Schools are empty places without students and those on campus notice how the buildings echo without the noisy chatter and student laughter. As I write this newsletter, I anticipate the return of our students and excited babble of conversations, with the occasional outcry of delight, when something funny has happened.  

Going back to school after this (extra) long break can be an anxious time for a child. New classes, new teachers, and new students, along with the increased uncertainty of the pandemic all have the potential to mount and create fear of the unknown. There are a range of strategies that may help you and your child work through the start of the new school year and lead to a more positive experience. Letting your child know that you appreciate and understand that they may be anxious about the return to school is an important validation for your child and helps them feel safe and secure.

Further to my anticipation of the return to campus by students to our Early Learning Centre, Junior and Senior Schools, I am interested in the global research relating to the impact of COVID-19 teaching. As educators, this research can build our knowledge and help shape our teaching more broadly as a school. Notably, the research shares anguished stories of the obvious effects of lockdowns, mask wearing, and physical distancing on the social and emotional wellbeing of children and teenagers.

Last year’s extended lockdowns and consequential remote learning programs in the southern states highlighted (for some students) negative and strong emotions of anxiety, frustration, motivation and boredom. Media reports presented an emerging mental health crisis in both young people and adults.  Professor John Hattie, a leading educational researcher, presents an interesting study of the impact of COVID-19 in schools, through his paper ‘An Ode to Expertise: What have we learnt from COVID and how can we apply our new learning’.

From the meta-analysis of the global research, Hattie found that relative to the starting point, average depression scores increased, while wellbeing decreased during a lockdown. On previous occasions, students have “snapped” back to pre-COVID-19 levels when students returned to campus after lockdown. It will be important that we ascertain the level of wellbeing for our students upon their return to school this week. With Year 12 exams scheduled for Week 5, we know that providing strong academic care and emotional support is critical for making sure the students are feeling okay as they approach their mid-term assessment. According to Hattie, a study revealing the effects of adolescents’ feelings of isolation before and during COVID-19 learning, showed that they were not overly concerned with COVID-19 impacts on their education or their health, but their major concern was primarily about friendships.

This research parallels with my conversations with our School Captain and Vice-Captain at our (online) meeting last Friday. Odevnie P (12D), Mary-Elise G (12O) and Geena P (12D) checked in with students in other year levels to chat about how they were managing the online learning experience. Consistently, the younger students relayed how much they were looking forward to seeing their friends, and that adopting a learning mindset was proving to be a challenge.

So, there is a sense of joy about returning to campus to make those social connections, and also returning to partake in the co-curricular activities.  There are so many benefits to be derived from the social interactions that happen through playing sport, Choral Festival rehearsals, or playing in an orchestra. Ultimately, our co-curricular life creates that feeling of belonging, as well as doing wonders for social and emotional wellbeing.

At Somerville House, we remain cognisant of the academic impact of COVID-19 learning and I look forward to sharing more of Hattie’s findings in future editions of The Honour Roll.  A commonly shared perspective contends that we have been resilient as a nation throughout seasonal disasters of fires, cyclones and floods, but through it all, we remain solution-focussed and keen to look out for and help each other. In speaking about teachers in his article Ode to their Expertise, Hattie advocates to all communities to 

On behalf of all students, I extend thanks to our academic and support staff for all they have done over the first two weeks of this year to activate the Somerville@HOME program.

I wish all families a great start to the return to campus this week.

Mrs Kim Kiepe
Principal

Acknowledgments: 
Anxious Kids, 2019, by Michael Grosser and Dr Jodi Richardson
‘An Ode to Expertise: What have we learnt from COVID teaching and how can we apply our new learning?’, 2021, Paper presented by Professor John Hattie at the Victorian Education State Principals Conference

We are excited to have as many students as possible join us on campus again this week. After such an unusual start, your children might be feeling a little differently than they normally would at the commencement of a school year, particularly since many students have been learning online for a period. Some have found it easier to engage in online classes after the summer break than others, who have found it hard to leave the carefree days of the summer behind.

If your child has been feeling anxious, listen to their concerns and validate this feeling to help them feel safe and secure. It is normal to feel this way when facing an unfamiliar situation. Anxiety, when experienced at the right levels, helps us to be alert to our surroundings and respond more rapidly, allowing us to perform at our best.

Discuss the day with your child, focussing on the positives. If she expresses a concern, listen and ask open-ended questions to help her to think of strategies and solutions herself. Empowering your child in this way, rather than solving the problem for her promotes independence and builds confidence. Reassure them that they will soon feel comfortable in their new surroundings.

