It was important that I was able to attend the 52nd Conference of the Isolated Children and Parents Association with Ms Sharvay Woolley, Acting Head of Boarding. Having spent four days at Julia Creek last week, we were able to gain a better understanding of the critical issues facing families in remote and rural Australia.
Honorary Life Member, Mr Jack Beach, helped the conference delegates understand the purpose of the ICPA, by using the following analogy. In teaching a little 4 year old girl how to ride a big horse, she is taught to push hard with her left foot and knee to pressure the horse to change direction. Eventually the horse will change direction and move to the left. ICPA are a little group of people who push and lobby the government to effect change. Jack explained it like this: “The State Branch of the ICPA is about having the right people at the right time, and gradually they work together to put pressure and persuade the State and Federal Government to make changes that will benefit the education of children in the outback areas of Queensland.”
Director General of Education, Mr Michael De’Ath attended the conference and was pleased to make the Queensland Government announcement of an increase to a portion of the Living Away from Home Allowance Scheme (LAFHAS) for boarding families. Families and students from some of Queensland's most isolated regions will receive an extra $4,000 per school year from 2024 to assist with their education. This news was well received by the delegates!
End of Term Staff Farewells
At this end of term, we say farewell to the following staff who are leaving Somerville House on Friday, following end of contract or resignation.
We thank and acknowledge Mr James Noonan for his 27 years of service, as he resigns from his position of Library Aide.
Teacher of French, Ms Tristane Robert concludes her 13 years of service to the School and we acknowledge her contribution over this time.
We thank with appreciation the following teachers, who are concluding contracts:
Mr Gary Green – Teacher of Music; Ms Kate Grayson – Teacher of English; Miss Tiffany Hammans – Teacher of Science; Miss Rosie Ireland – GAP Residential Boarding Assistant; Miss Yasmin Craggs – Residential Boarding Assistant.
We will welcome back Ms Sylvia Cody and Ms Jess Batri next semester.
The following staff will take some well-deserved long service leave in Term 3 and we wish them a restorative break:
Mrs Julie Brunckhorst – Dean of Student Wellbeing; Mrs Mary Saroukos – Teacher of Commerce; Mrs Kym Phillips – Teacher of HPE; Mrs Elizabeth Munro – Teacher of Year 5 (first 4 weeks); Mrs Linda Connor – Manager, SomerWear (first 2 weeks of Term 3).
We wish these staff members well with their impending Maternity Leave - Mrs Rebecca Underhill – Teacher of Science, with baby due 30 July and Ms Alice Cullity – Educator in the ELC, with baby due 9 August.
Last but not least in these staff updates, on behalf of us all at Somerville House, we wish Year 4 teacher Mr Lachlan Gooden and his fiancé Caitlin, best wishes for their forthcoming marriage during the holidays.
We also extend best wishes to Miss Corrie Tripcony and partner Tim for their upcoming wedding.
Finally, I extend my very best wishes to all families for the three week holiday interval. For those who travel, I wish safe travels and happy family times together.
Mrs Kim Kiepe Principal
From the Deputy Principal
From the Deputy Principal
The future of education is constantly evolving, and various disruptive factors are shaping how students learn and how educational institutions adapt. McCrindle, a leading research company, has recently published its latest education insights research - The Factors Disrupting the Future of Education, identifying seven disruptors of the future of education. This newsletter article will summarise the key findings of the research and discuss how these disruptors will impact education in the future.
Artificial intelligence (AI) and technological change are expected to have a significant impact on education. AI and machine learning have the potential to enhance learning outcomes by providing personalised and adaptive learning experiences. Online learning platforms and digital resources are transforming traditional classroom-based models, offering flexibility and collaborative learning experiences. The increasing importance of technology calls for the incorporation of digital literacy and 21st-century skills into the curriculum. Teachers' roles are evolving, and they need to adapt to new pedagogical approaches that leverage technology effectively. Education should focus on equipping students with essential skills for the future, such as adaptability and resilience.
Individualization of learning is another disruptor that emphasises customisation and tailoring education to meet the unique needs of each learner. Personalised learning paths, customised content and resources, differentiated instruction, data-driven decision-making, and enhanced collaboration and communication are key aspects of individualised learning. This approach empowers students to take control of their learning and ensures they are appropriately challenged.
