Mary MacKillop Catholic College | Mary MacKillop Catholic College

What do you need to live a good life?

I have the joy of running a History enrichment group for Years 5-12 every Monday. We have met as a group since I first joined the College in 2019. It is a pretty simple formula - attending students request topics that they want to learn about, and we spend 45 minutes investigating it. Side note - we always welcome new attendees!

The Year 12 students who attend have a reputation of requesting very obscure topics, and I was recently challenged with a request to learn about 'Diogenes the Cynic : the dog, the myth, the legend'. My philosophical training is very weak but, as promised, we delved into 4th century BC Greece and the very specific and confronting lessons that Diogenes has left us.

So - what do you need to live a good life?

The word 'cynic' comes to us from the Ancient Greek word kynikos (meaning "dog-like"), which was derived from kyon, meaning "dog". Diogenes believed - and taught - that we should limit ourselves as much as possible from resources, luxury, burdens, imposed expectations and morals. He was exiled for defacing currency, and then he settled in Athens and made a virtue of extreme poverty, famously living in a ceramic jar and begging. He rejected wealth, social conventions, and artificial desires, advocating instead for a life in accordance with raw nature. We are told that when Alexander the Great visited him and sought to grant him a request, Diogenes responded, 'step out of my sunlight'. Alexander is said to have responded, 'If I were not Alexander, I would seek to be Diogenes'.

It was a really rich conversation. I seldom get the chance to ask our students questions like; 'could you live without your phone? Your bed? Dessert? Your part-time job? A supermarket? Netflix? Your friends?' We went on. Aside from two slightly gung-ho boys who were confident they could happily live as hunter-gatherers, the overall consensus in the room was that we were NOT cynics. It is a really valuable point for our young people. If we cannot live without a streaming service, or constant connectivity, or the overwhelming choice of the supermarket, then what does it say about what we value, love and worship? At the same time though, living in a society means we obey cultural norms, seek to behave reciprocally and respectfully and, I would hope to a healthy degree, care about what others think about us.

So - is our conclusion that we need luxuries to live a good life? Diogenes certainly was positive that we eventually become entrapped by the impositions of wealth, society's expectations and what people thought of us, and how we should behave. In contrast, our Catholic witness sees the human person as a relational, embodied spirit, called to communion with God, others, and creation. In that sense, a good life requires grace, virtue, meaningful work, justice, and love, integrating faith and reason.

Our flourishing arises through discernment, solidarity, and care for the vulnerable, seeking holiness in everyday life daily. As my History club could probably attest, these things seem a better option than the path Diogenes chose - living in a large clay jar on a street, begging for food and choosing loneliness over community and connection.

Mr Chris Gabbett
College Principal

In between timetabling, College organisation and whatever else lands on my in-tray, I also really look forward to my Wellbeing lessons with Year 8. While in the process of planning for a lesson on positive thinking, I was made aware of a really interesting study at the University of Chicago.

An experiment conducted by Dr. Blaslotto demonstrated that mental visualisation and positive thinking can be almost as effective as physical practice for improving basketball free throw accuracy.

The Experiment: Participants were split into three groups to test free-throw improvements over a set period.

Group 1 (Physical Practice): Practiced free throws for an hour daily and improved by 24%.

Group 2 (Visualisation): Visualised making free throws (positive imagery) and improved by 23% without touching a ball.

Group 3 (No Practice): Did not practice or visualise, resulting in no improvement.

As you can imagine, this led to some really interesting discussion and debate in class – mostly around how this could possibly be the case? Can you just 'think' positively and get better? So I looked a bit deeper and tried to unearth WHY simple visualisation could be so effective.

Why It Works:

Mental Imagery: Visualising the perfect shot stimulates the same brain regions (the cerebellum) that are used during physical execution, strengthening neural pathways.
Positive Reinforcement: Similar studies suggest that combining mental visualisation with positive feedback (e.g., imagining success or hearing encouraging words) enhances self-confidence and reduces anxiety.
Breaking Down Steps: Focusing on visualising the specific, correct mechanics of a shot helps in building confidence and muscle memory

During our last assembly, Mr Albion talked of focusing on positives and being mindful of good things in students’ lives – something which is a current global focus with gratitude journals and positive mindset seminars and platforms everywhere. It’s a good thing. A positive thing to be positive, to think positively, to say and do positive things. As teachers and parents of young people, we can help instill good habits and processes that will enable this outlook.