Ensure that conversations in the household are open-ended regarding your expectations of your child during this year, particularly academic ones. Students who are feeling anxious at this time are using a lot of energy working through the change and may need some more down time at this point in the year. Setting goals and priorities for the year can occur in the coming weeks.

The long break and the uncertainty that comes with the current pandemic and what to expect in the future has taken a toll on parents as well. You need to ensure that you have a break and care for your own wellbeing if you are going to be the calm, positive carer your child needs. Flexibility is going to be a necessity in the coming months, and you will need to ensure that you maintain your resilience as you care for your child and your family.

Mrs Jo Matherson
Deputy Principal

The fact that words exist fascinates me. For centuries philosophers have discussed whether signs or references we use to communicate are real or metaphysical. The influence of words is so immense. Their meaning and purpose is impossible to ignore. As the Swiss-Franciscan educator Girad said, 'By words we learn thoughts, and by thoughts we learn life.'

In the same way, ancient cultures have always respected the significance of words, even placing them at the very beginning of time and creation. For example, in Genesis 1 we read that God is a God who communicates, names things and speaks the real into existence.

And so ancient cultures point to a profound connection between words, sound and the very nature of existence and reality itself.

In Christianity, words are much more than an idea, concept or sign. In the reading above from John 1:1 the author reduces all words to 'The Word' at the beginning of time. John says this 'Word' (logos) is also with God, and is God. Later, John goes further and says 

Who or what is this 'Word'? John's answer is profound. He says that God's communication or 'Word' (logos) is a person, Jesus.

Consequently in Christianity, the ultimate communication and truth from God to us is not an idea, teaching, or concept but rather, a person - Jesus Christ.

This profound truth sits at the very heart of Christian spirituality, thought and discipleship. But how are we to understand it?  When Jesus asked Peter if he was giving up and leaving, Peter simply said,

Mr Ian Loom
Associate Chaplain

Grit separates high-end achievers from the average. If two people have the same IQ, background, potential and skill levels, the one with more grit is most likely to be more successful. This is the essence of Angela Duckworth’s life’s work. Angela Duckworth is a research professor at the University of Pennsylvania who speaks about falling down three times and getting up four.  She found that determination, perseverance and resilience are more important than talent in achieving a high-level of success.

As a teacher, some of my most memorable moments have been with students who simply never gave up. One student with dyslexia, was not going to let this define her.  She worked hard to organise herself, set SMART goals and reviewed these regularly, listened and tried strategies until she found those that served her best and with humility approached others for help. She won a university medal.

Angela Duckworth’s TED talk is the among the most viewed of all time. At just over six minutes, it is worth watching. It may help frame how you approach your children, language and expectations. It may help your children understand the importance of effort. Duckworth says, "Effort counts twice." Of course, it is easier when you are passionate about the project, subject or task. Setting goals helps – interim goals, medium-term and long-term goals. Passion is sometimes not developed at first.  It is sometimes the most difficult things to master that develop into a passion.  Angela Duckworth recommends students participate in co-curricular activities and persisting in them to develop the skills.

Here are her tips:

1. Find something that interests you and practise, practise, practise. 
2. You need a purpose. Set your goals and reasons for your goals – 'to help others' etc.
3. Try to engage others in your gritty efforts, role model and encourage others to persist with those things that may not be that easy. 

All the best this week of on-campus learning.  We wish everyone a great week exploring their passions and purpose, and most of all, connecting with one another – from a distance of course. 

Mrs Julie Brunckhorst
Dean of Student Wellbeing

One of the presents under the Christmas tree this year filled me with a mixture of fear and dread. Our nearly twelve-year-old was keen to learn how to sew, and so it was that a basic sewing machine found its way into our home. 

Not having touched a sewing machine since my own days as a relatively reluctant Year 8 Home Economics student, (I vaguely recall the calico tote bag we laboured on for an entire term of afternoon doubles with Mrs Miller), I had some concerns as to how this whole sewing thing would pan out; I was keener to explore options for sewing lessons and professional outsourcing. I imagined Saturday mornings at the local haberdashery shop, perfectly turned out pencil cases, the art of zipping made professional.