Mental health and wellbeing are crucial aspects that will disrupt education in the future. Mental health issues can significantly impact students' learning outcomes, and a shift in pedagogical approaches is needed to accommodate students' mental health and wellbeing. Educational institutions need to prioritise mental health support systems and resources, not only for students but also for teachers. A holistic approach to education, considering students' emotional, social, and psychological needs, is essential.
A consumer approach to education will disrupt the traditional education system, giving students and parents more control and influence over their educational choices. This approach will lead to a demand for personalised learning experiences, an emphasis on outcomes and career readiness, a rise in online education, a disaggregation of education from various sources, and an emphasis on lifelong learning.
Teacher burnout is a significant challenge that will disrupt education in the future. Burnout negatively impacts teacher effectiveness, contributes to staff shortages and high turnover, affects teacher morale, strains student-teacher relationships, and limits professional development and growth. To address this, educational institutions and policymakers need to prioritise the wellbeing of teachers by providing support and resources, promoting a positive work environment and reducing administrative burdens.
Attracting and retaining the next generation of teachers will also disrupt education. The incoming generation of teachers may have different expectations, values, and teaching approaches than previous generations. They will need to possess strong technological competencies and foster 21st-century skills. Educational institutions should prioritise attracting and training teachers who can effectively navigate the evolving educational landscape.
Achieving educational reform in a risk-averse culture can be challenging but is necessary for the future of education. Technological advances, such as AI and online learning platforms, are reshaping traditional classroom models. However, risk-averse cultures may resist these changes due to concerns about quality and reduced social interaction. Education needs to shift towards skills-based learning, focusing on adaptability and lifelong learning, which may face resistance due to fear of uncertainty. Future workforce preparation requires aligning education with changing demands, but risk-averse cultures may struggle to redefine goals and curricula. Embracing innovation and entrepreneurship is crucial, but fear of failure may hinder progress. Addressing concerns, communicating benefits, engaging stakeholders, and promoting evidence-based research is key to successful educational reform.
It is important to note that while these disruptors offer numerous opportunities to enhance education, there are also challenges and risks that need to be addressed. Issues of privacy, data security, equity of access to technology, and ensuring transparent and fair AI algorithms are some of the challenges that educational institutions and policymakers need to navigate.
By proactively addressing these disruptors and implementing strategies to support students, teachers, and the overall educational ecosystem, we can create an environment that fosters effective, engaging, and relevant learning experiences.
Mrs Jo Matherson Deputy Principal
Chaplain's Corner
Finding Our Identity
In the recent Marvel movie Love and Thunder the hero Thor declares “I need to figure out exactly who I am”, thus verbalizing one of the great struggles of our age, the search for identity and authenticity. Who decides our identity? Is it our genes, our cultural background, our family, our experiences, or is it something we define entirely ourselves? The current trend of expressive individualism suggests that identity is something that is entirely our choice, that all external authority is to be rejected on this issue and that it is only by looking inside ourselves that we find who we are.
How is this working for us? There is nothing wrong with looking inside ourselves; the philosopher Socrates proposed that an examined life is essential for true happiness and fulfilment. Authenticity is also certainly something to be valued, as pretending to be something we aren’t always fails in the end. Are there limits to looking inside ourselves though? It seems that the focus on expressive individualism combined with the prevalence of social media has contributed to many people having a rather fragile sense of self, as well as a rise in anxiety, depression, narcissism and loneliness. Social media does not encourage authenticity, in fact it does just the opposite, and looking inside ourselves as our primary search for identity can be problematic when we don’t like what we find!
The problem with only looking inward to find ourselves, is that it ignores many dimensions of what it means to be human. We are at least partly defined by those we associate with, those who know and love us best and we know ourselves by being known by others. We are also all part of various narratives, our shared histories and cultural journeys, and these inevitably contribute to our identity.
Perhaps part of the answer also involves looking up. Former Archbishop of Canterbury, Rowan Williams, writes: “Without the transcendent we shall find ourselves unable, sooner or later, to make any sense of the full range of human self-awareness”.
Finding out who we are is part of our life’s journey. Many voices seek to define us and label us positively and negatively. The Bible tells us that we are all individually and wonderfully made in the image of our Creator, known and formed by him in our mother’s womb, created to be loved by Him and for the good works he has purposed for us to do. Leaving out this central part of our identity is perhaps one of the reasons expressive individualism isn’t producing the happiness and well-being some might have hoped for.
