Draft Strategic Plan 2025-2029

I am pleased to share an update on the development of our Strategic Plan for 2025 - 2029. This five year plan will guide our decision making and shape our priorities. We will continue to work on the draft this term, with a final Strategic Plan to be shared with the school community in Semester 2.

Our four pillars in the draft plan are:

• Learning
• Community
• Environment
• Performance

Learning

Our core priority is to ensure learning and development for all students, staff and our wider community. 

Our commitment to learning is central to our commitment to providing outstanding opportunities to explore passions, develop talents and flourish throughout life. 

Our Anglican Identity cultivates leadership, service, social justice and mission and nurtures the development of compassionate and purpose driven people of good character.

We inspire the pursuit of individual excellence for all and empower students to pursue their unique learning pathways in life confidently. Our focus on providing a learning pathway from Prep to Year 12 will help to embed research based approaches to learning across our College.

Community

“It takes a village to raise a child.” At the heart of our success are our people – a thriving community with shared values that define who we are and how we act. Through responsible governance and management, we are committed to integrity, transparency, and alignment with our Anglican School Vocation, College Mission and Values.

With the growth and pride of the College reflected in our broader reputation and standing, our focus will be to support practices of community inclusion and participation.

As we look to establish and refine our programs to support learning and development for all, we will have a strong focus on strategic partnerships with universities and industry to drive improvement, innovation and outcomes.

Our support of learning across our Prep to Year 12 community will help to provide opportunities for our students to achieve beyond what they thought was possible.  The continued success and support for our global programs will help to expand horizons for our West Moreton Anglican College Community.

Environment

We know that equipping students for success in school life and beyond involves academic, physical, social, emotional and spiritual development. Our work to provide the optimal environment for students, staff and the wider community across our 38 hectare campus is of utmost importance.

The ongoing development of our site is well underway with the first phase of our 2040 Master Plan. The integration of the Student Hub, which will be operational by the middle of 2026, will fundamentally change how we work and interact with each other on a daily basis. The Student Hub will also unlock future development and growth opportunities across the College Heart.

Our focus on our Environment will also include the ongoing commitment to the learning and development environment of the College. We will be focused in our support of learning from Prep to Year 12, as we take advantage of our whole College connection. Our support for one another will be a key area of success in the culture across the College community.

The continued implementation and refinement of the WestMAC Way will help to ensure that we provide a strong focus on teaching and supporting the expected behaviours across West Moreton Anglican College – maintaining our high standards and high expectations.

Sustainability is one of the College’s values as part of our 2040 Master Plan. In particular, the development of increased energy generation capacity at the College and the implementation of environmentally sustainable solutions.

Performance

As our College continues to grow and thrive, one of our key challenges over the next five years is the optimal use of our resources. Our people and the opportunities we provide for them to develop and grow as professionals across the education sector will be of core importance to our future success.

West Moreton Anglican College will establish and implement programs and support to attract and retain the best talent to lead and guide our students for ongoing success.  The introduction of a supportive, developmental staff program aligned to annual goal setting, performance feedback and recognition will help to provide the structure to ensure long term staff engagement and wellbeing.

Student’s academic performance will be a core focus over the next five years, with opportunities for individual excellence maximised through the responsible allocation of resources across our College campus. We will strive to ensure that each student is able to pursue the pathway opportunities for ongoing success after completing their tenure at West Moreton Anglican College.

The continuation of the successful Kouzes and Posner “Leadership Challenge” Framework for our staff will be supplemented by the introduction of formal leadership development for our Student Leaders across the College.

-----------

I believe in keeping our school community involved and informed as our Strategic Plan takes shape, and so I hope this early look at our draft plan offers insight into the direction we are taking together. 

Andrew Peach
PRINCIPAL

In John 15, Jesus uses beautiful imagery to describe how God helps us grow: “I am the true vine, and my Father is the gardener. He cuts off every branch in me that bears no fruit… while every branch that does bear fruit he prunes so that it will be even more fruitful.” This is what we might call the Pruning Principle—the idea that growth often requires letting go.

