Last week, our Junior School dazzled us with their concert, Iconic — a celebration of legendary music, themes, and places. Our youngest performers embraced the stage with lots of energy, and I must say some of the songs took me back.   

A heartfelt thank you goes to our Junior School staff for their creativity and commitment, and to our families for supporting the students so warmly on the night. It was truly an evening to remember.  A special mention to Michelle French whose vision continues to inspire our College community. 

This week, at our Middle and Senior Sub-Schools weekly assemblies, our students came together under the theme: Reconciliation WestMAC: 3 Schools; 3 Actions — It’s in our Hands. This was a student-led event which offered thoughtful reflections on the importance of reconciliation, respect, and building stronger relationships.  I was honoured to speak on the topic of ‘What Reconciliation is to me and why schools should take time to build relationships and acknowledge Reconciliation.’   

We are grateful to Phyllis Marsh, our Learning Innovator for Indigenous Perspectives, for her work in bringing these assemblies together. Thank you also to the students and staff who also assisted in creating such a meaningful program. 

Andrew Peach
Principal

Friendship Fires

At school, we often talk with students about the difference between friendship fires and being mean on purpose. A friendship fire happens when friends argue or have a disagreement, such as two children both wanting to be the leader of a game. These situations are common, usually short-lived, and can be worked through with support and problem-solving skills. Being mean on purpose; however, is when a child intentionally says or does something hurtful, like calling someone a nasty name to upset them. Unlike bullying, which involves repeated, targeted behaviour and a power imbalance, both friendship fires and one-off mean moments are usually isolated incidents that can be resolved with guidance and restorative conversations. For helpful resources to support these conversations at home, please visit the For Parents | URSTRONG where you can create a free account to access resources.

Not every act of meanness is bullying

By Michael Hawton, Child Psychologist (MAPS) and Parentshop founder.

One of our jobs is to help children and young people to interpret events proportionally. However, in recent times, I have seen a shift involving the wrong application of words like trauma, depression and bullying. When these very meaningful words are misused, their misuse can result in unwanted consequences. What might be the ‘unkind’ behaviour of another may, in fact, not be ‘bullying’. In this article we discuss the differences between unkindness and bullying – and how defining the two correctly can teach kids resilience and how to cope with conflict.

Anyone who spends a great deal of time with children or simply remembers their own childhood, would know that children can be downright mean. An experiment by Debra Pepler at York University brought together children from years 1 to 6 who were identified by their teachers as particularly aggressive or particularly non-aggressive. What the study found was that, on average, mean behaviour from the aggressive children was displayed every two minutes and, most revealingly, from the non-aggressive children every three minutes.

Conflict is unfortunately a part of life that we all deal with, no matter what age.

Bullying is, however, way more than that and can have serious and sometimes tragic consequences. Yet the term ‘bullying’ seems to be readily bandied around these days for all forms of ‘mean behaviour’.

According to ‘Bullying No Way’, the National Australian definition of bullying is:

“an ongoing misuse of power in relationships through repeated verbal, physical and/or social behaviour that causes physical and/or psychological harm. It can involve an individual or a group misusing their power over one or more persons. Bullying can happen in person or online, and it can be obvious (overt) or hidden (covert)… Single incidents and conflict or fights between equals, whether in person or online, are not defined as bullying”. 

The key terms in the definition of bullying is ‘misuse of power’ and ‘repeated’. The key terms in the definition of what is not bullying is ‘between equals’ and while conflicts or mean and hurtful behaviour may upset a child tremendously, by labelling the mean behaviour ‘bullying’ we may be disempowering children.

It is important for children to understand the difference between someone being insensitive or mean and what constitutes bullying behaviour because being able to successfully resolve and navigate these situations is a huge step in their emotional growth and maturity. If the situation is deemed to be simply mean or hurtful behaviour it is important not to over-play this through misleading terminology (ie bullying) and offer ways for the child to address and resolve this themselves.

