I share this gorgeous rainbow captured by one of the teachers at the Queensland Children’s Hospital School on a recent Saturday. Annette wrote with gratitude to the Somerville House school community to say thank you for the Mother’s Day gifts for the Year 5 and 6 students at the Hospital School.  The students were happy to choose something special for their Mums (from our Mother’s Day Stall) and then the gifts were wrapped with ribbons and bows for the students to share with their Mums last Sunday.

The rainbow reflects the kindness and joy shared by our staff and students with our friends at the QCH School over Graham Street.

Academic Strategies

Somerville House has numerous strategies in place to support the students to meet their academic goals.  I congratulate our Academic Culture Portfolio students on their initiatives. 

At a recent assembly Academic Culture Prefect, Isabelle Holt and Convenor Ingrid Jiang, spoke about two forms of academic support for students.  Our Year 7 – 9 students can access Home Learning Help, as the Year 9 students run help sessions in the Seymour Library each Thursday lunchtime. Our Year 9s can help our Middle Years students who are confused about how to study, and as Ingrid said at Assembly “if you have no idea what long division is, but your teacher has already explained it 5 times, and you still don’t understand, come along and the Year 9s can help!”  I would support this strategy, as my own teaching experience in the classroom has shown that student peer explanations can often help with a breakthrough in student understanding of complex concepts. Students in Years 7 – 9 are welcome to attend as often as the need arises.

Further, a UCAT Study Group, for the Year 12 students are running on Wednesday afternoons from 3.30pm – 4.00pm on level 6 of the Seymour Library.  Ingrid reminded us “if you are constantly staring at abstract reasoning patterns – come along and chat and do some practice questions with us.

Research supports that those who participate in study groups feel more confident and comfortable about reaching their academic goals.  I strongly advocate for students to join similar study groups, both in person and online, with the derived benefits of increased motivation and reduced anxiety.

SomerLink Email Daily Digest

As our main communication channel, SomerLink provides parents with important and relevant information about all aspects of school life. With the number and frequency of posts shared, I would like to encourage all parents to ensure that your notification settings are up to date, particularly the Digest (Email).

The Digest is a periodic email that contains a summary of all the notifications you have elected to receive. It is sent to parents at 4.00pm, Monday to Friday.

Please note, the default notification setting is the Digest. If you are not receiving the Digest, I recommend checking your email junk folder and then check your SomerLink notification settings (the instructions can be viewed here - https://somervillehouse.atlassian.net/l/cp/QKAWnjmH).

Complaints Resolution Policy

While we strive for excellence in everything we do, there are times when we may not meet expectations. We value your constructive feedback on how we can improve. You can read our Complaints Resolution Policy to see our commitment to resolving complaints.

Mrs Kim Kiepe
Principal

Last week was National Boarding Week and it was a wonderful opportunity to celebrate our boarding community and all that it offers. I have come to know the routines and cycles of boarding more intimately this year and see boarding as a tapestry, bringing together students, and ultimately their families, from regional and urban areas, different time zones and different backgrounds and heritage to make the Somerville House boarding community the unique culture that it is. It is a tapestry ‘stitching’ together diversity to make something truly distinctive. 

Although not a tapestry, this image is a collage of photos taken throughout the years and depicts how we see our boarding students at Somerville. As boarders are permanent residents and are involved in so much, they often set the tone for the activities they are involved in. This image symbolises how boarding life permeates every part of our school fabric. Some may say boarding is a cornerstone of our school culture, but I like to think that boarding is a part of the structure of every brick, as this image aptly depicts. 

…...................... 

Although boarding brings many benefits, it can also present some challenges and parenting from a distance can be one of those. This may also be a challenge for parents who are away from home for periods of time. Being away from your child during a time of rapid physical, cognitive, and psychosocial growth can be unsettling; however, it is important to remember that even though you may be physically separated, you can still play a significant role in your child's overall wellbeing and success.  