I recently had the privilege of attending the biennial Anglican School’s Commission ASCent Conference held in Noosa. One of the keynote speakers was Dr Simon Breakspear, a globally recognised expert in educational leadership, change, and improvement, and author of the book, The Pruning Principle, a practical guide for achieving better outcomes without putting more pressure on staff and resources.

In both our work and personal lives, this principle challenges us to reflect on what might be holding us back: are there habits, commitments, or even mindsets that no longer serve us well? Pruning can feel like loss or disruption, but in truth, it’s an invitation to live more intentionally and fruitfully. It may mean creating space in our calendars, setting healthier boundaries, or letting go of things we do simply out of habit, not because they help us thrive.

Jesus doesn’t just talk about this principle, he lives it. He shows us how to trust God in seasons of change, and he reminds us that pruning is never punishment; it’s care. It’s the Gardener’s loving work in us, so that we may flourish.

I started by pruning the simple things, like unsubscribing to apps and mailing lists. It took a while, but it has been worth it. I also looked at the paid subscriptions I have accumulated and cancelled many of them. Most of which I had no time to read or watch anyway. All of this is pretty small stuff but has made a significant impact on my daily life.

Let’s face it, our lives are so busy, and it often feels like we are constantly adding more and more into our already heavy workloads and calendars. Having the wisdom to discern what to hold onto and the courage to release what we no longer need is empowering and liberating.

Another keynote speaker was former teacher and Christian Brother, Br Damien Price, who spoke about service learning, referring to St Teresa of Avila who said, “Christ has no hands except yours. No eyes. No feet – except yours! Yours are the eyes with which he looks compassion on the world. Christ has no body now but yours.”

Service is not just something we do; it’s who we are called to be. This means going beyond ticking boxes or doing good deeds for appearances. St Teresa invites to understand that when we serve others with compassion, humility, and sincerity, we become the living, breathing expression of Christ’s love in the world. And in the words of Br Damien, “what we do with our hearts affects the whole universe.” We need to live and breath the love of Christ, sharing with everyone we encounter.

Cup Noodle Drive for Rosies

Elizabeth Wigley in Year 3 is continuing her wonderful work with Rosies this year by running an instant noodle cup drive. Purchasing instant noodle cups may not impact our grocery budget but it means a lot to the hundreds of people in our own community who struggle to get a warm meal in their tummies.

Elizabeth is asking that next time you are buying some groceries, please throw a cup of noodles into the trolley to help those in need. Noodle donations can be dropped off at Junior School reception or at the Chapel any time before Friday June 6. 

Reverend Jane Marktosis

College Chaplain

Congratulations Middle Schoolers!

Our Middle School continues to achieve wonderful results across the three-Year levels in many facets of the College.

Firstly, the call was made early in the Term for students to join the ‘100 Club’. That is, 100 Middle School students to join the Junior and Senior School cohorts march in the annual ANZAC Ipswich Commemoration March. I am pleased to announce the 100 Club of staff and students was reached in 2025! Many students also attended local Services and family traditions for Anzac Day. All our students who engaged in some way at ANZAC Day demonstrated strong respect and appreciation for the significance of the occasion. Their presence reflected a deep sense of community, remembrance, and gratitude for the sacrifices made by Australian and New Zealand service members. The students participated with sincerity and reverence, contributing to a meaningful and reflective atmosphere. Staff and community members praised the turnout and the students’ respectful conduct. This strong attendance highlights the school’s commitment to honouring national traditions and fostering a culture of remembrance and civic responsibility among its students. Let us continue with this tradition in 2026!

Secondly, our Year 8 students recently participated in a Year 8 Geography excursion around Ipswich CBD area. The focus was for students to identify land use changes between precincts. The students demonstrated outstanding engagement and enthusiasm. Their insightful questions, teamwork, and curiosity were highly praised by both staff and peers. Well done Year 8s!

