Term 1, Week 9, Tuesday 22 March 2022

QGSSSA Swimming Carnival

This 87th Annual Swimming Championships was an exciting and thrilling event for our Somerville House swimmers, which saw proud parents, student spectators and staff have the chance to cheer our swimmers at the Chandler pool. Hearty congratulations are extended to every swimmer, coach, teacher and parent for their commitment, dedication and sheer hard work of training in the early morning training sessions. Special commendation is extended to Mr Tim Lane, Director of Swimming and Mr Andrew McCabe, Director of Sport, for their superb organizational skills and willingness to dedicate time to ensure a smooth evening. Somerville House were the official hosts of the 87th QGSSSA Carnival, so appreciation is given to the many staff who helped out in an array of official capacities last Wednesday evening. Last, but not least, I acknowledge the strong leadership of our student leaders – Swimming Captains Louisa D (12C) and Abigail F-R (12M). I speak on behalf of all when I say we are so pleased that the combination of teamwork led to a great evening at the pool.

Anti-Bullying Policy

I know that a supportive school environment is important to parents, as well as students and staff. I share our Anti-Bullying Policy here. Please know that we are working with your daughter(s) with an age-old adage that has been used through the generations – THINK BEFORE YOU SPEAK! I commend parents to remind their daughter(s) of the THINK acronym for face to face and online interactions.

National Day of Action Against Bullying and Violence

Last Friday’s campaign marks twelve years of action of bullying and violence with the theme “Kindness Action”. At Somerville House we want to encourage all girls to support other girls to be great. We need to be strong, supportive friends who want others to shine. We need all students to be inclusive, not judging others but helping them to not only do great things but to simply do their best. Peer perspective is so important in our lives that our students need to make sure the words and actions they choose help others to thrive. A colleague recently shared these words:

“Words can stick with people their entire lives, negative or positive, so choose your words carefully. Support brave girls and value their friendships. Surround yourself with female figures who inspire you, uplift you and encourage you to step out of your comfort zone.”

Mary Ehrenworth writes,

“There has never been a more important time to teach young people to suspend judgment, weigh evidence, consider multiple perspectives, and speak up with wisdom and grace on behalf of themselves and others.”

As the Deputy Director of the Teachers College Reading and Writing Project, Mary works with schools around the globe, and is a frequent keynote speaker at events and national and international conferences.

The latter part of her comment interests me in the context of last Friday being the National Day of Action Against Bullying and Violence. The mantra of “treating other people the way you would like to be treated” is a basic Christian value. In conversations with our students, I remind them about the idea of if you see someone being treated wrongly, don’t be an innocent bystander, be an UPSTANDER and speak out on behalf of the victim. Further, it is really important for everyone to role model the traditional values of the Somerville Way - values of honesty, equality, kindness, compassion, treating people the way you want to be treated and helping those in need.

From time to time, in my role as Principal, I have observed people treating other people poorly and unkindly. Unfortunately, these instances are true of both adults and children. Gossip and untruth are often at the heart of this mean behaviour. Respect is a lamentably uncommon commodity.

Signe Whitson is a national educator on bullying, and author of three books including “Friendship & Other Weapons: Group Activities to Help Young Girls Cope with Bullying”. Students and parents are often confused between the definitions of rude, mean or if it’s bullying behaviour. Whitson’s blog entry (26/11/12) helps us discern the difference between what is rude behaviour Vs what is mean behaviour Vs what is bullying behaviour. Although it is a lengthy article, it is worthy of sharing with you in its entirety, via this link.

Mrs Kim Kiepe
Principal

In recent years the television program Who do you Think you Are? has become popular. As people seek to research their family trees, websites such as ancestory.com have also become popular. In the television program, we see celebrities tracing their family histories as a way of better understanding themselves. Producers and researchers hunt for the most unexpected connections and, in so doing, allow the audience to gain new perspectives on well-known figures.

The real drama is watching the celebrities react to the stories that are uncovered. It is exciting to discover that one’s ancestors are royalty or that they have contributed to society in an extraordinary way. However, sometimes the research uncovers aspects of the family history that have been carefully hidden away over many years, and the celebrities’ reactions can be quite emotional.

In terms of making good television, an even worse fate is to discover that you are descended simply from "ordinary" people. There is a temptation for all of us to define ourselves in terms of our family history by selecting only the most appealing stories and avoiding the slave owners, criminals, and any stories that are not "interesting" enough. There are many books in the Bible that contain long genealogies, and historians love them. Although the rest of us may skip over them as being boring or irrelevant, they all contain important information. When we read the two passages in the Bible that outline Jesus’ genealogy, we see that the writers, Matthew and Luke, make no attempt to "sanitise" his family history. The lists include both heroes and villains, kings and prostitutes, the good and the bad.