Adolescence is a time of self-discovery, and boarding students may be particularly vulnerable to feelings of uncertainty and confusion about their identity and sense of belonging. Encouraging your child to explore their interests, values and beliefs can help them establish a positive self-image and feel more comfortable in their own skin. As a parent or caregiver, you can provide guidance and support as your child navigates this important period of growth and change. 

Dr Michael Carr-Gregg explains some strategies in the SPECIAL REPORT: Parenting from a Distance. More resources like this to assist parenting adolescents are available on SomerLink / Student Wellbeing (scroll down to Student & Parent Help Resources) and click the icon below. 

Mrs Jo Matherson
Deputy Principal

Ask and you will receive, and your joy will be complete. John 16:24  

Thankfulness is a quality we celebrate and encourage at Somerville House - because we tend to take a lot for granted. I know I do. 

As Mr Reynolm in the IT Crowd (Netflix) said, ‘All I had when I started this company, was a dream and six million dollars.”
Perhaps this is why we need the ‘days’ to remind ourselves of what we have received. Mother's Day reminds us of what we have received from our mothers and significant women in our lives. ANZAC Day reminds us of what we have received from our Defence Forces and Nurses Day just last week reminds us of what we have received from the Nursing profession across our lives. We have all received a lot – and we do take things for granted. And so we know - it's important to know when we have received – and how to say thank you.

This week I have noticed how often the bible encourages us to receive – and I started to think about my reluctance to receive. For example the bible says;

Ask and you will receive, and your joy will be complete. John 16:24   

If any of you lacks wisdom, you should ask God, who gives generously to all without finding fault, and you will receive. James 1:5

Freely you have received; freely give. Matthew 10:8

It is for your good that I am going away. Unless I go away, the Advocate will not come to you; but if I go, I will send the Holy Spirit to you. John 16:7

And so we are encouraged to ‘receive’ wisdom and to ‘receive’ the Holy Spirit. The list of what we can ‘receive’ from God is probably endless – but perhaps forgiveness and restoration is one of the hardest for us to accept. For example we read,

‘If we confess our sins to God, God is faithful and just to forgive us our sins and to cleanse us from all wickedness." 1 John 1:9

Lets receive from God as we pray.

Loving God, at times we are reluctant to receive all we can from you – perhaps because we are distracted, self-reliant and proud. Today we would humbly receive your wisdom when we don’t know what to do. Forgiveness when we have missed the mark - and your Holy Spirit’s power and enabling to be servant leaders.

In Jesus’ name we pray.

Amen.

Mr Ian Loom
Associate Chaplain 

While our lives are incredibly busy travelling at 6.00am to training and games, coaching, time keeping, fundraising and flipping

burgers, our parents become nostalgic this time of year about the loss, about the lasts to come: the last netball game, the last speech night, the last swimming carnival. I was speaking with parents recently and it reminded me how nostalgic we, as parents, are when our daughter is so busy and experiencing these events. How we will miss the buzz of community, the comradery on the sideline, the social catch-ups, the thrill of competition, the pride in our daughter’s efforts and the visual reminders of who our children have become.

However, some students find it overwhelming to think about the lasts, the comfort of their safe and predictable environments on campus, in classes, on the fields and courts and most importantly for them, the comfort of their community: teachers and coaches who care about them and how they are travelling, the 150 or so acquaintances and close friends with whom they connect multiple times a day, the whole school community constantly thinking of and actioning ways to help them, support them and guide them. This is more so in these times where anxiety is escalating and the world is changing for them.

Why speak about this now? At school we try not to speak about ‘lasts’.  We speak of now and NEXT STEPS – to focus on now, one step at a time and, in preparation, we focus on the excitement of exploration of what comes next, of options and choices, of mountains to climb and vistas to see, of travel and independence. We speak of Plan A, B, C….., that there are multiple pathways to achieve their goals and we will advise they aren’t always up, that it is important to focus on the journey because in uncomfortable spaces we sometimes gain much more.

We look forward to exploring your daughter’s exciting journey over the next six months with them, making the most of all the moments in the moment - one step at a time. There is something in this for all ages. 