Look to create environments in the home where your child can find the space and peace to visualise and reflect.
Be encouraging. Be purposeful and conscious in the language we use to and about our young people. It takes time to really tune in to positive reinforcement and praise so keep at it and most importantly, mean it.
If your young child is overwhelmed it’s probably because the picture is too big. Help them to break it down – one step at a time. Conquer that aspect, practice that aspect, visualise that aspect and then move on.

There have been LOTS of positive things happening at the College recently. We continue to have great sporting participation and success; many students represented the College at the recent Toowoomba Eisteddfod; the winter appeal is going great guns; students conducted themselves magnificently at the Irene McCormack Mass; students have been involved in chess, science and engineering challenges and leadership days. We (and they) have so much to be grateful for, so much to be proud and positive about.

As Oprah once said:

“If you can see it, if you believe it, you have the best chance of achieving it”

I'll leave you with Bing and the Andrew Sisters - have a listen and go into the weekend smiling - whatever the weather!

Ac-Cent-Tchu-Ate The Positive - Bing Crosby & The Andrews Sisters (Lyrics in Description)

Richard Coe
Deputy Principal

Each year, the Church in Australia honours Mary Help of Christians, our national Patroness, with a special feast day on 24 May. This celebration holds a unique and deeply meaningful place in our Catholic identity, inviting us to reflect on Mary’s loving intercession and her constant care for God’s people. This year, we celebrated the feast on Monday, 25 May due to the Feast of Pentecost on the 24 May.

The title Mary Help of Christians reminds us of the powerful role Mary plays in guiding and supporting us in times of need. Through her prayers, she helps us to confront sin, grow in virtue, and stand firm in our faith, even in the face of challenges or pressures that may draw us away from Christ.

The history of this feast is both inspiring and significant. In 1815, Pope Pius VII established the feast in thanksgiving after his release from imprisonment for 5 years under Napoleon Bonaparte. In his gratitude, he entrusted the Church to Mary’s protection, recognising her as a source of strength and hope in difficult times.

On the same year, Saint John Bosco was born, one of the greatest promoters of devotion to Mary Help of Christians. In just three years, from 1865 to 1868, he built and dedicated a Basilica to her in Valdocco (Turin). Above the high altar, commissioned by Don Bosco, there is a striking painting depicting her, the Help of Christians, wearing a red tunic and blue cloak holding the scepter of command in her right hand while holding the Child Jesus. Her figure, suspended on a cloud, is surrounded by the Apostles and Evangelists. The symbolism is clear: Mary is always present in the life of the Church, protecting it throughout the centuries.

Here in Australia, devotion to Mary Help of Christians grew under unique circumstances. In the early years of the colony, there were no Catholic priests, and therefore no opportunity for the faithful to gather for Mass. Despite this, the Catholic community remained strong. Families and individuals sustained their faith through prayer, especially the Rosary, turning to Mary as their source of comfort and unity.

In 1844, Australia became the first country in the world to officially place itself under the patronage of Mary Help of Christians. This decision reflects the deep trust early Catholics in Australia placed in Mary’s care—a trust that continues to inspire us today.

As a College community, this feast invites us to pause and consider how we, too, can turn to Mary in our daily lives. We encourage our families to take a moment to pray together, perhaps by saying a decade of the Rosary or a simple prayer asking for Mary’s guidance and protection.

May Mary Help of Christians continue to watch over our school, our families, and our nation, leading us always closer to her Son, Jesus.

Prayer

Almighty God, deepen in our hearts

our love of Mary Help of Christians.

Through her prayers and under her protection,

may the light of Christ shine over our land.

May Australia be granted harmony, justice and peace.

Grant wisdom to our leaders and integrity to our citizens.