MMMmmm, no, Miss 12 had other ideas. The conversation went something like this:

And so it was that our New Year’s trip to Spotlight became an exercise in understanding my own perfectionist tendencies and a reminder that, when these are kept in check, real growth and learning can happen.  In The School of Wellbeing podcast series, clinical psychologist Jennifer Kemp explains, in her work with clients whose perfectionist tendencies are holding them back, she challenges them to deliberately send a text message with spelling mistakes in it. 

Dr Kemp further explores how perfectionist character traits are sometimes rewarded; the more I labour over the perfect word choice, the higher my result will be, but they do not set our children up to be resilient risk-takers who are comfortable with things not always working out perfectly.  In a school year that has begun with great change and uncertainly, it is especially important that we model being accepting of flaws, imperfections and some messy thinking and doing.

So it was that we embarked on a summer holidays of imperfect sewing and I realised, as I watched scrunchies evolve into the challenges of puppy bandanas, pillow cases and  pencil cases, that imperfection can lead to some amazing learning.  Had I insisted on sewing lessons, perfectly turned out corners, matching thread and material, then I highly doubt this ‘have a go’ approach would have yielded such joy and perfectly imperfect outcomes.

Mrs Kathryn Emtage
Associate Dean Wellbeing

Acknowledgement:
podcasts.apple.com/au/podcast/tsow-13-the-patterns-of-perfectionismwith-jennifer-kemp/id1586749038?i=1000545190338

Please join us in conversation with the CEO and Founder of Safe on Social, Kirra Pendergast, as she speaks about cyber safety and what schools and parents can do to ensure our children are using the internet to do the things they enjoy and keep them safe at the same time.  Kirra will discuss a range of topics for parents including online safety and social media. There will be an opportunity for parents to ask questions during the presentation.

When: 6.00pm to 7.00pm on Thursday 17 February

How: The link to join the workshop will be communicated to all parents via SomerLink.

We look forward to partnering with Safe on Social.  Senior Year students, as well  Years 4 to 6  students will participate in Safe on Social workshops across Thursday 17 February and Friday 18 February.

For more information about Safe on Social, please click here.

Although the Somerville@HOME program last week provided wonderful opportunities for learning and connection with teachers and classmates, nothing beats the joy of welcoming students as they returned to the School campus this week. It was fantastic to see familiar and new faces, feel the ‘vibe’, and return to the business not only of teaching and learning but also nurturing and caring.

I was particularly impressed by the Year 6 Captains and House Captains who helped warmly welcome families on the first day of school and also supported the younger girls as they were dropped off at the Turning Circle. It was lovely to witness the genuine warmth and friendliness during these interactions. 

While classroom routines are underway, transition back to school will look slightly different for some time as we implement the School’s COVID Safe measures. This may mean changes to some of our regular daily activities and events in our calendar. We will provide updates as they come to hand.

In welcoming our students back this week, we thank our community for the support we have felt since school commenced and that we remain optimistic as we navigate the 2022 school year together.

We share below some photos of Somerville@HOME last week and also the excitement of Monday morning’s arrival on campus.

Here are our 5C students dressed in their pyjamas to celebrate the final day of Somerville@HOME. The girls enjoyed meeting each other’s pets at their very own class pet party. This activity proved to be a very enjoyable and welcoming experience for all class members – new and ‘old’ girls.

Parent Information Sessions – Thursday 10 February

We look forward to providing you with year-level specific information at our Parent Information Sessions on Thursday 10 February, commencing at 6.00pm via MS Teams. Sessions will also be recorded for your convenience.

To join the meeting, please access the link via the Parent Teacher Interviews tile on your SomerLink homepage (as per your recent MS Teams meetings with class teachers). Click here for full access instructions.

Allergy Aware School  

There are several students in the Junior and Senior Schools who suffer from life-threatening allergies to nuts. These students will suffer an anaphylactic reaction if they come into contact with even the smallest trace of certain types of nuts. Passing contact with another student who has been eating nuts or products containing nuts can trigger a reaction. 

We ask that parents/carers remind their daughters to only eat from their own lunchbox and not share their food. The importance of washing hands before and after eating should also be reinforced.

PMSA Child Protection Policy

It is important at this time of year to draw your attention to the PMSA Child Protection Policy. Please re/familiarise yourself with this policy and the designated Child Protection Officers within the School. We encourage you to discuss this with your child. Please check their understanding and encourage help-seeking behaviours. 

Mrs Louise McGuire
Head of Junior School

The Australian Curriculum is used in all schools across Australia. The curriculum includes learning areas, general capabilities and cross-curriculum priorities. But what does it all mean? And what will your daughter be learning in school? Find out what you need to know.