Ms Chris O'Gorman Senior Chaplain
From Student Wellbeing
Perseverance
Perseverance Flipped
J.K. Rowling, Thomas Edison, Michael Jordan, Henry Ford, Walt Disney, Sir James Dyson. What do they all have in common? They didn’t achieve their success without it – that is perseverance.
According to Professor Schaffner from Kent University in Positive Psychology (2020), Perseverance refers to our ability to pursue a goal or passion over time, and stick with it if we encounter obstacles or setbacks. These people certainly did.
James Dyson failed 1,526 times.
Michael Jordan missed 9,000 shots, lost 300 games, 26 times was trusted to take the winning shot and failed.
Walt Disney was fired and rejected 300 times.
J.K. Rowling was rejected twelve to fifteen times for Harry Potter.
The cousins of perseverance are resilience, motivation, drive, determination, grit, passion, and conscientiousness.
Various studies have shown that perseverance is an essential quality for success in life (Duckworth, 2016). It often tops aptitude and raw talent and is a more accurate predictor of achievement.
Carol Dweck (2017) also says that it is about getting back on the horse time and time again until we learn how to stay on.
In an article in The Educator recently, Rydr Tracy (June 2023) asks whether we setting our children up for failure? He highlights that children shouldn’t continue to struggle at all costs using the same strategies and continue to come up short. He argues that industries are searching for dynamic skill sets in a rapidly changing world and we need to set students up to ‘seek and evaluate information, identify and experiment with innovative approaches to success and adapt themselves accordingly.’
Tracy recommends that ‘teaching students that their decision to stop is inherently shameful, we should instead be instilling a sense of realistic optimism about what they can achieve.’ Students should engage in hard work – try and try again but vary their strategy or path and sometimes to just stop. They need to seek feedback, reflect on that feedback, use the tools they have been given and challenge their original thinking. This self-efficacy and positive self-concept give buoyancy, the motivation to try a different way. Certainly the people above innovated and creatively approached their seemingly insurmountable problems.
Tracy indicates that these three, self-efficacy, self-concept and realistic optimism are the building blocks of perseverance. However, empty praise is detrimental and creates an unrealistic optimism that sets students up for a fall.
This is timely as Year 9s and 10s are about to embark on subject selection considerations. With realistic optimism they can confidently consider pathways that compliment their dreams and goals.
Success comes from curiosity, concentration, perseverance and self-criticism. - Albert Einstein
Happy and safe holidays!
Mrs Julie Bronckhorst Dean of Student Wellbeing
Junior School
Junior School News
Week 8 proved to be a busy week in the Junior School, culminating in the Inter-House Athletics Carnival on Friday 9 June. It was my first Somerville House athletics carnival and I found it a brilliant showcase of sport. I was particularly impressed with the girls’ energy, determination, house spirit and sportsmanship. They were keen to take part in both track and field events, racking up the points for their respective houses. There is no stronger bond than the camaraderie of school House spirit, and often matches and races are more fiercely contested than any other competition. Being part of a school house often goes beyond your school years, with memories of war cries, the ‘best’ house and house winning streaks debated when old girls assemble.
The girls in Years 3 to 6 certainly continued this tradition on Friday. The cheering could be heard echoing around the UQ campus, particularly during the relays and championship races. Well done to every girl who took part, even those sporting an injury were there to cheer their housemates on!
Congratulations to Osburn House who were the winners of the Spirit Cup, which is awarded to the house with the most determination, spirit, cheer and support. Osburn students were incredible throughout the day. The battle for the top winning house was hotly contested with only 100 points differentiating the top three Houses.
Well done to Franklin House, who were the ultimate victors on the day.
Many thanks to the teachers, coaches, parents and UQ staff for supporting the students and for the smooth running of the event on the day.
Chess Brisbane South Primary Interschool Competition
The Somerville House Chess Team had a fantastic turnout at the Brisbane South Primary Interschool Competition last Thursday 8 June. Forty Somerville House students battled it out over the board with over 200 players from other schools for ribbons, medals and to stay in the running for the Queensland State Interschool Finals in Term 4.