Bless especially the men and women

of the Australian Defense Force and their families.

We ask this through Christ Our Lord. Amen.

Mary Help of Christians, pray for us.

Paula O'Rourke
Assistant Principal Mission & Identity

Our Year 2C students recently took us on an exciting journey through space during assembly, showcasing their learning about the solar system with confidence, enthusiasm, and impressive scientific knowledge.

The presentation began with a warm introduction, as students explained they had been exploring the wonders of space and were eager to share their favourite facts. From the very start, it was clear just how much they had learned!

Students explained that the Sun is a star—a giant, burning ball of gas that gives us light and heat. They shared that the Sun sits at the centre of our solar system, with all the planets orbiting around it due to its strong gravitational pull.

Year 2C confidently described how planets travel in fixed paths called orbits, and introduced the eight planets in our solar system. They also made an excellent distinction between the two groups of planets:

Rocky planets (the inner planets)
Gas giants (the outer planets)

Each planet was brought to life through clear and engaging explanations:

Mercury – The smallest planet and closest to the Sun, with extreme temperatures.
Venus – Covered in thick clouds and the hottest planet.
Earth – Our home, the only known planet with life and liquid water, spinning every 24 hours to create day and night.
Mars – The “red planet,” currently being explored by robotic rovers searching for signs of life.

Students continued their journey outward, sharing fascinating details about the gas giants:

Jupiter – The largest planet, home to the Great Red Spot storm.
Saturn – Famous for its beautiful rings and impressive number of moons.
Uranus – An icy planet that spins on its side.
Neptune – A windy, distant planet that takes 165 Earth years to orbit the Sun.

Students also explored Earth’s closest neighbour—the Moon. They explained how it reflects light from the Sun, orbits Earth as a natural satellite, and is covered in craters.

The class shared their understanding of the phases of the Moon, including waxing (growing) and waning (shrinking), demonstrating strong observational knowledge.

The assembly concluded with a heartfelt thank you from the students, who expressed their excitement about sharing their learning.

Year 2C should be incredibly proud of their efforts. Their clear explanations, growing scientific vocabulary, and confident delivery made this assembly both educational and engaging for all who attended.

Well done to our young astronomers—your curiosity and enthusiasm truly shone as brightly as the stars!

Natalie Adler
Assistant Principal Teaching & Learning

Our classrooms were buzzing with excitement as Year 3/ 4D students recently took us on an imaginative “trip around the world”—complete with celebrations, biomes, and a healthy dose of humour!

The presentation began with our confident student hosts, who quickly set the tone with a playful debate: were we exploring global ecosystems or attending a worldwide celebration? As it turns out… we did both!

Celebrations Across Cultures

Year 3 students proudly shared their learning about how people around the world celebrate and commemorate important events. Through engaging explanations, they highlighted the beauty of cultural diversity:

Diwali (India) – The Festival of Lights, celebrating family, joy, and dazzling displays of light.
Lunar New Year – A vibrant celebration featuring red clothing, dragon dances, and traditions that bring good luck.
Ramadan and Eid – A time of reflection and fasting, followed by joyful celebrations with food, family, and community.
Día de los Muertos (Mexico) – A meaningful celebration of life and remembrance.
Bastille Day (France) – Marked by fireworks and national pride.

Students concluded with a powerful message: across the globe, people come together to celebrate, connect, and find joy—reminding us that every culture has a reason to smile.

Exploring Earth’s Biomes (Year 4)

Not to be outdone, Year 4 students shifted our focus from celebrations to the natural world, introducing us to biomes—large regions defined by climate, soil, and living things.

Key highlights included:

Deserts – Hot, dry environments where plants and animals have developed remarkable survival adaptations.
Tundra – Cold, icy regions with permafrost (frozen soil) and uniquely resilient life forms.
Tropical Rainforests – Lush, humid ecosystems filled with layers of life: emergent, canopy, understory, and forest floor.

Students demonstrated impressive scientific vocabulary and understanding, explaining how living things adapt to thrive in these environments.

