Term 2, Week 3, Wednesday 3 May 2023

PISA for Schools Results

I am pleased to share the current Year 12 cohort results from the PISA for Schools assessment conducted in late 2021. Somerville House was one of the first schools in Australia to participate in PISA for Schools. PISA (Program for International Student Assessment) is an international assessment conducted every four years by the OECD to collect data on standards in the domains of Reading, Mathematics and Science. The PISA assessment is recognised as the world’s most comprehensive and reliable indicator of school students’ capabilities. PISA for Schools allows a school to make comparisons between their school data and data collected by the broader PISA Assessment.

The School provided a non-identifiable list of the students to the test organisers, who then randomly selected 80 students from the Year 10 cohort in 2021. Students completed a 2-hour assessment where they were asked to apply their knowledge of Mathematics, Reading and Science to real world problems, as well as a 30-minute student questionnaire on student attitudes and feelings.

Figure 1: Summary statistics from the 2021 PISA for Schools assessment (Source: Somerville House report provided by Janison, 2022)

Figure 1 results show that for the 2021 Year 10 Somerville House cohort, accounting for socio-economic advantage, the mean results for Reading (548), Mathematics (536) and Science (548), were significantly greater than the 2018 PISA means for Australia: Reading (503), Mathematics (491), Science (503) and the means for all OECD Countries involved in the 2018 data collection: Reading (487), Mathematics (489) and Science( 489).

Our school results were also compared with the top five countries involved in the 2018 PISA data collection, with summary shown in Figure 2:

This summary data gives an indication of the capability of our students, a baseline for the future data collection and an opportunity to evaluate our school’s Mathematics program and how well it is preparing students for the future.

Recent media reports highlight the declining numbers of girls taking up senior Mathematics courses. New data from the Queensland Curriculum and Assessment Authority shows Queensland girls account for about one-third of physics and specialist mathematics enrolments, despite a concerted effort over a number of years to lift participation (ABC Online24/4). We are experiencing an increase in students taking up Senior Mathematics and Sciences at Somerville House, so it is important we maintain the trend in increased uptake for STEM subjects.

In the article “Girls’ schools buck decline in maths participation”, Loren Bridge (2022) argues that girls in all girls schools are 85% more likely to take advanced mathematics than girls studying in a co-educational school. This contention is supported by Figure 3, showing the PISA data comparing results from girls who attend same-sex schools with those of girls who attend co-ed schools, adjusting for socio-economic factors.

Head of Mathematics, Mr Trevor Redmond, notes that the mathematics mean (x̄=536) for our 2021 results lies between the results for Single-Sex schools for 2015 and 2018 PISA means for Australian schools.

Other outcomes evident from the PISA for Schools data for Somerville House indicate that the strongest relationships between social and emotional skills and life outcomes were observed for:

Classroom disciplinary climate and optimism;
Student’s perceived health and optimism;
Students’ overall life satisfaction and optimisation.

The PISA for Schools assessment has given us a useful basis to compare results in future iterations of this data collection exercise. The Mathematics Department plans to collect data regularly to allow us to identify any trends that may become evident.

We would like to thank the students and parents from the 2021 Year 10 cohort for their involvement in this valuable data collection exercise.

Coronation of King Charles III

Throughout history, Somerville House students have taken a great interest in the monarchy, as reflected in recollections from past boarders in various historical publications. On 12 May 1937, the co-Principals, Miss Harker and Miss Jarrett, invited all the student boarders into their living room to listen to the radio broadcast of the Coronation Service for King George VI from Westminster Abbey. Some 86 years later, the coronation of King Charles III will take place on 6 May, 2023. To commemorate this special occasion, SomerFare, our school tuckshop, will be celebrating the King’s Coronation with options for Friday lunch specials fit for royalty. Students can partake of the signature Coronation Quiche and the traditional Eton Mess for dessert.

I hope everyone enjoys a wonderful week ahead.

Mrs Kim Kiepe
Principal

References:
Bridge, L 2022, Girl’s schools buck decline in maths participation, July 15, Girls’ schools buck decline in maths participation (smh.com.au), 26/07/2022.
OECD 2019, PISA 2018 Results: combined executive summaries, OECD.
OECD 2022,Somerville House: How your schools compares internationally, School Report., PISA for schools, Janison Group.

In Luke 19 we read the story of Jesus’ encounter with a man named Zacchaeus. Zacchaeus faced a number of factors that made his life quite difficult. He was a small man, but that wasn’t the biggest challenge he faced. Zacchaeus was a tax collector, which back in Jesus’ day meant he was considered a traitor, because he worked for the Romans, who had invaded Palestine. Zacchaeus had become very wealthy from collecting exorbitant taxes from his own people on behalf of the Romans. Who knows what led him to this place in life. Perhaps he was bullied when he was younger, picked on because he was small and so he decided that at least by becoming a tax collector he would have a measure of power and be protected by the Romans. Perhaps he was so motivated by financial gain that he decided it was worth being despised by his fellow Jews just to get ahead financially. Whatever his story, Zacchaeus was hated, and no doubt when he tried to see Jesus passing by, the other men in the crowd would have pushed him back, so he climbed a tree so he could see more clearly.