The success of the Year 8 students continues with their participation in an annual workshop from Your ChoiceZ. Presenters and staff from the College covered important adolescent topics that are useful for their journey through their teenage years. The visiting specialist commended their respectful behaviour, active participation, and thoughtful contributions during the session. These commendations reflect the students’ commitment to learning and their ability to apply classroom knowledge in real-world contexts. Their exemplary conduct and positive attitude have set a high standard for future excursions and learning opportunities. Congratulations to all students involved for representing their school with pride and excellence.

Our Year 9 students also show cased their pursuit of excellence. The Year 9 students participated with enthusiasm and maturity in the recent ‘Calling Ceremony’ for The Rite Journey, marking an important milestone in their personal development. The ceremony was a powerful and symbolic event, encouraging students to reflect on their growth and the journey ahead. Their respectful presence and thoughtful engagement were commended by staff and families in attendance. The students embraced the significance of the occasion, demonstrating readiness to take on new responsibilities and challenges. Well done Year 9s!

Congratulations also go to our Year 7 students. The Year 7 students showed great enthusiasm, resilience, and teamwork during their recent camp experience. They embraced every challenge with a positive attitude, from outdoor activities to team-building exercises, and supported one another throughout. Staff praised their willingness to step out of their comfort zones, try new things, and build strong connections with peers. The camp provided valuable opportunities for personal growth, independence, and the development of leadership skills. The students’ energy and cooperation made the camp a memorable and successful experience for all involved. Their efforts reflect a strong start to their secondary school journey. Well done Year 7s!

Finally, congratulations to the students who achieved 100% Commendable results across all criteria in their Term 1 report cards. This outstanding accomplishment reflects their consistent dedication, positive attitude, and strong work ethic in all areas of school life. Well done on an exceptional start to the school year!

John Chalvatzis

Head of Middle School

Subject Selection Information Evening 21 May 2025

Subject Selection Information Evening for all students currently in Years 7, 8 and 10 will be held in the Lostroh Centre on Wednesday 21 May 2025 as follows:

Year 7 into Year 8 2026 Subject Selection – 5.00pm to 5.45pm

The evening will begin with a 10 minute presentation outlining the structure for Year 8 students in 2026. Discussion with the relevant Leaders of Learning and staff will be available until 5.45pm.

Year 8 into Year 9 2026 Subject Selection – 6.00pm to 6.45pm

A 20 minute presentation will start the evening and the Leaders of Learning will be available for consultation at the back of the Lostroh Centre until 6.45pm.

Year 10 into Year 11 2026 Subject Selection – 7.00pm to 8.00pm

The evening will commence with a presentation for approximately 40 minutes on important things to remember. This will include aspects about ATAR and QCE. Following this presentation, the Leaders of Learning and relevant teaching staff will be available for consultation at display booths located at the back of the Lostroh Centre.

Students will receive a 2026 Curriculum Handbook prior to the evening to assist with their subject selection.

Individual Student Access Guides with login details will be emailed to Years 7, 8 and 10 students during the evening session so they can lodge their subject selections online.

Please be advised any students attending on the night are required to wear College uniform.

Please note Workplace Health and Safety Requirements:

• Stay at home if unwell or have a cough, fever, sore throat, fatigue or shortness of breath.

 Arrival and Parking:

• Please enter via the main foyer doors to the Lostroh Centre. Doors will open 15-20 minutes before the event.
• All internal College carparks will be open.

Departure:

• Guests are encouraged to depart the campus promptly.

If you have any questions regarding this event, please contact the Curriculum Office at srosentreter@wmac.com.au. 

Standing Together for Inclusion: IDAHOBIT and the Ongoing Need for LGBTQIA+ Advocacy

May 17 marks a powerful moment in history: the day in 1990 when the World Health Organization removed homosexuality from the International Classification of Diseases. Since then, this date has become known globally as IDAHOBIT – the International Day Against Homophobia, Biphobia, Interphobia, and Transphobia. Over thirty years later, it remains as relevant and necessary as ever.