Mrs Julie Brunckhorst
Dean of Student Wellbeing

With a theme of inclusivity, kindness and compassion, Prep to Year 2 impressed audiences last week with their love of music. Dr Shearer-Dirie and Ms Davey showcased the students' class work through a range of class videos, songs and movements.  

We gained a deeper understanding of how music and musicality is developed through the years, learning about the parts of the stave and how the notes are combined to create a melody. Whilst knowledge and skills increase in technicality, it is evident that the girls love learning new musical elements and process during their lessons. Developing musicianship from an early age supports the development of personal expression, a vital skill for life. 

As the concert culminated, we were delighted by a joyful and enthusiastic performance from all the students. Whilst each year sang their piece, it was the finale which encapsulated this year's theme. Over the past term, students have re-worded the well-known song ‘We Are Australian’. Their task was to create a verse that represented their class's identity. Girls sang their version of ‘We Are Australian’, with triumph and enthusiasm.

Last week Durack House Captains, Sophia B (6A) and Ellie Y (6C), led our assembly with the theme of ‘friendship’ and shared with the Junior School the importance of friendship and qualities which make for good friendships. I loved that Sophia and Ellie included a number of Durack girls to support their message - it was a powerful way to reinforce their presentation. 

As I continue to join classes for lessons, I ventured into 2B at the end of the week, I engaged the girls in the ‘post-it note’ game, focusing on recognition of others. Their responses were pure delight when they realised just how others saw them at school.  

Creating a positive learning culture allows us all to express ourselves freely and with confidence. With a culture that celebrates and develops positivity we are investing in innovation, productivity, and student morale. 

Last Friday, Year 5 travelled back in time to 1854 and Australia’s Gold Rush, visiting a thriving, tented township (in Belivah) with businesses and diggers tents everywhere. Throughout the day, students had the chance to exchange gold at the assayer’s tent, use maps to explore a goldfield, construct tents, buy gold mining licences, footslog through the bush in search of a township, and be surprised when bailed up by a nasty bushranger on horseback.  The day was an immersive learning opportunity enjoyed by all.  

Wishing our families a wonderful week ahead. 

Mrs Susan Clarke
Head of Junior School 

JUNIOR SCHOOL PASTORAL CARE 

Restorative Practices – Foundations for a Positive School Community 

The fundamental premise of restorative practices is that people are happier, more cooperative and productive, and more likely to make positive changes when those in authority do things with them, than to them… Ted Wachtel – International Institute for Restorative Practices 

Respect for ourselves, respect of others and respect for our school, guide our thoughts, actions and relationships at Somerville House. Underpinned by our Christian framework of values and our wellbeing framework, we encourage all students to find their voice through respectful and inclusive communication. 

However, when students make poor choices about their behaviour, restorative practice provides an effective strategy for helping students to be accountable for their mistakes and recognising any harm that they may have caused. Restorative sessions focus on repairing damage caused in the School community and restoring relationships.  

Typically, a restorative session is directed by a staff member who guides the reflection through a series of questions including: 

• What happened? (Establishing the facts) 
• What were you thinking about at the time? (Understanding the cause of conflict) 
• What have you been thinking since the incident? (Time for reflection about actions) 
• How do think others have been affected by your actions? (Recognising harm caused to the other person) 
• What needs to happen to fix the problem? (Consequences for the harm caused) 

Research suggests that restorative practice is more effective in repairing harm and restoring respectful relationships rather than merely identifying the rule that has been broken and administering a punishment.  

At Somerville House, we value our positive relationships within the school community and work together to develop a relational culture built on our Christian foundations and Code of Behaviour. 

Mr Tim Smetham
Assistant Head of Junior School

This week, I would like to take a moment to reflect on the impact of a beautiful book called

 "All I Really Needed to Know I Learned in Kindergarten" by Robert Fulghum. Within its pages, Fulghum conveys invaluable lessons that resonate deeply with our role as early childhood teachers. This remarkable book serves as a poignant reminder for us to embrace the core values and principles we impart to our young learners, which lay the foundation for their lifelong journey of learning and growth.

