Compass No 753 - March 2025

When I was about school age (I’m not going to say in which grade I was in), I made a mistake that still sticks with me. As a part of a cohort activity on camp, the instructor got us all into playing a game of mass hide-and-seek around the camping grounds. It was a fun game, and I was determined to be the last one caught out. So, naturally, I tried to find the place on the grounds that no one would think to look.

I eventually settled on climbing on top of the roof of the cabins of the dormitory. It was a great spot. I could see the ‘spotters’ coming and going. I saw them spot other classmates and catch them out in their inferior hiding places. But they could not find me.

The game went on for quite a while, but eventually they sounded the siren to end the game. No one could find me. I had won.

So, victorious, I climbed back down from my hiding spot. On the climb down however, the gutter that I used to support my descent gave way a little and I accidentally broke a small section of it. No one was around and no one even knew that I had been on the roof. So, after the initial shock of it breaking, I ran back to join the rest of the group for our activities.

A few days later, the camp organiser addressed us at dinner. He mentioned that they discovered a broken gutter on a roof of one of the cabins…. My heart sank and I could feel my face getting red. The organiser (I can’t even remember his name now), called for whoever did it to own up.

I am not proud to say this, but in that moment, I did not own up to my mistake. For days, guilt gnawed at me.

Mistakes are part of being human. We all mess up and do things that we wish we never did. The question in life isn’t whether we’ll make mistakes; it’s actually how we will respond when we do.

2 Samuel 12:1-13 reminds me of my situation on camp, except for the fact that King David finds himself in a far more serious situation. After making a series of terrible choices, including trying to cover up his wrongdoing, David is confronted by someone for his actions. The prophet, Nathan, calls King David out on some of the mistakes that he had been making. Now, David could have denied everything or blamed someone else. He was, after all, the King. Instead, he simply says, “I have sinned against the Lord.”

David was a more honest and stronger person than I was back when I was on that school camp. The stakes were much higher for him (although at the time, as a primary school student, I thought that my life was over).

Owning our mistakes can be difficult for us to do. Trust me, I know this more than anyone. When we own up to what we have done wrong, it doesn’t take away the consequences of our actions, but it does allow us to start the healing process and is the first step to restoring whatever hurt or damage may have occurred. The story David reminds us that real strength isn’t found in pretending to be perfect—it’s found in the courage to admit when we’ve gotten it wrong.

And the good news is that God meets us with grace when we come to Him and are honest about what we have done. It can be tough, but it is in that moment that we can experience forgiveness, which is open to us all. God understands that we are human and will make mistakes. But His love and care for us is greater than any mistake that we have or ever will do. And that’s the greatest news that we can hear.

As for me and my hide-and-seek incident…. Let’s just say that embarrassingly, I am still searching for that camp organiser to apologise.

Mr Mark Hauser, College Chaplain

This week, our College proudly celebrated Harmony Week, aligning with our commitment to fostering a safe, inclusive, and connected school environment. As part of this, students from Year 3-12 participated in the annual Pacific As A Peace Place Audit, an important opportunity that amplifies student voice in shaping the safety and wellbeing of our community.

At this week’s Middle and Senior College assemblies, the Heads of Student Engagement highlighted the importance of this audit, reflecting on the 2024 areas of focus and the positive changes already implemented. One key area addressed was Senior College student bathroom facilities, an area raised through both the audit and the MMG Student Survey. In response, a Senior College student focus group, alongside Ms. Finter, collaborated on the design of improved facilities, with the final proposal now awaiting approval.

The College extends its gratitude to all students who have contributed their insights—both in celebrating progress and identifying areas for continued improvement. By actively listening to student voices, we ensure that Pacific remains a place of peace, safety, and belonging for all.

At Pacific, we are committed to fostering a community where friendship fires, mean-on-purpose behaviour, and bullying are not tolerated. Students are encouraged to be upstanders, not bystanders, and to report concerns to a trusted staff member, including their classroom teacher, PCG teacher, College Counsellors, Head of House, Mr Davis, Mr Kersnovske, Mr Farley, or Ms Finter. Through our 6-12 Personal Development, P-5 You Can Do It! Programs as part of the Pacific Way, students develop the language and strategies to strengthen their personal and social capabilities and develop skills in navigating and addressing their concerns. The programs equip students with the skills to build positive relationships, navigate conflicts, and repair and resolve breakdowns in friendships. And when challenges arise, a strong network of support across the College is always available to guide and assist.