While there has been progress, the reality is that LGBTQIA+ individuals still face discrimination, stigma, and exclusion in many parts of life – including at school. Recent research (AWEI, 2025) shows that fewer LGBTQIA+ Australians feel safe being out at work now than they did just a few years ago. In schools, the picture is similarly concerning. Two in three LGBTQIA+ young people report experiencing abuse related to their identity, and these students are six times more likely to experience depression compared to their peers.

This highlights a critical truth: schools can either be a source of stress and exclusion, or a safe haven of acceptance and support. In Australia, nearly 79% of LGBTQ+ young people have experienced suicidal thoughts, and almost half (47.3%) have attempted suicide at some point. The good news is that each of us has the power to make a difference.

Creating a visibly inclusive and supportive school environment not only affirms the identities of LGBTQIA+ students, but also improves mental health, boosts academic engagement, and fosters a sense of belonging. When school leaders and teachers use inclusive language, for example, incidents of harassment are significantly reduced – by as much as 50%.

So, what can we all do – as educators, students, and community members – to be allies?

Practical Steps to Support LGBTQIA+ Inclusion

1. Model Inclusive Language
   Words matter. Use terminology that respects and affirms diverse identities. This includes avoiding assumptions about gender and relationships – for instance, saying “partner” instead of “boyfriend” or “girlfriend” unless you know someone’s identity.
2. Respect Privacy
   Everyone deserves control over their identity. Avoid intrusive questions and never “out” someone without their consent.
3. Use Correct Pronouns
   Pronouns like he/him, she/her, and they/them are essential to respecting someone’s identity. Taking the time to learn and use someone’s correct pronouns makes a big difference.
4. Speak Up
   Being an ally sometimes means having uncomfortable conversations. Whether it’s challenging a harmful comment or standing beside a student facing discrimination, your voice matters – especially when others are silent.

Visibility Matters
Inclusion is not just about what we don’t allow – it’s about what we actively do. Schools that visibly support LGBTQIA+ inclusion send a clear message: you belong here.

A key strategy to lead by visibility is to respect and use pronouns, even when someone isn’t present. Introduce yourself with your pronouns, encouraging a culture where it’s safe for others to do the same.

By taking these simple, meaningful steps, we send a powerful message to our students: you are seen, you are respected, and you are supported.

Let’s use IDAHOBIT as a reminder of our shared responsibility to create a school community where all students – regardless of their identity – feel safe, valued, and empowered.

College Counsellors

Allison Flanagan
aflanagan@wmac.com.au

Tia Reardon
treardon@wmac.com.au

On Wednesday night, 7 May, the city of Ipswich came together to march in remembrance of the women and children who have lost their lives to domestic violence.

Hundreds gathered in Nicholas Street—women, men, and children—calling for justice and demanding an end to this crisis. There was a shared sense of grief, anger, and urgency as the community marched together for change.

As the march ended, the crowd fell silent. Candles were lit, glowing in memory of the lives taken—not as statistics, but as people with dreams, families, and futures stolen by violence. The vigil was a powerful reminder: in Australia, one woman is killed every week due to domestic violence. That is not okay. This must change.

We were honoured to be part of the event and to share our voices. Together, we spoke about the pain we’ve seen loved ones endure, and the silence that too often surrounds survivors—the shame, the blame, the question, “Why didn’t you just leave?” As Stephanie said, “They survived because they were lucky. But they shouldn’t have had to be lucky to survive in the first place.”

We shared our hope for a future where safety is a right, not a privilege. A future where survivors are heard and supported, abusers are held accountable, and prevention is the goal—not reaction.

We spoke about the importance of recognising red flags in relationships and the courage it takes to call them out. As Riley said, “We have to call out these red flags, even when it’s uncomfortable, even when it comes from someone we know. Because if we don’t, we allow it to grow. Prevention starts with truth.”

The night ended with a moving healing ceremony by The Native Network, where the names of those lost to domestic violence in 2024 were read aloud. Leaves were placed on an archway to symbolise each life, and people quietly reflected on the stories they heard.

We left feeling the impact this event had on our community—ready to acknowledge the problem and be part of the solution. As Riley said, “Because love shouldn’t have to hurt.”