Jesus’ mother Mary is herself astonished that the Messiah is to be descended from someone as humble as her. Yet by God’s mercy, she declares, her story will be remembered,

"from now on all generations will call me blessed".
Luke 1:48

She understands that it is God who gives each of us our true identities,

"his mercy is for those who fear him, from generation to generation".
Luke 1:50

Although we are shaped by our ancestors, we are not destined to follow in their footsteps; nor can we inherit either the glory or the guilt that comes from their actions. For ultimately the important question is not from whom you are descended. Nor is it how you will be remembered. It is not even "who do you think you are". Rather, it is who our Creator says we are, and He says we are fearfully and wonderfully made, infinitely loved by Him and able to become part of His family through His Son Jesus Christ.

Ms Chris O'Gorman
Senior Chaplain

Over the past week, we have moved to the rhythms of events and traditions that we have, in some instances, not been able to fully participate in over the past two years. A spirited and inclusive Jumping Jive on the oval to round off a highly successful Green Day, the roar of our Somey spectators cascading off the roof at Chandler at the QGSSSA Swimming Championships, Year Level assemblies held in person (not on Teams), locker rooms opening, a return to Friday and weekend fixtures, and unmasked singing (not the Masked Singer kind...) in assembly. These are just some examples of the return to "normal" that have buoyed our spirits at the end of a somewhat challenging term.

For our boarders, a return to "normal" looks like being able to enjoy a full weekend of "recs" with visits to Eat St Markets and Bounce. There was joy, just this week, when regular dinner service recommenced, which means that all boarders can share dinner time together for the first time in 2022.

Watching these traditions re-emerge is testimony to our capacity for endurance and optimism. Whilst we have certainly faced difficulty, both on a community and individual level, we see in this re-emergence of special traditions and routines, a strength of purpose and hope. This aspect of the human condition, with its innate capacity to endure and continue to move forward, is explored in Shakespeare’s King Lear when in Act V, surrounded by tragedy, Edgar suggests that "the weight of this sad time we must obey". His philosophical ruminations are actually very pragmatic and urge the reader to accept the sadness, but to also believe in life’s "sweetness" and our ability to suffer and remain hopeful.

In only a few months time, our Year 12 Literature students will come across this story as they complete their studies on King Lear. Between now and then, we look forward with hope and optimism to more Green Days, more chances to connect in person, more singing and spirited cheering – we really cannot wait!

Mrs Kathryn Emtage
Associate Dean Student Wellbeing, Deputy Head of Boarding

Co-curricular Involvement

We use the term "holistic" to describe the education we offer at the Somerville House Junior School, and the development we support and encourage in our students. While school has traditionally been associated with academic learning, and "curriculum" narrowly defined as the subjects studied, the actual experience of our students is much richer and broader.

"Co-curricular" covers the wide range of learning experiences that girls can enjoy beyond the classroom – a balance of sport, music, and cultural and community activities. Our aim is that each and every student is inspired to develop personal interests and experience the joy of participating or competing and being part of a team, an ensemble or social groups. Girls can join activities for fun, social engagement, competition, and high performance.

The Co-Curricular Program enables students to forge a personal identity, develop physical and mental fitness, hone fine and gross motor skills, sharpen decision-making skills, communicate in diverse settings, and build resilience and emotional wellbeing. For many girls, their character and their identity will be influenced by the rich experiences they gain at school, and many will carry particular skills and interests forward throughout their lives.

I take this opportunity to commend the many students who have been enthusiastically participating in activities before and after school, during lunchtimes and on weekends (SupaClub, chess, swimming, gymnastics, tennis, touch football, cross country, basketball, water polo, strings, choirs, bands, ensembles, resilience/mindfulness and robotics – to name a few). It is wonderful to see students broadening their skills and friendships through this involvement, and I wish them all well in their endeavours throughout the year ahead.

Year 6 News Monitors, Sophie O’C (6C) and Gracie P (6D), are two students who are passionate about their co-curricular involvement. As part of their News Monitor role, they chose to interview Ms Sharyn Simpson, the Junior School Sports Co-ordinator, so they could share information with parents and carers about sport in the Junior School. As you will read below, it has been a very busy start to the year in relation to sporting competitions.

Across the end of this term and the start of next, our News Monitors will share their reports on various topics in the newsletter. The students have been very excited to participate in these on-camera reports. We look forward to seeing their speaking, improvisational and on-camera skills develop as their confidence grows.