We recognise that fostering a safe and supportive school environment is a shared responsibility between the College and families. Parents play a crucial role in reinforcing the values of kindness, respect, and standing up for others at home. To support this partnership, we encourage families to explore the SchoolTV article, located in My PLC on growing students to be upstanders: How to Bully-Proof Your Child’s Life. This resource provides valuable insights and strategies to empower students in navigating friendships, handling conflict, and confidently standing up against negative behaviours.

Together, as a community, we continue to grow a culture of respect, inclusion, and care, ensuring that Pacific remains a place where every student feels valued, safe, and supported. By listening, learning, and standing up for one another, we strengthen the harmony that makes our College a truly special place.

Ms Leigh Finter, Director of Student Engagement

As parents, we want our children to embrace challenges, learn from mistakes, and persist in the face of difficulties. A key factor in achieving this is helping them develop a growth mindset—the belief that abilities and intelligence can grow with effort, practice, and perseverance. In this week’s newsletter we are exploring how to develop a growth mindset through “App 2” of Harvard researcher Ron Ritchhart’s, 9 Apps for Parents which are simple yet impactful strategies to nurture a culture of thinking at home.

Growth Mindset vs. Fixed Mindset

Dr. Carol Dweck, a psychologist and researcher, identified the following two types of mindsets that shape how children view their abilities:

• Fixed Mindset – Children believe their intelligence, talents, or skills are set in stone. They might say, “I’m just not good at math” or “I’ll never be a good artist.” This mindset can cause them to avoid challenges and fear failure.

• Growth Mindset – Children understand that their abilities can improve with effort, strategies, and help from others. They might say, “I’m not good at this yet, but I can learn” or “If I keep practicing, I’ll get better.”

Encouraging a growth mindset helps children become resilient learners who are willing to take on challenges and persist when things get tough.

How to Foster a Growth Mindset at Home

1. Praise the Process, Not the Person

The way we praise our children has a big impact on their mindset.

Instead of saying: “You’re so smart!”

Try: “You worked really hard to solve that problem. I can see how much effort you put in.”

When we praise effort, persistence, and learning strategies, children understand that success comes from practice and dedication, not just natural ability.

2. Emphasize Learning and Improvement

Encourage your child to see mistakes as opportunities to grow. If they struggle with something, remind them:

• “You’re still learning this. What could you try next?”

• “Mistakes help your brain grow!”

• “Look at how much you’ve improved since you started.”

This helps them focus on progress rather than perfection.

3. Normalize Challenges and Setbacks

Let your child see that everyone faces challenges, even adults! Share stories about times you struggled and what you did to improve. For example, if your child finds reading difficult, you might say: “I remember when I found reading tricky too. I kept practicing, and it got easier. Let’s keep going together.”

4. Use the Power of “Yet”

Adding the word “yet” can change the way children view their abilities.

Instead of saying: “I can’t do this.”

Try: “I can’t do this yet, but I will keep trying.”

This small shift encourages persistence and reminds children that learning takes time.

5.  Encourage a Love of Learning

Ask questions that get your child thinking about what they learned, rather than just the outcome.

 Instead of asking, “Did you win?”

 try: “What was the most interesting thing you learned today?”

       “What strategy did you use to figure that out?”

This reinforces the idea that learning is a journey, not just about getting the right answer.

6. Model a Growth Mindset Yourself

Children learn by watching us. If we react to our own mistakes with frustration, they will too.

 Instead, try saying:

• “I made a mistake, but I’ll try again.”

•“This is challenging, but I’m learning from it.”

By modelling a growth mindset, you show your child how to approach challenges with confidence and resilience.

The Long-Term Benefits

Children with a growth mindset are more likely to:

• Take on challenges with confidence.
• Persist when things get tough.
• Develop resilience and problem-solving skills.
• See effort as the key to success.

By fostering a growth mindset at home, you’re setting your child up for a lifetime of learning and growth.

Let’s encourage our children to embrace challenges, celebrate effort, and believe in the power of “yet.”

Over the coming weeks, we’ll continue explore the 9 Apps for Parents, that offer a simple ways to enrich your child’s thinking at home. Let us know how this second strategy works for your family—we’d love to hear your experiences!