Haydn Ryan, Riley McCormack and Stephanie Acton

Dear Parents and Guardians,

Our 2024 parent survey revealed that only 15% of our parent community feels well-informed about Generative AI and its implications for education. As technology continues to transform how our students learn and prepare for the future, we recognize the importance of building a shared understanding within our community.

I am pleased to introduce this new series of newsletter articles designed to educate and inform you about AI in education. Over the coming months, we'll explore various aspects of this rapidly evolving technology, empowering you to engage in meaningful conversations with your children about responsible AI use.

Our Series Will Cover:

In this first edition, we'll cover the basics of Generative AI. Future articles will explore:

• How students might use Generative AI
• The benefits of AI in education
• Concerns and limitations
• Our College Policy on AI use
• Developing AI literacy at home
• Balancing AI with independent thinking
• Spotting AI-generated content
• Future skills and workplace readiness
• Resources for ongoing support

What is Generative AI?

At its core, Generative AI refers to computer systems that can create new content—text, images, music, computer code or videos—that resemble what humans might produce. Unlike traditional computer programs that follow specific instructions, these AI systems learn patterns from vast amounts of existing content and can then generate original material based on what you ask for.

Think of it this way: a traditional search engine like Google finds existing information for you, while Generative AI creates new content based on your request. For example, you or your child could ask ChatGPT (a popular Generative AI tool) to ‘Write a poem about climate change in the style of Dr. Seuss.’ Within seconds, it would create an original poem that mimics Dr. Seuss's distinctive rhyming pattern and vocabulary while addressing environmental themes—something that doesn't exist anywhere else until that moment.

Key Terms to Know Include:

• Large Language Models (LLMs): These are the sophisticated AI systems (like ChatGPT, Claude, or Gemini) that power Generative AI tools. They've been trained on vast collections of text from books, articles, and websites to understand and generate human-like language.
• Prompts: These are the instructions or questions you give to Generative AI. The quality of what you get back depends on how clearly you express what you want. For instance, "Write an essay" will produce different results than "Write a 500-word persuasive essay about renewable energy for a 10th-grade science class."
• Hallucinations: This term refers to when AI systems present incorrect information as fact. Because these systems are trained to produce plausible-sounding content rather than retrieve verified information, they sometimes "make up" details that sound right but aren't accurate. This is why critical thinking skills remain essential when using these tools.

In my next article, I will explore specific ways students can use Generative AI tools for learning and how these applications might enhance education when used thoughtfully and ethically.

I welcome your questions and feedback on this series. Together, we can ensure our students develop the skills they need to responsibly navigate this innovative technology.

Warm regards,

Ian Hayne

Director of Professional Practice and Technology

Acknowledgement:

I used an Ai application called Claude to help me draft this article. I used the following prompts and then edited the response to ensure its accuracy and that it reflected my intention.

1. You are a school leader responsible for technology in curriculum and pedagogy. You need to educate parents about generative Ai. Create a list of topics that flow logically from one to the next to educate parents about what they want and need to know. Include ten topics in your list.
2. You are a school leader writing a newsletter article for parents. The topic is on Ai. Use a professional and friendly tone. Use active voice. Draft an article: start by referring to a 2024 parent survey that showed only 15% of parents felt well informed about Generative Ai and that this is the first in a series of articles designed to educate. Then explain that in this first edition we will go back to basics about what generative Ai is. In following articles I will: explain how students might use generative Ai; the benefits of Ai in education; concerns and limitations; our College Policy; developing Ai literacy at home; balancing Ai with independent thinking; spotting Ai generated content; future skills and workplace readiness and resources for ongoing support. In a new paragraph, use everyday language to explain what generative Ai is, provide some real-world examples such as using ChatGTP to write a poem about climate change in the style of Dr. Seuss, the difference between Ai and traditional search engines and define key terms such as Large Language Models, Prompts and Hallucinations.
3. Great start. How could you make this better?

We are already at Week 4 - Term 2 is flying!