In "All I Really Needed to Know I Learned in Kindergarten," Fulghum captures the essence of the simple yet transformative lessons that shape us all during the early years. Lessons like sharing, kindness, personal hygiene, and taking responsibility for our actions form the core of positive relationships and foster a strong sense of community. While our Pre-Prep program encompasses a diverse range of curriculum areas, it is crucial to prioritise the development of children's resilience, social and emotional wellbeing, and the ability to navigate disappointment. Our aim is to create a safe and supportive environment where children can express their feelings, learn problem-solving strategies, and build the confidence to articulate their emotions.

Fulghum's emphasis on embracing diversity and promoting inclusivity resonates with our work at the Early Learning Centre. We are committed to creating enriching environments and fostering relationships where each child feels seen, heard, and valued. We firmly believe that by embracing our differences, we can create a vibrant community that celebrates the uniqueness of every individual. As Robert Fulghum so eloquently put it, "And it is still true, no matter how old you are, when you go out into the world, it is best to hold hands and stick together."

As early childhood teachers, we are blessed with the privilege of nurturing wonder and curiosity in our young learners. By providing an environment that encourages exploration, creativity, and play, we empower children to discover the joy of learning, develop a sense of wonder about the world, and unlock their full potential. The core values and principles of the Early Learning Centre are deeply embedded in all our programs and actions. They shine through in our centre’s philosophy and are reflected in the principles outlined in our curriculum frameworks, such as the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline.

It is crucial to emphasize that children's engagement in our programs cannot be measured by the mere items they bring home. Oftentimes, the most profound thinking occurs during our conversations and exploration of inquiry topics. When you ask your child about their day, it's not uncommon to receive a response like "nothing!" Remember, children are still developing their ability to articulate their thoughts and describe their activities. Rest assured, there is never a moment when we do nothing!

Let us continue to inspire, educate, and nurture the incredible young minds in our care, guided by the wisdom of Robert Fulghum and the shared values we hold dear at the Early Learning Centre.

Ms Mariana McIver
Director of Pre-Prep

Year 2 have been engaging in a cross-curricular French learning activity involving some Maths, Science and English.

2B did a fantastic job following all the instructions about baking our French traditional cake “le quatre-quart” (4 quarters). For the past few weeks, we have been learning the names of the 4 main ingredients, in French: les oeufs, le beurre, le sucre et la farine. 

The name “le Quatre-Quart” comes from the Maths that is used in its preparation: 4 ingredients of the same equal weight. The students who could remember their names, in French, did the weighing.The students followed the steps of our procedure for this recipe that we have been learning in French class. All students took turns weighing eggs, butter, sugar and flour, breaking eggs, beating, pouring, adding and mixing.

We hope you enjoy a photo of the students saying “mélange” (mix) as they are doing it.

Madame Tristane Robert
Teacher - French

Recently, Hermannsburg Potters, Andrea Ronjti Pungkarta and Vareena Davis, shared their art-making practice with our Year 9 Visual Art classes.  

The Hermannsburg Potters are a collective of highly celebrated and respected Western Arrante artists who continue a rich legacy of ceramics at Hermannsburg. Through their vibrant hand-coiled, hand-painted ceramic pots, they tell stories of everyday life, collective and individually-lived histories and contemporary settings, speaking to their culture, traditions and values. Each of the artists has their own individual style and approach.

Andrea Ronjti Pungkarta and Vareena Davis, accompanied by Ness Sim, Manager Hermannsburg Arts Centre and and Alex Shaw, Director Woolloongabba Art Gallery, provided an informative presentation while demonstrating the techniques used to make a Hermannsburg Pot. While employing shared practices, Andrea and Vareena also emphasised the unique interests, qualities and features of their own art-making.

Year 9 students are currently working with ceramics and have also looking at Hermannsburg Pots as part of their current unit of work: My Place. In particular, they have been analysing how artists express personal viewpoints through the use of visual language, expression and meaning. Meeting Andrea and Vareena has enabled students to contextualise their learning and hear firsthand how these artists express their ideas, culture and beliefs through their ceramics. 