Mrs Sue Zweck, Head of Learning K-5

Well done to all students in Year 3, 5, 7 and 9 for a successful NAPLAN testing program. Our College students approached NAPLAN with a sense of calm purpose.

Mrs Sue Zweck, Head of Learning K-5 and Mrs Jo Belchamber, Head of Learning Middle College

The University Clinical Aptitude Test (or UCAT) - Medicine and Dentistry

Programs such as Dentistry and Medicine will require that that students sit the University Clinical Aptitude Test (or UCAT) before they can apply. Basically, it's a test that determines whether or not you have the right abilities and qualities to work as a doctor. Your UCAT results are used in combination with your academic results (and occasionally other test results) to determine whether you’ll progress to the next stage of applications (usually the interview stage) or receive an offer. The test runs for two hours and is computer-based. 

In 2025, there are four sections to the UCAT:

•          Verbal Reasoning

•          Decision Making

•          Quantitative Reasoning

•          Situational Judgement

Make sure you read the entry requirements for any course you're interested in to see if you'll need to take the UCAT, as you will need to sit it before applications close.

Important UCAT Dates

•          4th March - Bookings open

•          9th May - Concession application deadline

•          16th May - Booking deadline

•          30th May - Late booking deadline

•          6th June - Final late booking deadline

•          11th June - Cancellation deadline

•          1st July - Testing begins

•          5th August - Last testing date

•          Early September - Results delivered

Trade Taster Program – TAFE Qld

How it works

Trade Taster Programs deliver training to Year 10 students, one day per week for nine weeks. Students participate in units aligned to a specific area over the course of a school term, gaining a deeper understanding of a qualification that assists them in making an informed decision when choosing a TAFE at School course or continuing with further studies in the future. The fully funded Trade Taster Programs have been designed to fit around high school subjects, allowing students to get a head start on their learning journey while maintaining studies at school.

Outcomes

It is important to note that successfully completing this program will not give you a formal qualification or any Queensland Certificate of Education (QCE) credits. However after completing the Trade Taster Program you may want to continue your training with a pre-apprenticeship course or school-based apprenticeship and get a head start on your trade qualifications while you're still at school.

Eligibility criteria

To take part in the Trade Taster Program you must be a Year 10 student and be currently studying Maths and English at a Year 10 level. You must also be able to arrange travel to the relevant TAFE Queensland campus where the program is offered.

In order to apply you will also need to have a Unique Student Identifier (USI). Your USI is a reference number that creates a secure online record of your training and qualifications from recognised training providers in Australia. You can quickly and easily create your USI online. To create a USI visit the Australian Government’s Unique Student Identifier website.

What it costs

There is no cost to eligible students. The Trade Taster program is fully funded by the Queensland Government. The cost of completing your General Construction Induction Card is also subsided under this program and will not incur a fee for eligible students. Participation in this program will not exclude you from other government funding and initiatives.

Interested?

Click on the following link TAFEAPPLY and use the Application Code:TQEC25TT2

Makeup and Beauty Workshops – School Holidays Program April 2025 1 or 2 day option available

If you are a high school student who loves beauty therapy and wants to explore a career in this field, join us at The Beauty House Academy for our school holiday program. Our program is specially designed for Senior students and graduates who are considering further education in the beauty industry. You will learn the basics of beauty treatments, such as skincare, makeup, and nail art, and have fun with other students who share your passion.

Who can join?

Anyone over 14 years old who wants to learn essential beauty skills to explore a career.

Workshop Dates

• 10th, 11th, 16th, and 17th April 2025

• 3rd, 4th, 10th, and 11th July 2025

• 25th and 26th September 2025

Cost

• 2 day program: $299

• 1 day program: $249

You can register via the Link: School Holiday Programs - The Beauty House Academy

Mrs Veronica Sanmarco, Head of Career Development

Last week, we explored the importance of balancing screen time with real-life play to support child development. This week, we want to continue the conversation by focusing on another essential factor in raising confident, capable young people—providing them with age-appropriate risk, independence, and responsibility.

In today’s world, it’s natural to want to protect our children from harm. However, shielding them too much from challenges and risks can unintentionally hinder their ability to develop resilience, confidence, and important life skills. Research, including insights from The Anxious Generation by Jonathan Haidt, highlights that when children are given opportunities to navigate challenges on their own, they become more capable of handling stress, solving problems, and managing setbacks.