In the Premier Division, our top two teams finished third and fourth, securing a place for both teams in the Premier Division next term. Sophia X (5B) was the top scorer with 4.5/7, winning a Merit Ribbon. Alex Y (6C) gets a special mention for tying with a Churchie player with a rating almost double her own. Ashleigh S (4B) was equal second, third on tiebreak, in a very challenging A Division. Charlotte O (1A) won a Merit Ribbon in the B Division. Ayana W (3B) and Sylvia Y (2C) also won Merit Ribbons in the C Division. Alicia J (3B), Angela C (2A), Eva H (1A) and Amber A (3A) placed third in the D Division, with Alicia winning a Merit Ribbon individually.
Thanks to Mr Gilpin, Mrs Finlay and the parent volunteers for supporting the team on the day.
Staff News
Congratulations and best wishes to Mr Lachie Gooden and his partner Caitlin, and Ms Corrie Tripcony and her partner Tim many congratulations for their upcoming nuptials.
All the best too, to Ms Alice Cullity and her partner, Jake, who are expecting their first baby in the coming weeks. Alice will be on maternity leave from next term. We are delighted that Ms Ashlea McSweeney will be covering her leave until the end of the year.
Good luck and thanks to Ms Brooke Delaforce who has worked in the ELC for the past two years; Brooke is now looking forward to a year abroad.
Next term, Ms Kym Philips will be taking Long Service Leave. Her classes and work will be covered by Mrs Colleen Moriarty who works within the school as PE and EALD teacher. We are delighted that she will be able to transition smoothly into this role.
Mrs Liz Munro will also be taking four weeks Long Service Leave at the beginning of Term 3 and Mrs Sally Wake will be taking her class. Mrs Wake has worked at Somerville House over the course of many years. She is delighted to be working in Year 5 during Mrs Munro’s absence.
Finally, following 30 years of offering drama lessons to students in Junior School, I would like to thank Mrs Helen GaLea for her time, commitment, and dedication to her role. She has developed a love of drama, speaking and listening in many students over the years, growing their confidence and performance skills. We look forward to seeing Helen around the Junior School as she continues her work with us as a relief teacher.
Semester One Reports / Parent-Teacher Interviews
You will receive Semester One report towards the end of the first week of holidays, and I encourage you to take the time to help your daughter reflect on the results she achieved, and to set some goals for the remainder of the year. The formal Parent/Teacher interviews early next term will be an excellent time to discuss your daughter’s results and progress with her teachers. These interviews are on Tuesday 18, Monday 24 and Wednesday 26 July (Term 3, Weeks 2 and 3). Information will be posted on SomerLink this week, and bookings will open on Monday 10 July at 8pm.
Year 1 Southbank Excursion
With the help of Year 1’s wonderful parents and families, the Year 1 classes explored South Bank Parklands last week to identify the natural, constructed and managed features of the area. We drew observations and took pictures to later discuss in class.
Back at school, we wrote a mixture of poems and recounts to reflect on our adventures and consolidate we had learnt about the space explored – we share some of these below.
Somerville House Students went to South Bank. Only Year 1s allowed! Used our clipboards to write on. Take photos of natural and built features on our iPads. Helping our partners. Brisbane River is beautiful. All had so much fun. Natural features are amazing. Keep the parks and playgrounds clean.
- Claire C (1B) and Iris Y (1B)
Shimmering smooth river. Oh my gosh! South Bank is so beautiful. Use the iPad to take pictures. The soft grass is where we write on. Happy day at South Bank. Beautiful sunshine falling down. A good day at South Bank. Nice food for morning tea. Kids playground is really fun.
- Clarissa L (1C)
Last week, Year 1 went to an excursion to Southbank Parklands. First we drew pictures and took photos with our iPads of natural, built and managed stuff. I first took a photo of nature because it was the first page of my excursion booklet. I took a picture of the beach, the rocks and sand. Next we took a picture of built! I took three pictures. These were the pictures, a light, a bridge and seats that were made from concrete. After that we went to do managed! I took a photo of grass, a made river and those things where’s there’s a lot of dark green grass and also pink flowers. After that we ate morning tea. Finally, we went back to class. I had an exciting day.
All Junior School families are warmly invited to join us for this special service, followed by morning tea.