In 2025, I am sharing bites of inspiration from Ted Lasso and the five challenges presented, so far, have been:

1. Courage is the willingness to try.
2. Winning is an attitude.
3. See the good in others.
4. Happiness is a Choice.
5. Optimists take more chances.

As we approach one of the many busy periods in Term 2, I challenge you to have confidence in yourself. Confidence in action involves proactive behaviours that may include taking charge and actively listening to others. It could also involves maintaining a positive body language (open posture, eye contact, and a purposeful stride). Confident people are known for avoiding excuses, embracing challenges, being open to feedback, and actively seeking opportunities for growth.

Important Date Change. Please note the following dates for the 2025 Interhouse Athletics Carnivals.

• Monday 9 June Secondary Athletics Extra events – during period 4, lunch and period 5
• Wednesday 11 June Middle School Athletics Carnival (full day)
• Thursday 12 June Prep – Year 2 Carnival – during Periods 1-3
• Thursday 12 June Year 3-6 Athletics extra events – during period 4, lunch and period 5
• Friday 13 June Junior School (3-6) Athletics Carnival (full day)
• Tuesday 17 June Senior School Athletics Carnival (full day)

Athletics nominations will be communicated via NEST and the College App in Week 5. Students must be nominated by the due date to participate in age champion athletics events.

2025 Musical – The Addams Family. We are pleased to see ticket sales going very well for the Musical. To avoid disappointment, please go to ipswichciviccentre.com.au to secure your seats. We look forward to sharing our kooky and fabulous production of The Addams Family.  

Pink Round on Saturday 17 May. A final reminder to about Pink Round on Saturday 17 May. We encourage all members of the WestMAC community to turn up in pink and support activities that are raising funds for the National Breast Cancer Foundation. Remember to wear pink on Saturday 17 May.

Congratulations go to:

• Dance Company who had a highly successful first eisteddfod at the Ipswich Combined Teachers Dance Eisteddfod,
• Photography Club and Mrs Dawson for outstanding results at the Marburg Show, and
• Our Year 6 Buroijin players, Mr Hogan, Mr Grant and Mrs Marsh for being wonderful ambassadors for our College at the inaugural MetWest First Nations Games Day.

Heath Del Favero

Director of Student Experiences

The Equestrian team has been exceptionally busy over the past few months, travelling to competitions across Queensland, including Pittsworth, Toowoomba, Warwick, Caboolture and the Gold Coast, all while earning vital qualifiers for the Interschool State Championships in June and July.

In March, several team members competed at the Glennie Dressage and Show Jumping competition. Notable achievements included:

• Kayla Moore – 5th in dressage
• Jordan Cain – 13th and 16th in show jumping
• Sienna Baird – 1st in show jumping, 13th in dressage
• Isla Cotton – 8th in show jumping
• Ava Steedman – 9th in show jumping
• Marissa Wilkins – 3rd in show jumping

April brought another busy stretch, with Marissa, Isla, Ava and Kayla travelling to Warwick, and Jordan, Marissa, Kayla, Isla and Karina Reeve-Johnson representing the school at the Fairholme competition in Toowoomba. Over the Easter holidays, Jordan, Kayla, Karina, Willa Boersma and Isla braved very wet grounds on the Gold Coast for the Robina State High School Show Jumping event, while Roxy Litzlow and Chloe Blair took part in the ANZAC Day Show Horse competition.

The SEQ Regional Championships, held over three days in early May at Caboolture, drew large numbers of riders and intense competition. Well done to the following students on their impressive results:

• Willa Boersma – Reserve Champion in Combined Training, Champion in show jumping
• Kayla Moore – 3rd in Combined Training, 3rd and 8th in dressage
• Isla Cotton – 8th in dressage
• Tamika Donald – Champion in dressage
• Chloe Blair – 1st in dressage
• Roxy Litzlow – 2nd and 3rd in Show Horse

Congratulations to all riders for their hard work and dedication and best of luck as you prepare for the upcoming State Championships.