Jesus then does what Jesus did so often, he surprised the crowd by deciding to spend time with someone everyone else despised and did not consider worthy of their time or attention. Jesus already had another tax collector, Matthew as one of his twelve disciples and this also drew criticism from the authorities. In fact, many of his disciples were what we might term dodgy characters. Some were rough and ready fishermen, some political extremists, and at least one of the women was a prostitute. So Jesus was criticised for being inclusive by some people, although he was respected and adored by others for the same thing, being radically inclusive. Jesus loved everybody, just as God commands us to do, especially those we find difficult to love, those who have hurt us.

However, as we see at the end of Luke 19, the story doesn’t finish here. Jesus’ unconditional love inspired Zacchaeus to change his ways. Instead of exploiting people, after spending a meal with Jesus and his followers, Zacchaeus was inspired to give half his belongings to the poor, and to pay back anyone he had cheated, four times what he owed them. Paradoxically God has made Jesus both our Saviour and our Judge. His love is extended to everyone, and when the light of that love is shone into our lives, we are inspired to turn to God and with His help, change our ways.

Ms Chris O'Gorman
Senior Chaplain

‘From my head to my toes, I say what goes.’ Consent is about assertive behaviours and this can be taught at any age. Penelope was in a pre-prep class in the northern suburbs recently, enjoying playing in the sandpit. Jack came up to her and punched her from behind. She turned around and said sternly, ‘I don’t like it when you do that. Don’t do that again!’ She shook her finger firmly at him and he knew clearly that it had not been a great idea and he has certainly not tried it again since.

It concerns us as teachers and parents that our children and students are confident and comfortable with themselves to be able to indicate clearly what is acceptable to them and what is not. At home and at school, we must teach about consent for both offline and online behaviours and at all ages.

However, consensual responses are sometimes just not that easy. As children age, complications arise with peer pressure, partner pressure, fear of rejection and later, intoxication. Conversations with our children should include all of these. The Western Australian government’s program, Talk Soon, Talk Often says just this. Talk about all of these complications in advance. ‘But when?’ I imagine some asking. This site gives recommendations for different ages, but only you know when, as reflected by Judith Krause and was recently presented by Enlighten Education’s Danielle Miller when speaking with Year 10s and 11s. Talk About It also gives some valuable points on this for parents.

With all this advice consent is as easy as F.R.I.E.S -freely given, reversible, informed, enthusiastic and specific. For younger students: consent for kids . For older students: consent is like a cup of tea. This clip went viral a number of years ago. Just be careful when accessing this online. There are a few versions of this. Check that it is the perfect one for you and your child. It is an excellent conversation starter for you.

The next conversation we need to talk about is cybersafety. Susan McLean will be presenting to students in Years 7-12 this week. We encourage you to use this opportunity to query Susan McLean’s message in family discussions this week and beyond.

I look forward to speaking about these presentations next week.

Mrs Julie Brunckhorst
Dean of Student Wellbeing

After two shorter weeks at school, there was a buzz of activity in the playground as the girls arrived this week. Term two is well underway, with plenty of activities, competitions and learning taking place. It has been a rather celebratory start to the week, with match reports from the Andrews Cup Touch and Tennis Captains. I was there to support the teams last Wednesday; I was impressed with their determination and perseverance. The weather was less than favourable but the girls played on with grit and enthusiasm. Well done to all competitors and thank you to all staff and coaches - it was a super day of sport!

This week the Spirit and Class Achievement Awards have been shared at assembly. Each term, classroom teachers select one student to receive the Spirit Award. These students consistently demonstrate the Somerville House 5Rs.

Respect
Responsibility
Resilience
Relationships
Reflection

These students wear the Spirit Badge each day with pride and are exceptional role models for other students within the Junior School.

Students in Years 4, 5 and 6 are also eligible for class achievement awards, based on a variety of accomplishments, such as displaying a growth mindset, completing a task to an excellent standard, showing progress or for being curious and investigating a topic of interest.

Congratulations to the following Term 2 recipients.

On Tuesday evening, we welcomed Judith Krause to school and over the coming days she will be working with students in Years 4 to 7. Judith is a facilitator of ‘The Daring Way,’ which is a program focusing on courage building, resilience, and uncovering the power of vulnerability. She shared with parents and carers ways to enhance communication whilst supporting pre-pubescent development. Her philosophies centre around the emotional wellbeing of individuals and families - an insightful workshop with many practical tips and thought pieces.

In a week where we are celebrating the learning journey and taking a deep dive into emotional wellbeing, I know that at Somerville House we are focused on supporting every student. Recognising when support is required and highlighting individual accomplishments is very important.

Have a super week.

Mrs Susan Clarke
Head of Junior School

Harmony Week in the Cotton Library

During the last couple of weeks in Term 1, the Cotton Library celebrated Harmony Week by inviting parents and carers to read a picture book in their mother language during Information Literacy lessons. Harmony Week recognises diversity in our community and brings Australians from diverse backgrounds together. It focuses on inclusiveness, respect, and a sense of belonging for all Australians. The students involved thoroughly enjoyed listening to the range of stories shared.