Our theme for this year is “Wonder Woman of the Bible”.
Our service is an interactive event, where families can work together on a craft, a STEM activity or a reflection for 20 minutes, learn more from the Bible and hear our students sing. We value this opportunity to come together and celebrate as a community, and we hope you can join us for the Junior School Family Worship Service.
Registration details for this event will be posted on SomerLink this week.
Term 2 Bilingual Buddies
Bilingual Buddies, held weekly throughout Term 2, has proven to be a positive experience for EAL/D students in Years 1 to 6. Filled with fun, laughter and engaging conversations, these sessions have successfully fostered a sense of camaraderie among the girls. From card games to story readings and puppet shows, our younger students have been encouraged to develop their oral language skills while developing meaningful connections. We look forward to continuing sessions next term to encourage students to develop their bilingual abilities.
Every fortnight a group of parents from non-English speaking backgrounds meets at Under the Clock for a chat and a morning of friendship. It is led by two ladies, Debbie and Jennifer. Debbie is a past parent and staff member of Somerville House and she serves on our relief staff in the Junior school.
These gatherings are an opportunity to practise speaking in English and ask questions about the school and about Brisbane. Our group recently visited Parliament House, where we enjoyed a High Tea and a tour.
Next meeting will be Tuesday 11 July (Term 3 Week 1).
Where: Under the Clock When: 8.45am Tuesday (on a fortnightly basis)
If you are interested in coming along one day, or have any questions, please email [email protected].
Confidence
In advance of Dr Judith Locke’s presentation on Tuesday 1 August to parents of Years 4 to 6, we share the below article from Dr Locke on improving your child’s confidence.
You can still register here to attend Dr Locke's presentation.
Confidence is an essential quality in people as it enables them to face the typical tasks of a day. Without it, people tend to shrink from challenge, and live reduced lives.
Many parents want to actively improve their child’s confidence. They do this in many ways, including praising their child more, giving them lots of affection, and stepping in a little to ensure their child experiences success.
Unsurprisingly, I get a lot of questions about building children’s confidence when delivering sessions for parents. Many are concerned about their child not seizing life as much as they should. They might describe their child not wanting to do an activity because they don’t think they’ll do well at it. Or explain their child’s tendency to hold themselves back in social situations.
I find that some parents misunderstand what true confidence is. Additionally, many build their child confidence in ways that only work for a short time. So let me clarify confidence, by discerning what it is and isn’t.
Confidence isn’t certainty of success. Your child can’t do well at everything. At best they occasionally win, occasionally do pretty well, and occasionally do poorly. Those statistics suggest that if their confidence depends on their sureness of victory, then they aren’t going to feel confident as they begin many activities.
Actual confidence is feeling capable of coping with whatever outcome befalls them as they face events. Their belief of being ok then isn’t about what their result is, or what happens. Rather their self-assurance lies in their ability to face a range of results, and an understanding they’ll manage regardless.
Confidence isn’t shown by being loud and outgoing. There are many extraverts who are confident but there are also introverts who are equally confident.
If someone’s gregariousness is to gain attention, then they are dependent on others giving them that focus. When not being a central part of the action, they’re likely to become quite insecure.
What really determines a person’s confidence is them feeling they can broadly be themselves in a space, within reason. Not feeling they must live up to certain standards, or be a certain way, to be acceptable to the people around them would be a good indicator of self-assurance here.
Confidence isn’t typically given by other people. Early on, a child feels confident because they’re loved and valued by the people most important to them. This gives them their first positive experience with social exchange, and eventually enables them to go further afield than the family unit.
But over time, a child’s confidence should not be dependent on other people’s reassurances. If they only feel confident when they are hearing praise, then their sureness is somewhat slippery. It will take a dive the moment someone in their orbit ceases to reassure them via admiration and attention.
True confidence is not being overly dependent on regular external encouragement via praise and acknowledged success. Those with an inner strength can keep going regardless of dips and turns in the road. They persist when the going gets tough or when they don’t succeed the first time.
Additionally, truly confident people feel pride for their efforts rather than seek external approval of their work. This makes them less prone to the whims and reactions of others.
Confidence isn’t given instantly True self-assurance comes slowly over time. It starts with loving relationships, and some success. But to keep it on the right track it needs to involve occasional highs and lows, as well as praise and criticism. This keeps building their preparedness for whatever will come tomorrow and their belief in their ability to cope regardless.