Andrews Cup Touch

Well done to all teams for their hard work and efforts resulting in some creditable results. It was a great day (Tuesday 15 March) and wonderful to finally be able to attend the competition (which was rained out last year and cancelled due to COVID-19 the year before). We were unlucky not to win a pennant, particularly our Junior and C teams, who made it through to the semi-finals.

Thank you to our Touch Football Co-ordinator, Ms Sky Hilton, and all other coaches for the support and guidance they provided to the girls all day, and also to Ms Sharyn Simpson for overseeing Andrews Cup Touch Football. Congratulations also to our Captains Mia G (6C) and Mary C (6B), who showed excellent leadership on the day.

Results:

A-Grade: 6th
B-Grade: 5th
C-Grade: 4th
Junior: 4th

Tennis

Congratulations to our Andrews Cup Tennis Team, who performed wonderfully at the UQ Tennis Centre last week. The day was full of spirit, kindness, respect, and very competitive tennis. A very special mention to our Year 4 team who won their competition.

Thank you very much to our terrific Junior School parents who supported the girls and staff throughout the day. The girls were treated to a lovely lunch provided by the Tennis Support Group. Thank you to Mrs Judy Tang for organising this.

Finally, well done to our terrific tennis coaches, who did a great job in preparing the girls for the event. Their hard work and commitment to the team ensured a successful and enjoyable tennis experience for everyone.

Results:

A Grade - 2nd
B Grade (2 teams) - 2nd and 3rd
C Grade (2 teams) - 2nd and 3rd
D Grade - played very well
Year 4 - 1st

Ms Kerry McAllister
Sports Co-ordinator and Administration Assistant - Co-Curricular, Cultural, Community

Year 6 Amazing Race

Year 6 students participated in the Amazing Race, facilitated by Character Builders, last Friday morning (18 March). They enjoyed working with their peers to complete a number of challenges around the School. Students were encouraged to problem-solve, collaborate and encourage each other during the process.

Junior School Easter egg donation

It is that time of year again. The Junior School is collecting Easter eggs for the Leukaemia Foundation during Weeks 9 and 10 (Monday 21 to Thursday 31 March). Donations can be delivered to the Junior School Reception.

Thank you for your support.

IMPORTANT - Procedures for early student collection

If you need to arrange early collection of your daughter during school hours, please note the following important procedure:

Contact the School Office by phone to advise of the early collection arrangements.
Meet your daughter at Main Reception.
Sign your daughter out early at the School Office.

Please note that our teachers are teaching during the day and may not see emails during school hours.

Mrs Louise McGuire
Head of Junior School

At this time of Parent Teacher Interviews, we highlight how much we value our positive and ongoing relationships with parents and carers. Developing a positive relationship between home and school leads to the best outcome for students. Here are some tips to make the most of the opportunities to meet with your daughter’s teachers, both in our current round of interviews and going forward throughout the year.

Remember, you and her teacher both want the same thing: to help your daughter to learn and do well at school. Teachers are experts in teaching, but you’re the expert on your child. A teacher values what you can tell them, as they know it can help them to work better with your daughter in the classroom.
Let your daughter know that you are meeting her teacher. Ask her how she is feeling about school and her class – what she likes and doesn’t like, and anything she would like you to talk about. Let her know that there is nothing to worry about – you and her teacher just want to help her learn.
We are all juggling busy schedules, and teachers will often have meetings with parents scheduled back-to-back. Being on time shows respect for the teacher and other parents/carers, and helps to start the meeting on a positive note.
Each child is different, and no one knows your daughter better than you do. You know what interests her, what she is good at, what she struggles with and if there is anything going on in her home life that might affect her learning at school. Make a list of the things you think the teacher should know about. This could include your daughter’s interests, talents and needs, any major changes in your family, anything that is worrying you or your daughter, and any concerns about the School.
Preparing a list of questions will help you make the most of your time with the teacher. These are a good start:

What is my daughter expected to learn this year?
What types of tests or assessments will there be?
Is my daughter participating in class discussions and activities?
How is she performing with her schoolwork?
How is my daughter getting along with the other students?
What can I do at home to help support her learning?

At the end of the meeting, make a note of the things that you and her teacher will do to support your daughter’s learning, and arrange to check in later in the year to see how she is progressing. Talk to your daughter after the meeting and let her know what you discussed. Let her know the positive things her teacher said about her, and talk about any concerns that were raised. If you and her teacher made a plan to help address any concerns, explain this to your daughter and let her know you have created this plan to help her become an independent learner.

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