In a memorable moment, our hosts wondered: What if we had a party in a biome?

While this sparked some concern about “ecological balance,” the students cleverly concluded that learning about both cultures and environments helps us become more responsible global citizens. The idea of an eco-friendly celebration tied everything together beautifully—highlighting the importance of sustainability alongside cultural appreciation.

This engaging showcase was a wonderful example of collaboration, curiosity, and creativity across year levels. Students not only built knowledge in Humanities and Science but also developed confidence in speaking and presenting.

Thank you to our Year 3/4D students for taking us on such an entertaining and educational journey. We can’t wait to see where your learning takes you next!

Natalie Adler
Assistant Principal Teaching & Learning

Your official role at the College:

School Officer- Learning Support

What does a typical day really look like:

I spend my day working across both 6B and 3C classrooms, which I really enjoy! I mostly support small intervention groups, focusing on spelling, reading, handwriting, mathematics and English. I love spending time with the students, building positive relationships, and learning strategies that work best to support each student's learning and growth.

Secondary School attended:

Highfields State Secondary College

What do you like about working at Mary MacKillop?

Mary MacKillop has a welcoming and friendly environment created by all staff. The students are definitely the highlight of my day. I love hearing about what they've been up to, whether it's their weekend adventures or how they went in their sporting games.

What are your hobbies/Interests?

I enjoy all types of sports and physical activities, especially running. I love staying active and challenging myself.

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

I'm currently training to run my first marathon in August, so you’ll most likely spot me running around the local streets!

I am also completing my Master of Secondary Education (teaching HPE and Science). I have previously completed a Bachelor of Sport and Exercise Science and wanted to further my knowledge of education. A lot of my spare time is spent balancing study, assignments and marathon training!

How is your work related to the 6 Ps?

My role strongly reflects the 6 Ps through the support and encouragement I provide to students each day. I help students explore their possibilities by building confidence in their learning and encouraging them to achieve their personal best.

Perseverance is an important part of learning, and I enjoy supporting students as they work through challenges and celebrate their progress.

I bring passion to my role through my enthusiasm for education, health, and wellbeing, and I aim to create a positive and supportive environment for all students.

Practical Action is reflected in the hands-on support I provide in the classroom and intervention groups each day.

Partnership is also an important part of my role, as I work with teachers and students to support learning and growth.

Through the caring and faith-filled culture at Mary MacKillop Catholic College, prayer is woven into daily school life and helps create a strong sense of community and connection.

Our students recently took part in the League Stars Challenge Gala Day, where students from Years 3–6 demonstrated their skills, enthusiasm, and love of rugby league.

Four teams of students competed throughout the day in either league tag or tackle games, demonstrating impressive teamwork and sportsmanship. All students were eager to get out on the field for a high-energy day.

For the Year 5 and 6 tackle teams, the day kicked off with the boys taking part in some tackle-ready drills run by NRL representatives. These students were looking very professional in their new kit, as they ran on for their games. Both teams had a strong day on the field, showing skill and growing confidence with each game.

Year 3 and 4 students participated in league tag, with some students stepping onto a footy field for the very first time. It was fantastic to see these students giving it a go, building confidence, and embracing the challenge with enthusiasm.

The Year 5 and 6 girl’s league tag team had an impressive day, demonstrating excellent teamwork, communication, and determination.

Vibes were high across the fields all day. When students weren’t playing, they could be found on the sidelines cheering loudly for their peers, creating a strong sense of school spirit and support.

Across all year levels, the day was marked by passionate footy and excellent sportsmanship, with students showing respect for their teammates, opponents, and officials.

A huge thank you goes to the Year 12 students — Izzy, Tilly, Naz, Max, and Jonas — and parent helper, Andrew Muller who generously gave their time to coach, support and assist throughout the day. Your encouragement and leadership are greatly appreciated and made a big difference to the success of the day.

Thanks also to all the parents who came to support their child on the day. It was fabulous to have so many parents cheering from the sidelines!

We are incredibly proud of all students who participated and represented the College so positively. It was a wonderful day that reflected the strong passion students have for footy!