Andrea and Vareena’s works can be seen in the exhibition, Hermannsburg Potters, showing at Woolloongabba Art Gallery until 17 June.

Mrs Kylie Dell
Head of Visual Art 

Netball
Last week our Opens Netball team made the trip out to Underwood Park Netball Association to compete in the Vicki Wilson Cup (Met East Region). All players put in the hard work and had some amazing periods of play over the day. While we didn’t come away with a win, we did however get our first few games ticked off, and an idea of areas we can improve ready for the QGSSSA season.

Touch
A tough week out of the fields for our Touch Football players,, coming up against St Aidan’s. While we had some of the toughest competition the players all tried their best and left the fields with smiles on their faces. A big congratulations t our 7B and 10A teams who secured the win!

Basketball
Round 8 saw Somerville walk away with 4 convincing wins against St Aidan’s. Our Opens had a huge 62-26 point win, and our 7A’s stole the show with a 57-11 point victory! We now look forward to reconciliation round this Friday against BSHS.

Football
Somerville took on St Aidan’s in last weeks QGSSSA Round 8. The Open football team arguably played their best game of the season, pressuring a strong St Aidan’s side and defending well. The Intermediates had a great 6-1 win, scoring some fabulous goals from just inside halfway. The Juniors played a fantastic second half of football producing some strong line breaks and shots on goal.

Cross Country
Our girls took to the course last Saturday to compete at the QGSSSA Cross Country Championship! Our girls ran strong all day, with some excellent commitment and dedication shown on the course. Special mention to

1st place - 14 years: Emma F (8F) 
3rd place - 16 years: Jemma W (10F) 
4th place - 12 Years & Under: Miranda B (7C) 
 
Our Team results:
7th place - 17 years & over - 7th
7th place - 16 years
6th place - 15 years
6th place - 14 years
8th place - 13 years 
6th place - 12 years and under

7th place - Association Cup (Aggregate)
6th place - Joan Benson Shield (Percentage)

Reconciliation Round

This week is the QGSSSA Reconciliation Round. This round is devoted to the custodians of the land on which we gather, and to educate and nurture future generations of their importance. At our QGSSSA fixtures this week, we will hold a ceremony prior to the start of fixtures. 

Best of luck to all teams competing this week.

Mr Andrew McCabe
Director of Sport

Student Achievements

Congratulations to the following students for their recent AMEB Exam Results!

Chloe W (4B) – AMEB Grade 3 Violin – Honours
Kaitlyn L (3A) - AMEB Grade 3 Violin – Honours

Congratulations to Stephanie Y (4C) who achieved the following results in the Ipswich Eisteddfod and Redlands Eisteddfod:

Ipswich Eisteddfod Baroque Composer 10 Years and under – 1st Place
Ipswich Eisteddfod 9 Years Piano – 2nd Place

Redlands Eisteddfod 9 Years Piano Solo – 1st Place
Redlands Eisteddfod Baroque Composer 10 Years and under – 1st Place
Redlands Eisteddfod Junior Championship 13 Years and under – 1st Place
Redlands Eisteddfod Most Promising Pianist Award! 

Mr Will Eager
Director of Co-Curricular Music

Cantrice Choir – QYMA Result

Last Thursday 11 May, Cantrice Choir competed in the Queensland Youth Music Awards at St Peters Lutheran College. The students produced a riveting performance and received a Gold Award and 2nd place overall, with an extremely close adjudication. Congratulations to the students, Mr Leonard and Ms Zaarour for this fantastic achievement! 

Mr Shannon Leonard
Director of Choral 

This week, a number of our string students competed in the Redland Eisteddfod. Congratulations to all the students that participated. Participation is important, and it goes beyond results. Competitions stimulate personal growth, fostering resilience, creativity, and the ability to navigate challenges. They cultivate sportsmanship, discipline, and determination. It is the journey that matters, as the process of competing hones skills, builds character, and instils a lifelong love for striving and improving.