Why Risk and Independence Matter

Children need opportunities to take risks—not reckless risks, but manageable ones that help them learn about their own capabilities. Whether it’s climbing a tree, riding a bike to a friend’s house, or making their own lunch, these experiences teach important lessons about problem-solving, perseverance, and self-reliance.

When children are given responsibility, they develop a sense of competence and purpose. Completing chores, managing homework independently, or helping care for a younger sibling all contribute to their confidence in handling real-life situations.

The Long-Term Benefits

Encouraging independence and responsibility in small ways throughout childhood leads to:

· Greater resilience –Learning to cope with failure and setbacks rather than avoiding challenges.

· Increased confidence –Developing a belief in their abilities by overcoming difficulties on their own.

· Better decision-making skills –Learning to assess risks, think critically, and make sound choices.

· Stronger emotional regulation – Facing manageable stressors helps build coping skills for more significant challenges later in life.

How Can We Foster This?

•          Encourage problem-solving instead of rushing to fix things for them.

•          Give them responsibilities at home—cooking, cleaning, or taking care of a pet.

•          Allow them to manage their own schedules and commitments with guidance rather than control.

•          Let kids walk to school, ride their bikes, or explore the neighbourhood (where safe and age-appropriate).

•          Let them experience small failures so they can learn and grow from them.

By allowing our young people to take on age-appropriate risks and responsibilities, we are not only preparing them for adulthood but also helping them build confidence in their ability to navigate life’s challenges. Let’s give them the space to grow!

PLC Counselling Team

Mr Brendan Macaulay, Head of Student Support, Mrs Kelsie Munroe, Middle Years Counsellor and Mrs Sara Taverner, Learning Enrichment P -5 & Counsellor

Car Park Raffle for Term 2

For our Pacific families and in particular our Prep – Year 2 - it’s that time of Term again when we launch our raffle for the College’s most valued car space. Tickets are $20 to enter the raffle to secure this prime spot for Term 2.

Tickets go on sale Monday 24th March, to be drawn Tuesday 29th April. Buy tickets here or use the QR code.

Seeking a Secretary for the Executive Committee

 If you are interested or would like further information, please contact us by email.

Who are the Friends of Pacific?

Friends of Pacific is simply a group of people—mainly parents—who meet monthly to brainstorm ways to support everyone at Pacific Lutheran College and assist the College to grow and diversify to meet the our communities changing needs.

Our slogan sums it up perfectly: Connecting College and Community.

Friends of Pacific runs events and supports many school events with a focus on bringing people together and providing opportunities to celebrate with each other. Being part of a community and fostering relationships makes us feel as though we are part of something greater than ourselves. Strong ties and connections to the people around us are important for our wellbeing and being a volunteer is not only rewarding but is a great gift to others.

It’s important to note that Friends of Pacific’s success is a team effort. College staff, administration, sports teachers, parents, students, local members of parliament and past students/alumni and local businesses all play vital roles in helping us achieve our goals.  Friends of Pacific is about much more than fundraising. It’s about creating a welcoming environment where parents and carers can connect and collaborate to make PLC an exceptional College.

Email: fop@pacluth.qld.edu.au

Ms Jan Watman, Chairperson - Friends of Pacific

Sharing a common mission and ministry with Pacific Lutheran College

“Growing in faith and sharing God’s love with others”

Weekly worship services are held at 14 Bombala Terrace Caloundra at 9:00am. We are thankful that we can meet together each week for worship. As we do this, there are still physical distancing, and hygiene requirements we need to follow to ensure the health and safety of everyone in our community.

Our worship services are intergenerational with a blend of traditional and contemporary.

You’re welcome to follow us on Facebook and visit our Church webpage.

All are welcome at any of our services.

Pastor Ray Morris, St Mark’s Lutheran Church (0429 856 532 or lutherancaloundra@gmail.com)

March

12-21  NAPLAN

20        Installation of Pastor Mark Winter

25-27  P-5 Parent Conferences

25      PLC Learning Hub

26      Kids Lit Quiz

27      Yr 4-6 Gala Day

27-28  Yr 11 Retreat

31-2    Yr 5 Camp

 

April

31-2      Yr 5 Camp

2          Senior College Conferences

4          K-12 Chapel

4          Yr 3-12 Cross-Country

4          Term 1 Concludes