Teacher and writer Braden Bell spoke in his article for the Washington Post about his own personal experience when hearing about one of his children experiencing negative and disparaging remarks from a co-worker. His initial fury led him to a biased judgement, defining the perpetrator as a bully but when he eventually calmed down, he realised it did not fit the definition (it was offensive behaviour but not bullying) and so he talked with his wife and then teenager to find a viable coping solution, which worked out in the end. A way parents can assist with this is by first acknowledging the mean behaviour, e.g., ‘that was mean/rude/unkind of her/him’ and then, as Bell suggests, prompting the child to seek some form of resolution or solution by asking ‘“What are your choices?” And, as a follow-up, “What are the likely outcomes of those choices?”.   This may not be easy because of heightened emotions and the initial responses may not be great.

Parents who react too defensively for their child at every negative encounter with their child’s peers may be doing more harm than good. In later years the child may not have the necessary tools to independently handle conflict and may feel ‘victimised’ in situations that don’t go their way, potentially causing social engagement and relationship difficulties in later life.

Further in her article in Psychology Today, Eileen Kennedy-Moore, wrote:

… calling every act of meanness bullying sends an unhealthy message: It says to kids, ‘You’re fragile. You can’t handle it if anyone is even slightly unkind to you.’  As these children grow older, they demonstrate less resilience, sometimes publicly. The kids got more easily and deeply upset about perceived offenses, including situations that were unpleasant, but weren’t really bullying. Beyond stunting their emotional maturity, their heightened reactions had negative social consequences, as peers responded by disengaging from them.

By defining the behaviour correctly, we are encouraging our kids to assess and respond in a way that with long term practice, creates resiliency and emotional maturity.

Michael Hawton is founder of Parentshop, providing education and resources for parents and industry professionals working with children. He has authored two books on child behaviour management: Talk Less Listen More and Engaging Adolescents. You can find more information, including his books and self-paced online parenting courses at https://www.parentshop.com.au/parent-courses/

Kirsten Mullan 
Head of Junior School

Reconciliation as a Daily Action

On Tuesday, the Middle and Senior School students gathered at the Chapel for a Worship Service and Assembly dedicated to reconciliation. We reflected on what it truly means to live lives shaped by reconciliation. While reconciliation can be spoken about on a large scale, we were reminded that it also begins with the small, daily choices we make in our relationships with one another.

The event encouraged us to see reconciliation not just as a moment, but as a process. One that requires honesty, forgiveness, and patience. It is about choosing to let go of grudges, offering kindness where there has been hurt, and rebuilding trust where it has been broken.

Through prayer, Scripture, and song, we reflected on how reconciliation mirrors the love God shows us: a love that forgives, restores, and calls us to do the same. Students were invited to consider what it might look like to be reconciling people in their families, friendships, and classrooms, practicing forgiveness, extending grace, and seeking peace in everyday life.

As a community, we continue to pray for the courage to live as people of reconciliation, creating an environment where forgiveness, compassion, and love can flourish daily.

Hope Given Partnership

Our college is proud to partner with Hope Given, an organisation dedicated to supporting those trying to rebuild their lives after experiencing and fleeing the hardships of domestic violence. Through this partnership, we have been able to extend the values of compassion and service that lie at the heart of our college community. 

Sincere thanks to all families, students, and staff who have generously contributed donations so far. Your kindness is already making a tangible difference in the lives of those who need it most.

This is an ongoing initiative, and we warmly welcome continued donations to help provide essential items and support. Every contribution, no matter how small, is a step toward offering dignity, hope, and encouragement to others.

Together, we can ensure that our partnership with Hope Given continues to grow, and that our college community plays an active role in shaping a more caring and compassionate world.

Through our focus on reconciliation this week, and our ongoing contribution to those in need, we are reminded that reconciliation and generosity go hand in hand. Both call us to look beyond ourselves to forgive, to restore, to give, and to share. Whether it’s through daily acts of kindness and forgiveness, or through the practical support offered to families in need, we are living out our call to be a community shaped by compassion and hope.

Many blessings,

Reverend Jane Markotsis
College Chaplain

Last week our College community came together to take a united stand against bullying as part of the national Bullying No Way - National Week of Action. Across the College, each sub-school acknowledged the day through various activities that highlighted the importance of kindness, respect and creating a safe and supportive environment for all.