Congratulations Genevieve P (6B):

1st Prize - Open scholarship (open to all participants of any age group)
1st Prie - Own Choice, Baroque composers and Junior Concerto or Sonata
2nd prize - Diploma level and Junior Championship
Trophy for the ‘Most Promising Competitor’

Congratulations to Harper H (6D):

1st prize - Open and 7th Grade categories 
Comments from the adjudicator include: ‘a most compelling and musical performance’! Bravo!

Congratulations to Audrey L (4C):

1st prize - 9 years and under
3rd prize - String solo under 10 years

The girls work extremely hard to achieve this level of musicality and even though these events are highly competitive, our girls continue to bring home many prizes. 

Congratulations to all involved!

Ms Raquel Bastos
Director of Strings

Congratulations Madelyn M (12M) for creating the Week 6 Artwork of the Week.

Madelyn has created Surfs Up! a digital photograph incorporating her hand-screen-printed and lino-printed linen tea towel, displayed with found objects. Madelyn says:

Australia is a young country with a young culture, and its’ cultural history has only just begun to be explored.  Surfs Up! reflects Australian cultural symbols through both my own personal experiences and my classmate’s  knowledge. Australia's coastal beaches play a significant role in the childhood of any Australian; therefore, when creating Surfs Up! I incorporated cool blue tones, to represent the coastal water of Australia; the surfer performing a cutback out of the top of the esky to represent Australia’s large beach culture. Esky’s are also staples for keeping cool on Australian beaches, playing a key role in beach days. The melting text contrasts with the blue tones to show Australia's hot climate and cool oceans. Drawing from the exhibition "Queensland to a T" which explored Queensland's culture through the common kitchen accessory, a set of tea towels was created, perfect for use or purely decoration; and photographed in a typical Australian kitchen.

Ms Penelope Grills
Art Assistant

Have you ever thought about the benefits of hosting a French exchange student, including the opportunity to practise your French language skills and learn about French culture first-hand? Are you ready to create lifelong memories and experiences for your family by hosting a French exchange student?

Somerville House has been offered the wonderful opportunity to host students from a school in New Caledonia for eleven days in October/November this year.

Collège Jean Mariotti is a coeducational Middle School in French-speaking Noumea, New Caledonia. Somerville House welcomed a group of students and their teachers for one day in 2022, and the visit was so successful that they are coming back this year for eleven days from Wednesday 25 October to Sunday 5 November.

The group of 19 students (boys and girls, but almost certainly mostly girls) will be aged from 14 to 15, so during the school day they will be paired with our Year 9 French students, attending classes with them on most of those days. If you agree to host a student, you would need to provide them with their own room, all meals, transport to and from school, and basically involve them in your family activities. Any family members aged 18 or over would also be required to obtain a compulsory Blue Card.

Hosting an exchange student can be an incredible experience for both the host family and the student. It is a unique opportunity for your daughter to immerse herself in French language and culture. Not only could she improve her French language skills through daily interactions, but she could also develop a deeper understanding of New Caledonia, a part of France located only two hours from Brisbane. Over the years, I have seen long-term friendships develop from such interactions.

If you are interested in hosting an exchange student, please contact the Head of Department - Languages here. Registration is open to parents of students in any year level.

Thank you for your consideration, and I look forward to hearing from you soon.

Ms Debbie Haupt
Acting Head of Department - Languages

The 2023 Somerville House Open Day will be held on Sunday 20 August from 11.00am to 2.00pm. Please save-the-date and stay tuned for more information to come.

Prospective and incoming families are invited to this event to experience life as a Somerville House student. There will be student led tours, demonstrations, performances and much more on offer.

We look forward to sharing this important event day with our Somerville House Community.

Somerville House has a host of exciting community events yet to come on the Term 4 calendar in 2023.  

Be sure to never miss an event by downloading the Community Events Calendar here.  Event information is also available at the bottom of our homepage or via the website event pages here. 

We look forward to seeing you at our community events in November.