True confidence is tricky to get right. But – rest assured – once it’s there, it often tends to stick around.
Takeaway for parents
Here’s some tips to develop your child’s confidence.
Spend time with your child and show them you enjoy their company.
Give them affection – be it a high five or an affectionate statement.
Praise their efforts and vary the way you do this.
Over time, become more truthful in your praise, including some constructive criticism.
Encourage them to self-assess their efforts, rather than offer your judgement all the time.
When they lack confidence, reassure them of their ability to cope with any outcome, rather than bolster them with potentially false promises of success.
Dr Judith Locke is a Clinical Psychologist and child wellbeing specialist who presents sessions for parents and teachers at schools around Australia, New Zealand and internationally. For more of Judith’s work read her parenting books, The Bonsai Child or The Bonsai Student. You can also follow her Facebook page Confident and Capable.
Mrs Susan Clarke Head of Junior School
Early Learning Centre News
Celebrating our Children’s Achievements
As we approach the end of the semester and the much-awaited holiday break, it's the perfect time to reflect on the incredible achievements of our young learners. We are immensely proud of each and every child who has shown dedication, determination, and growth throughout this term. Here are just a few of the outstanding accomplishments that deserve recognition:
Our children have demonstrated exceptional progress in their learning journey. From mastering new mathematical concepts through board games (which are wonderful for developing number recognition, counting and early addition and subtraction skills) to investigating the importance of hand hygiene through science experiments, their hard work and perseverance have truly paid off. We commend them for their intellectual curiosity and the love of learning they have cultivated.
The artistic talents of our children continue to amaze us! Whether through painting, drawing, singing, or dancing, they have showcased their creativity and imagination.
This term also had the wonderful opportunity to engage with the community to witness impressive musical performances in the Prep-Year 2 Musical Presentation, captivating storytelling shared by our friends in Years 2 and 3 with their Dreamtime tales. We also hosted some special visitors to the ELC such as Franklyn- the Golden Retriever, the Ocean Life Show, and even a real veterinarian.
Our children have shown us the true meaning of compassion and empathy. They have actively participated in various acts of kindness and community service initiatives throughout the semester. From collecting donations for those in need to supporting their peers with a sore bump, they have exemplified the values we strive to instil in our learners.
At the Early Learning Centre, we believe in fostering an environment that nurtures each child's unique abilities and talents. We are grateful to our dedicated educators, supportive families, and, most importantly, our amazing children for making the first half of the year a joy.
As we head into the holiday break, let us take a moment to appreciate the growth, achievements, and incredible potential of our young learners. They have made us proud, and we can't wait to witness their continued growth.
Celebrating our team’s Achievements and Milestones
In addition to celebrating the achievements of our Pre-Preppies, we would like to acknowledge and celebrate the impending arrival of Ms Cullity’s baby in August. Alice will begin her maternity leave at the end of the week. We express our heartfelt congratulations and eagerly await for the arrival of her little one.
In addition, we are excited to see Ms Tripcony begin a new chapter of her life. In early July she is exchanging vows with her partner Tim. We congratulate Ms Tripcony on this special occasion and wish them a lifetime of love.
Furthermore, Miss Brooke Delaforce is nearing the completion of her university degree and preparing to embark on a year abroad to expand her horizons and gain valuable experiences. We wish her all the best in this exciting journey and look forward to hearing about her adventures upon her return.
We wish you a fantastic break filled with fun, laughter, and cherished memories with your families.
External Examination Timetable and Invigilator Applications
External Examination Timetable and Invigilator Applications
The timetable for Year 12 External Examinations was recently published by the QCAA and provided to students through SomerLink. The timetable can be located on the QCAA Website here. Early in Term 3, Year 12 students will be issued with a Somerville House exam preparation calendar, outlining all of the External Exam preparation activities that occur throughout Term 3 and 4.
Occasionally, students may notice that they have 2 exams occurring at the same time. QCAA works hard to avoid exam clashes, but with the extremely large number of subject combinations across the state, this is not always possible. QCAA will advise us how these clashes are to be managed closer to the exam time. Usually, this will mean that the student sits one of the exams in the alternate session on the same day.