Alison Sewell

Equestrian Coordinator

WestMAC Dance – Ipswich Combined Teachers Dance Festival Newsletter Article

On Thursday 1 May, Dance Company (Year 10-12) competed in their first eisteddfod of the year, the Ipswich Combined Teachers Dance Festival at the Ipswich Civic Centre. The team had a very successful day, with fantastic energy and team spirit displayed both on and off the stage..

The following outstanding results were achieved:

Grade 12 and Under High School Groups

• Jazz ‘Abracadabra’ - 1^stPlace
• Hip Hop ‘Juggernaut’ - 2^ndPlace
• Lyrical ‘Bitter Sweet Symphony’ - 2^ndPlace
• Contemporary ‘Pandora’- 2^nd Place
• Contemporary ‘Somebody That I Used to Know’ - 3^rd Place
• Entertainment ‘Mamma Mia’- 3^rd Place
• Student Choreography ‘Heads Will Roll’ - Highly Commended

Congratulations to all students involved. Dance Troupe will attend their first eisteddfod, the Brisbane Performing Arts Challenge, on Monday 2 June.

We wish them all the best!

Cassie Hoiberg

A/Leader of Learning - Dance Drama

The Addams Family

After a fantastic start to ticket sales for our incredible production of The Addams Family, tickets are now available to the general public! Help us spread the word by sharing the official social media posts from the College’s Facebook and Instagram pages with your family and friends. Let’s fill the theatre and give our students the opportunity to perform all four shows to packed audiences!

Get your tickets online now.

Term 2 Rehearsals

• Saturday 17 May, 12.30pm – 5.30pm
• Saturday 24 May, 12.30pm – 5.30pm
• Saturday 31 May, 12.30pm – 5.30pm
• Saturday 07 June, 12.30pm – 5.30pm
• Friday 13 June, 3.15 – 6pm (in lieu of Saturday)
• Saturday 21 June, 12.30pm – 5.30pm (will be going ahead)

Meet the Cast 

• Name: Layla Fulton
• Year: 12
• Character: Grandma
• Musical experience: First musical and first lead role

Q: What have you enjoyed about The Addams Family so far?

A: I’m really enjoying working with some new faces. I play a lot of sport, so I don’t usually cross over with the musical side as much. Music, acting and drama have always been a part of me, and I’ve always really enjoyed them. This production has given me the opportunity to let loose and explore my creative side.

Q: What has been a highlight?

A: Getting the professional photos and promotional material was really fun. I’ve really enjoyed blocking some of the scenes. I definitely prefer the acting over the singing! It’s been great connecting with people across the Middle and Senior School and getting to know lots of new faces. I’ve also loved celebrating many birthdays with them!

Q: Tell us a little bit about your character, Grandma.

A: Grandma is very truthful and honest—she’s not afraid to speak her mind. Some of her lines are really funny because they’re things people wouldn’t normally say in everyday conversation. I’ve really enjoyed connecting with her weird, unhinged side—that really resonates with me! Grandma’s role isn’t as pivotal as some of the leads, but she provides important comic relief in moments where the show needs to be lightened, especially when dealing with darker themes.

Q: What are you looking forward to in playing Grandma?

A: I’m really looking forward to wearing the costume—it’s very cool, and the hair looks great! I’m also excited for the scene with Pugsley and me, where we have a chat and he steals the acrimonium from my cart. I love some of the dance moves we get to pull off, and I get to put my own Grandma spin on it.

Q: What are some things you have done to prepare for the role of Grandma?

A: I’ve watched a few YouTube videos of the musical and studied other people who have played Grandma to see what they did—their voices and mannerisms really helped. That gave me an idea of how to change my voice to sound older. I’ve also had to adopt an old woman’s American accent.

Q: What is your favourite line that Grandma says?

A: “And when I break wind, I could start the windmills on an old Dutch painting” and “Full dis-clo, full dis-clo…, I just peed a little.”

Meet The Orchestra

• Name: Jasmine Feltham
• Year: 12
• Instrument: Cello
• Years playing instrument: 10 years
• Musical experience: Cello in Wicked (2021) and West Side Story (2023).