The Australian Curriculum has been designed to 'teach students what it takes to be confident and creative individuals and become active and informed citizens.' It is organised around three core dimensions: learning areas, general capabilities and cross-curriculum priorities:

Learning areas
Learning areas are subjects or groups of subjects that have been brought together – for example, Humanities and Social Sciences (HaSS) includes History, Geography, Civics and Citizenship, and Economics and Business.

General capabilities
General capabilities are broad skills and abilities that are developed through all subjects, and include literacy, numeracy, ethical understanding and creative thinking.

Cross-curriculum priorities
There are three cross-curriculum priorities that are emphasised in learning across all subjects: Aboriginal and Torres Strait Islanders histories and culture; Asia and Australia’s engagement with Asia; and sustainability.

The Australian Curriculum, Assessment and Reporting Authority (ACARA) has been responsible for the development of the curriculum. They have produced some handy guides for each stage of the curriculum. Follow the links below to find out more about how these three core dimensions influence what your child is learning at school.

• The Australian Curriculum: An overview for parents
• The Australian Curriculum: Foundation year
• The Australian Curriculum: Years 1 and 2
• The Australian Curriculum: Years 3 and 4
• The Australian Curriculum: Years 5 and 6

For a more detailed understanding of what your daughter will be learning in the Junior School, please refer to the Academic Programs specific to each year level in SomerLink.

Mrs Gaye Ryan
Assistant Head of Junior School- Teaching and Learning

Strength and Conditioning (S&C) complements girls' training schedules by offering external sessions that target aspects such as strength, power, speed and agility. The S&C program offers best-practice coaching that aims to enhance the athletic development of students.

The Junior Squads are a fun-based training group that works on all things strength and conditioning to help develop well rounded Junior athletes.

Who: Years 3 to 6
When: Sessions are available Wednesday afternoon (3.15pm to 4.15pm) and Tuesday and Thursday mornings (7.00am to 8.00am) term time, all year.
Training venue: The upstairs gym located at the Murray Evans Sports and Aquatic Centre
Uniform: Sports Uniform
Fees: Junior Squads - $285 per term for one session per week or $400 per term for twice per week

Click here to register and email Miss Freya Greensill via [email protected] for any questions.

Miss Freya Greensill
Sports Co-ordinator

Please click here to view a list of upcoming Junior School events and activities.

‘Your High-Performance Guide to Study and Learning’ provides excellent advice to Secondary school students on a range of study practices and techniques. 

The book emphasises the need for students to develop their capacity for academic intensity, or productive and self-directed learning. In contrast, students may fall into the unhelpful habit of academic compliance or passivity, where they may complete essential tasks required of them, but without engagement, self-direction or self-responsibility.

Students are encouraged to adopt the following approaches provided in the book to optimise academic intensity:

• Make the most of learning opportunities in class by focussing and contributing to activities and class discussion. Start early on revision and assignments.
• Look for opportunities for extra learning, including additional reading beyond that covered in class.
• Take responsibility for your own learning, rather than rely on a teacher, parent or peer to push you.
• Push yourself to work hard while studying, and without distractions.

These approaches also nurture learner behaviours that support long-term success. A full list of the learning behaviours valued at Somerville House is on the Academic Programs page of SomerLink. In the Senior School, reporting includes feedback on students’ application of a range of learning behaviours essential to each subject.

Mrs Laura Duffield
Dean of Teaching Practices

Acknowledgment:
Francis, S. & Nagel, M. (2020): Your High-Performance Guide to Study and Learning. Hawker Brownlow. (pages 19 – 20)

Congratulations to the following students for their recent AMEB exam results, completed late 2021: 

• Isabella X (5C) - Grade 3 Comprehensive Violin - A+ 
• Katie R (5A) - Grade 1 Comprehensive Violin - A 
• Catarina K (5C) Grade 1 - Comprehensive Violin - B 
• Gemma C (6C) Grade 2 - Comprehensive Violin - B 
• Haarika P-R (6D) Grade 2 - Comprehensive Violin - A 
• Maika M (6B) Grade 5 - Comprehensive Violin - A+ 
• Xayleighanna C (8D) Grade 3 - Comprehensive Violin - B 
• Chloe L (9A) Grade 8 - Comprehensive Violin - B+ 

Mr Will Eager 
Director of Co-Curricular Music 

Netball

Congratulations to Kailani B (12G), who has been selected to represent Papua New Guinea on the national netball team, PNG Pepes. The team will be competing in the upcoming AusPacific Netball Series, an international netball tournament in Sydney Australia. The Series is an annual event, sanctioned by World Netball.   The Tournament will be held on Monday 21 March to Saturday 26 March 2022.  Again, we congratulate Kailani B on her selection to represent Papua New Guinea at this event.

