in promoting gender equality, respectful relationships, and the prevention of harm.

These sessions mark an important step in our ongoing commitment to student wellbeing. The conversations and insights gained will continue to be supported and developed by the Wellbeing Team throughout the year.

We thank Kellie-Marie Ford for delivering such meaningful and relevant sessions that have had a positive impact on our Year 9 cohort.

Sean Albion
Assistant Principal Wellbeing P-12

Your official role at the College:

Junior School Teacher - Performing Arts Specialist

What does a typical day really look like:

My day kicks off bright and early at 5:30am. It’s a whirlwind start, getting the family organised and out the door before I hit the road to Highfields, rolling into school by 7:30am.

From there, it’s straight into the magic—either setting up for the day’s lessons or warming up young voices in choir. The classroom? More like a creative playground. My days are filled with music, dance, and drama all woven together into lessons that are as fun as they are meaningful. Whether I’m helping students discover their confidence, shine on stage, or build those tricky fine motor skills, every moment is about showing them they can succeed.

When the final bell rings, the day isn’t quite over—I pack it all up, reset the space, and switch back into “Mum mode” for round two. Afternoons and evenings are a mix of swimming pools, footy fields, and occasionally transforming my home into a vocal studio, where I work with students on specialised singing skills.

It’s busy, it’s a little bit chaotic—but it’s full of creativity, connection, and lots of heart. Exactly how I like it!

Secondary School attended:

Wellington High School Year 7-10 and Dubbo Christian School Year 11-12

What do you like about working at Mary MacKillop?

I enjoy working at Mary MacKillop Catholic College because of the strong sense of family that connects students and staff and is a warm, supportive environment. I also appreciate the willingness of students to embrace new opportunities, showing commitment, dedication, and a genuine sense of adventure.

What are your hobbies/Interests?

I enjoy being involved in community projects that promote engagement in the performing arts. Whether it’s conducting, vocal coaching, directing, or performing on stage, I love contributing in a variety of ways. Outside of this, I also love spending time in the garden and getting creative with craft.

Other interesting facts about yourself or anything else you would like to share with the MMCC community:

I originally studied at university to become an opera singer and loved being immersed in the world of performance. This passion later led me to the classroom, where I now enjoy sharing my love of music and the arts with students in a new and rewarding way.

How is your work related to the 6 Ps?

My work in Junior School Arts strongly reflects the 6Ps through building positive relationships, encouraging participation, and nurturing creativity. I aim to create an inclusive and supportive environment where students feel confident to express themselves and take risks. Through music, performance, and creative activities, students develop perseverance, pride, and a sense of purpose, while working collaboratively and striving for personal excellence.

Our recent excursion to Amaroo Environmental Education Centre was an exciting and enriching experience for all students. From the moment we boarded the bus, there was a real buzz of anticipation and curiosity about the day ahead.

Upon arrival, we were warmly welcomed with an Acknowledgement of Country and were guided to take a quiet moment to breathe, slow down, and connect with the natural environment around us. During this stillness, students made a wonderful discovery — when we truly pause and listen, nature is always speaking to us. The rustling of trees, the calling of birds, the whisper of the wind, and the hum of insects created a beautiful soundscape that we can quite often overlook.

Throughout the day, students took part in a variety of engaging, hands-on activities. A highlight was the bush walk, where students explored the environment and discovered natural items that reminded us that we share the land with all living things. It also helped reinforce our understanding of how nature works together for all creatures to survive.

Another favourite activity amongst students was creating an Australian animal from clay. Students thoroughly enjoyed using clay and natural materials to design their own Australian animals. Creativity was on full display, and the results were fantastic!

Students also participated in a tree scavenger hunt, identifying native trees, and learning about their unique features and importance within the ecosystem. Alongside this, we discovered and shared fascinating facts about Australian animals and their young, which sparked lots of curiosity and discussion, drawing on our Term 1 learning

We were especially lucky to encounter some incredible native wildlife throughout the day. For some students, a group of yellow-tailed black cockatoos flew overhead, signalling the approach of rain whilst on our bushwalk. Amaroo teachers also spotted a family of four tawny frogmouths, resting together in a silky oak tree. They were so hard to spot, showing us how camouflage is an expert skill for the tawny frogmouth. Before heading back to the bus, we were treated to a special moment with Amaroo’s resident possum, who peeked out for a fruit snack and gave us a glimpse of her baby.

Overall, Year 2’s excursion was filled with learning, exploration, and connection to the environment. We commend Year 2 students for the wonderful way they represented the College, showing engagement, enthusiasm, respect, and curiosity across the day.