Thank you to the parents and carers who volunteered their time to participate in this initiative.

Franklin, the Golden Retriever

We are excited to share with you the recent visit of Franklin, Ms. Cullity's beloved golden retriever, to two of our classrooms that are currently learning about pets - PPM and PPL.

Franklin's visit was an excellent opportunity for our young learners to observe and interact with a friendly and well-behaved pet. The visit began with an introduction to Franklin's breed and temperament, which helped our children understand how to approach and interact with him.

The children had an opportunity to ask questions about Franklin's care, diet, exercise routine, and how Ms Cullity trained him. The interaction was educational, informative, and fun, with the children eagerly learning all they could about Franklin's daily life. After the discussion, children were given the chance to pat and interact with Franklin, who was happy to receive all the love and attention from them.

Our children in PPM and PPL thoroughly enjoyed their time with Franklin, and we believe the visit provided them with a unique and memorable learning experience. We encourage parents and guardians to continue the conversation about pets at home and share with us any stories or pictures of their furry friends.

Thank you to Ms Cullity, her partner Jake and Franklin for the wonderful visit.

Routine and Sleep

As your child gets ready to start school, it is essential to establish a consistent routine and ensure they get enough sleep. Research has shown that routine and sleep are critical to a child's physical and mental development and can significantly impact their readiness to learn.

For four-year-olds, having a predictable routine helps them feel secure and more in control of their environment. It provides structure and order to their day, which can help reduce anxiety and stress. When children have a clear understanding of what is going to happen, they are more likely to feel secue and confident, which can help them regulate their emotions and behaviours effectively.

Sleep is also critical for your child's development. At four years old, children need between 10-12 hours of sleep a night, as they are transitioning out of their day sleep. Getting enough sleep allows their brains to recharge and helps them process the information they've learned during the day. It also improves their mood, attention, and behaviour.

When children are well-rested and have a predictable routine, they are more likely to be focused and engaged in learning activities. They are better equipped to handle challenges and are more resilient when things don't go as planned.

Establishing a consistent routine and ensuring your child gets enough sleep are essential for their physical and emotional wellbeing. By making these habits a priority, you are setting your child up for success and giving them the best possible start in their academic journey.

Ms Mariana McIver
Director of Pre-Prep

Basketball

Last Friday was one of our most competitive rounds, our Parents Vs Students fixture! Both games were full of entertainment, banter and good fun. Thank you to all parents that participated in the round, we were very impressed with the skill level.

Thank you to our opens girls for providing sweets for our bake sale, they were very popular amongst spectators.

Touch Football A- Andrews Cup

Last Wednesday we had our Andrews Cup Touch Football players travel out to Redlands to compete in the AC Touch Football Championships. Battling the weather all day, all teams put in their all to secure some excellent tries!

Touch Football - QGSSSA

Another win under the belts of our Opens Touch Football Team, after years of drought without a win, the Opens team were putting on a show in the 4-0 win over Clayfield College.

Equestrian Results

Congratulations to Equestrian Captain Phoebe M (12D); Billie L (11O); Pippa L (8O) and Rose B (7C) who were named Showjumping Team Champions at the 2023 Hygain Interschool Queensland SEQ Regional Championships. The girls achieved the best collective set of results the team has ever seen, with high placings across the board.

Rose B (7C): 2nd in 80cm Special Two-Phase, 4th in 90cm Special Two-Phase (6th overall for 90cm)
Phoebe M (12D): 2nd in Secondary CT 95 and 2nd in 100cm Special Two-Phase (2nd overall for 100cm)
Pippa L (8O): 3rd in Secondary CT 95, 5th in 90cm Special-Two Phase, 5th in 100cm Special Two-Phase (5th overall for 90cm)
Billie L (11O): 3rd in 100cm Special Two-Phase; 2nd in 110cm Special Two-Phase, 2nd in 110cm AM5 (overall 110cm champion)
SomerLink - 2023 Hygain Interschool Queensland SEQ Regional Championships (somerville.qld.edu.au)

Well done to the girls, their horses and the very strong support team who makes it all possible! SomerLink - Somerville House: Showjumping Team Champions at the Hygain Interschool Queensland SEQ Regional Championships

Well done to Jezebella M (6A) who achieved second place in Preliminary 1.1 and fourth place in Preliminary 1.2 over the weekend at East Moreton's Pony Clubs Dressage Day. Fabulous work!
https://schoolbox.somerville.qld.edu.au/storage/image.php?hash=fa511a319424a7f872619ab0ae612e6ebf7daed7&size=coverPhoto

Rowing

Congratulations to Somerville House rowing old girls, Eliza Bridgefoot (2022) and Minaya Bishop (2022) who have just been selected in the Australian Under 19 Rowing Team to compete in the World Rowing Under 19 Championships in Paris, France in August. Eliza will compete in the Women’s Double and Minaya in the Women’s Four. Please keep you eye out for more information on how you could support the girls and their families in this self-funded team.

We are so proud of them both for their determination and commitment.

Mr Andrew McCabe
Director of Sport