Miss Lucy Bellinger
Sports Co-ordinator

Strength and Conditioning (S&C) - SomerStrong Squad

Please note that our small group SomerStrong sessions have been approved to continue this week and next with our increased COVID Safe practices. If you wish to be involved, please feel free to send your daughter along as per usual. However, if you wish to delay your start date please email Mr Malachi McPhail via [email protected]. 

S&C complements girls' training schedules by offering external sessions that target aspects such as strength, power, speed and agility. The S&C program offers best-practice coaching that aims to enhance the athletic development of students.

Who: Years 7 to 12 (any student not participating in a S&C program)

When: Monday, Wednesday and Friday from 6.30am to 7.45am; Monday 3.15pm to 4.30pm (sessions depend on numbers)

Training venue: The upstairs gym located at the Murray Evans Sports and Aquatics Centre.

Uniform: Sports Uniform

Fees: Squads - $365 for one session per week or $500 for twice per term (billed at end of term school fees)

Register: Click here to register and email Mr Malachi McPhail via [email protected] for any questions.

Miss Freya Greensill
Sports Co-ordinator

Swimming

Congratulations to the following Somerville House students who competed at the 2021 McDonald’s QLD Swimming Championships held Saturday 11 December to Friday 17 December.

• Olivia H (9E) – 13 years (1st 50m Butterfly, 1st 100 butterfly, 3rd 50m Freestyle)
• Tahlia H (10F) – 15 years (3rd 50m Butterfly, 3rd 200m Butterfly, 3rd 400m Individual Medley)
• Tamara W (8A) – 12 years (3rd 800m Freestyle)
• Olivia J (11M) – 16 years (3rd 50m Breaststroke)
• Evelien W (8E) – 13 years 
• Allegra A (8D) – 13 years 
• Kaia B (8C) – 13 years 
• Miranda D (8B) – 12 years 
• Sallie B (9D) – 13 years 
• Sarah A (8D) – 13 years 
• Annika J (9C) – 13 years 
• Imogen D (10O)– 14 years 

Many of these girls have qualified to compete at the 2022 Australian Age Swimming Championships in April in Adelaide. 

Mr Tim Lane
Swimming Director

Kristy A (9A) has been announced as one of the squad members on the Australian Water-skiing World Team Squad to compete in Chilli in January 2023. She is expected to compete at the following tournaments this year:

• SQ Water-skiing Tournament L Class Goondiwindi Friday 25 to Sunday 27 February
• Moomba Masters – Monday 7 to Tuesday 15 March (Invitational International tournament held in Melbourne)
• TWSA Australian Waterski Championships – Monday 28 March to Sunday 3 April (Invitational tournament held in Mulwala NSW)
• Aussie Kiwi – Monday 4 April to Sunday 10 April (school holidays) (Invitational tournament held in Albury NSW)
• Queensland State Titles – Thursday 28 April to Monday 2 May (Invitational tournament held in Isis Ski Gardens, Queensland)

The JSSG, MYSG and SYSG invite all parents from Pre-Prep to Year 12 to celebrate the commencement of the new school year at the second annual All School Welcome.

Tickets are $25pp + Booking Fee* and includes your choice of hamburger or hotdog plus gelato and a drink (dietary options will be catered for).

Please click here to purchase your tickets. 

Transforming Brisbane into a sea of pink.

On Sunday 6 March, more than 15,000 people will come together to form a special part of the RACQ International Women's Day Fun Run 2022.

Together, we aim to raise more than $1.5M for personalised, practical support services and life-saving breast cancer research at Mater—to show women with breast cancer that they're not alone.

It would be great if we could support this initiative. While we will see the sea of pink, we hope to see many lime green Somerville sports hats running around this course. Please click here to register to run, and do so as soon as possible, as there are only a few spots remaining. We will arrange to meet at school and walk down to the South Bank Parklands for the start. Sign up as an individual or select the family option. Select the 'run' option so that we can all start together, run but walk if need be.

Pricing:
Adult (16 years+) - $60
Child (under 16 years) - $50

Mr Andre Sinclair
Director of Athletics and Cross Country