Q: What have you enjoyed about the musical orchestra so far?

A: I like that there aren’t a lot of students involved, so we all know each other. We’re like a little family.

Q: How does playing in a musical differ from other orchestral performances you’ve been part of?

A: The music is a lot more rhythmically and harmonically complex. We have to work together and rely on each other more. You have to watch the conductor really closely as it’s easier to get confused because there are so many repeated sections.

Q: How do you prepare for a musical, and what is the rehearsal process like for the orchestra?

A: Using Show Ready, a metronome and Mr Flottmann are really valuable in helping me prepare for rehearsals. We have weekly orchestral rehearsals which are separate from the cast. We come together with the cast 1 or 2 weeks before production week.

Q: Why have you chosen to be a part of the orchestra as opposed to being on stage in the cast?

A: I have chosen to be in the orchestra so I can contribute to something I love while playing to my strengths and staying within my comfort zone. Even though I’m not on stage, I can still contribute to the whole production and am still a part of the final product.

Q: Why should everyone come and see The Addams Family?

A: Everyone has put a lot of time and effort into this production. Musicals at WestMAC are always special and it will be a memorable experience for you and your family.

Tina Paliadelis

Leader of Learning - Music

In Week 6 of Term 1, Photography Club was launched. In our first meeting students began to learn about the functions of digital cameras. Throughout the following weeks we ventured about the College campus, putting our newly learned skills to use.

Over the Easter holiday break, the students selected several of their images to enter our first photography competition. On Saturday 10 May 2025, we were delighted to be informed that 7 of our students had been recognised for their photography at the Marburg Show.

Winning entry by Isla Doyle, Year 6. 

Congratulations to the following prize recipients: 

P&F NEWS - PINK ROUND & BAKE SALE THIS WEEKEND!

We’re getting ready for a big weekend with Pink Round happening this Saturday! Come along and show your support as our teams take to the field in pink to raise awareness for breast cancer.

We’re also holding a Bake Sale on the day and are seeking donations of home-baked or store-bought goodies. Sweet or savoury – all donations are appreciated and can be dropped off at the P&F tent on Saturday morning.

As always, we’d love to have more volunteers to help on the day. Whether you have 30 minutes or a couple of hours, every bit of help makes a difference.

Thank you for continuing to support our school community – we couldn’t do it without you!

See you on Saturday,
Your P&F Team

Uniform Shop Opening Times – School Days only

Please note that the Uniform Shop closes at 11am on Wednesday’s during Terms 2 & 3.

Blazer Pocket Embroidery

The cutoff dates for embroidery (pockets and hats) this term are: 

• Wednesday 21 May - back on Friday 30 May 2025
• Friday 20 June 2025 (last trading day of Term 2) – back at start of Term 3 

Second-hand Cut-off date

Please note that proceeds for secondhand items left at the Uniform Shop after Friday 6 June 2025 will be on Term 4 fees account (not Term 3 fees). Please ensure that any second-hand uniforms left for re-sale are:

• The current style.
• Clean and in good condition.
• Have no ink and/or paint marks, perspiration stains, holes, fading or broken zips.
• Have not been significantly shortened.

Unless a request for notification of rejected items is indicated on the “Second-hand Items” form, any unsatisfactory items received will be disposed of.

Gloves & Scarves 

Only plain navy scarves and gloves can be worn with a College uniform. The Uniform Shop sells plain navy scarves for $10 and gloves for $7.50. Supporter scarves are also available for $30.  

Lay- by

Uniforms can be placed on lay-by with a minimum 10% deposit. Items are at the prices current when placed on lay-by. Items can be exchanged or refunded after the lay-by has been collected if required.

Orders

If you are unable to visit the Uniform Shop during trading hours, we accept orders by Flexischool, phone, and email. Paid orders can be:

• collected from the Uniform Shop
• collected from sub-school receptions
• delivered to students in Prep to Year 6 

Glenda Boike

Uniform Shop Convenor

Phone: 07 3813 4533

Email: uniforms@wmac.com.au