Many staff showed their support by wearing this year’s Bullying No Way theme – Be kind. Be bold. Speak up. on purple shirts, while others joined in by proudly wearing a dash of purple to reinforce the day’s message of standing together against bullying.

In the Senior School, the Sno Cone fundraiser proved to be a popular way of combining fun with a powerful cause. Thanks to the generosity of our community $204 was raised for the Dolly’s Dream Foundation, an organisation dedicated to changing the culture of bullying through education, kindness and compassion.

Bullying No way Day was a reminder that everyone has a part to play in fostering a culture of care at our College. Thank you to all students, staff, and families for your continued support in making our school a place where every person feels safe, valued and respected.

Belinda McLaurin
Student Safety & Wellbeing Officer (Senior School)

Four Future Problem Solving [F.P.S] Teams (Year 7, 8, 9 and 10) have been preparing assiduously for this week’s Qualifying Challenge on the topic of Agricultural Industry.

After G.A.T.E. lessons in Semester 1 focused on whole-class collaboration on F.P.S. practice problems addressing Food Security and Rising Sea Levels, students were nominated to be part of the qualifying teams. The teams are:

Year 7
Harrison Jones
Elisa Robin
Annabel Truelock
Dominic Vesely

Year 8
Annabel Christensen
Lacey Frost
Flynn Hansen
Henry Teakle

Year 9
Declan Bendeich
Oliver Prickett
Marceline Smith
William Stroud

Year 10
Xavier Jennings
Ashley Jones
Annika Kolomeitz
Hayden Philp
Riley Thorpe

The teams are provided with a 2 hour window in which they must complete 6 steps after analysing and interpreting a ‘Future Scene’ set 30 to 40 years in the future. The students have fully embraced the opportunity to develop the cognitive and ‘soft’ skills demanded by this challenge, and that are essential for our young people to navigate their futures proficiently. Some of these skills include creativity, collaboration, communication, classification, justification, prioritization and considering issues from multiple perspectives, in order to solve problems and make decisions together in an informed and ethical manner. Once their submissions have been evaluated by external judges, they will learn if they have qualified for the Future Problem Solving National Championship to be held in November. No matter the results, these students have demonstrated commitment, enthusiasm, intelligence and cognitive resilience through engaging in this program. Well done!

Sharee Verdon 
Learning Enrichment Teacher 

National Science Week 2025 is here, and WestMAC is proud to be celebrating this year’s theme, “Decoding the Universe.” Throughout the week, our students will have opportunities to engage in fun, inspiring, and thought-provoking science activities that showcase the power of curiosity and discovery.

Alumni in STEM Careers

As part of our celebrations, we are proud to highlight the journeys of our WestMAC alumni who have pursued careers in Science, Technology, Engineering and Mathematics (STEM). From biomedical research to aerospace engineering, these stories show the many exciting directions a passion for science can take. Their profiles demonstrate how the foundations built here at WestMAC can open doors to the wider world.  You can view their stories in the Claridge Centre library, in the Senior School Flex, outside Science classrooms or online here.  

Junior School Colouring Competition

For our youngest scientists, the Junior School Colouring Competition invites students to explore the theme “Decoding the Universe” through creativity. Colouring pages can be collected from the Junior School Reception, and all entries must be returned by Friday 22 August, 2025. There are prizes to be won, so students are encouraged to let their imaginations shine.

MechMayhem – QUT Aerospace society workshop

On Monday afternoon, the STEM Club students worked with members of the QUT Aerospace Society to learn more about coding and building their battle bots. The battle bots that are being designed and constructed will be pit against bots from other schools in the Mech Mayhem challenge in October this year. One of the mentors was alumnus, Kieran Wagstaff, class of 2018. His story can be found in the Science Week profile booklet.

AVISTA Schools Roadshow

On Tuesday , students in Years 7–12 had the opportunity to take part in the AVISTA Schools Roadshow. This travelling science showcase brings cutting-edge demonstrations and interactive presentations straight to WestMAC, inspiring students to think critically about the universe around them. This show explored:

• Flight and aviation
• Rockets and propulsion systems
• Autonomous systems and situational awareness
• The importance of STEM
• Pathways into defence industry careers.

Pam Burt
Leader of Learning - Science

We're excited to announce that this week is Book Week! This annual celebration is dedicated to fostering a love for reading among school students. We invite you to join us in promoting the joy of recreational reading, which plays a vital role in your child's academic and personal growth.

Why Recreational Reading Matters:

• Academic Excellence: Improves vocabulary, comprehension and critical thinking skills, leading to better grades across subjects.
• Empathy and Understanding: Exposes students to diverse perspectives, cultures and experiences, enriching their emotional intelligence.
• Stress Relief and Well-being: Provides a healthy escape, reducing stress and anxiety while promoting relaxation.
• Future Success: Develops a lifelong learning habit, essential for university, career and personal fulfillment.

Book Week Highlights:

• Author Talks – next Thursday 28 August, Carla Salmon, author of We saw what you started, will be addressing the Year 7-9 cohorts and running creative writing workshops for some Years 7-11 students.
• Book Week parade: The annual event where Junior School students can dress up as their favourite book character will occur this Thursday 21 August in the Lostroh Centre, with a family picnic afterwards. There will also be a Book Week Boogie for the Junior School students to dance their hearts away on Thursday at lunch.

How You Can Support Book Week:

• Encourage your child to participate in Book Week activities
• Discuss their reading interests and recommendations
• Share books that you loved as a child and how reading has positively impacted your life
• Model recreational reading yourself, as your child often mirrors your habits

Thank you for your continued support. Let's inspire a love for reading in our students together!

Claire Whiting
Knowledge & Learning Resources Manager

On Wednesday 6 August, the WestMAC Dance Troupe and Dance Company proudly represented the College at the QUOTA Beenleigh Dance Eisteddfod. This final competition of the year was a fantastic opportunity for our students to showcase their talent, teamwork and dedication, while highlighting the strength of WestMAC’s extracurricular dance program.

Dance Troupe Results

• Grade 9 & Under Hip Hop – 1^st Place
• Grade 9 & Under Lyrical – 2^nd Place
• Grade 9 & Under Any Other Style (Musical Theatre) – 2^nd Place
• Grade 9 & Under Jazz – Highly Commended

Dance Company Results

• Grade 12 & Under Hip Hop – 1^st Place
• Grade 12 & Under Jazz – 2^nd Place
• Grade 12 & Under Contemporary – 3^rd Place
• Grade 12 & Under Any Other Style (Musical Theatre) – 3^rd Place
• Grade 12 & Under Lyrical – Highly Commended
• Grade 12 & Under Student Choreography – Highly Commended

With the 2025 eisteddfod season now complete, our students have turned their focus to preparing for the upcoming WestMAC Dance Concert, held at the Ipswich Civic Centre on Saturday 18 October. Audiences can look forward to an evening of diverse and dynamic routines that celebrate our students and their achievements.

Ticket sales will be released in the coming weeks, and we encourage the school community to join us in celebrating the hard work of our dancers for the final time in 2025.

Cassie Hoiberg
Leader of Learning - Dance Drama

Uniform Shop Opening Times – School Days only

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

The Uniform Shop will:

- Open on the Pupil Free Day - Friday 5 September 2025 from 7.30am to 3.30pm

- Closed for Term 3 school holidays from 3.30pm Friday 19 September to 7.30am on Wednesday 8 October 2025

Items out of Stock

The following items are out of stock until next year:

• Scarves
• Size 10, 12 and 16 jumpers
• Size 82 and 87 trousers

Blazers Pocket Embroidery

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

• Wednesday 3 September 2025 – back Friday 12 September 2025
• Friday19 September (last trading day of Term 3) – back at start of Term 4

Please note that due to time restraints, only Year 12 pockets will be embroidered during Term 4 2025.

If you would like your pocket sewn onto your blazer in Term 3, please bring your blazer to the Uniform Shop on a Monday or Friday (not Wednesday) at First Break. Your blazer will be ready for you to collect at Second Break on the same day. The cost to sew on a pocket is $15.00.

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