Applications are now open for External Exam Invigilators. To be eligible to apply for an external assessment invigilator role, community members must hold a current, paid blue card/exemption card from Blue Card Services or, for teachers, a current Queensland College of Teachers (QCT) registration. Applicants must be at least 18 years old and eligible to work in Australia. They must possess personal attributes of discretion, tact, attention to detail, and an ability to maintain confidentiality, as well as meeting straightforward requirements for identification and access to technology.
Interested applicants are asked to:
Read the External assessment invigilator position description and the frequently asked questions, available on the QCAA website at www.qcaa.qld.edu.au/senior/assessment/external-assessment/external-assessmentinvigilators. Obtain your paid blue card/exemption card from Blue Card Services or, for teachers, hold a current QCT registration.
If necessary, register for a QCAA Portal account, following the instructions on the External assessment invigilators webpage at: www.qcaa.qld.edu.au/senior/assessment/externalassessment/external-assessment-invigilators.
Submit your application for an external assessment invigilator role via the Assessor Jobs application in the QCAA Portal.
University Open Days
Ms Hatzimihail, our Careers Counsellor, provides students with regular updates on Careers activities, including Open Days. Please note some upcoming events which can be extremely beneficial for students in discovering potential tertiary courses.
15-16 July TSXPO – Tertiary Studies and Careers Expo, Brisbane Showgrounds 30 July QUT Open Day 6 August UQ St Lucia Open Day 13 August Griffith University Open Day 26 August ACU Open Day
Mrs Wendy Jurss Dean of Academic Programs
Co-Curricular Programs
Sports News
Netball
It was an eventful week in the Netball space last week with the Staff vs Students game being played on Monday and Practice Fixtures being played on Saturday Morning. All teams played well for their first time together, and it was a great opportunity to look at what areas we can improve on in training! Congratulations is also in order for the Opens team who came away with the Win at the Staff vs Students game, after a close start the Opens players were able to pull ahead and secure the win for 2023.
Football
Last week Toowoomba Anglican State School hosted the Andrews Cup Football tournament at Highfields. Five teams represented Somerville House and came away with some fabulous results. Our open A team won the top division, claiming the Arna Bennett Trophy with a 2-0 win in the final. The Junior A team also came 3rd in their division after some great results throughout the day. Well done to all students who competed in this event, you should be very proud of yourselves!
Volleyball
Saturday was our first trial round of volleyball for 2023, hosting St Peters Lutheran College at Nissan Arena. All teams impressed with several wins recorded across the board. We cannot wait for fixtures to commence next term!
AFL
Last Thursday our Senior AFL team participated in the 2023 All Schools AFL competition at Coorparoo AFC. Our athletes stood out in a tough day of physical competition, playing three 40-minute games in a row!
Special mention to Melody M (11F) and Ellie J (12D) who played incredibly well!
Congratulations on a great day of AFL.
Basketball
Last Wednesday, our Basketball End of Season function took place in the Honour Room. It was a fantastic event and a great opportunity to reflect on a successful 2023 season. A big thank you to our captains Madeline W (12M) and Ruby A (12D) for their efforts running the event and their leadership throughout the season.
Mr Andrew McCabe Director of Sport
Music News
Student Achievements
Congratulations to Ein N (9A)! Recently, Ein travelled to Melbourne to compete in the National Bach Competition as one nine finalists, covering seven different instruments. Ein was the only Queensland finalist and received 2nd prize. Well done Ein!
Year 5 Instrumental Mid-Year Showcase
Congratulations to all the Year 5 students and staff who contributed to the Mid-Year Showcase Concert last Wednesday 7 June. It was fantastic to see the students’ progress and enjoyment of music-making within the Year 5 Instrumental Program!
Kaleidoscope 2
Last Thursday 8 June, students and staff from across our Band, Strings and Choir Programs presented the Kaleidoscope 2 Concert! The evening featured Chamber Ensembles, Jazz and Percussion Groups, Choirs and String Orchestras. Compered by the Music Captains, Convenors and Monitors, the evening showcased some fantastic performances of works by contemporary local composers and legends alike. Congratulations to Mr Nicholas Thin for his conducting debut at Somerville House!
St Luke’s Chamber Concert
Last Saturday 10 June, students from Accord, Junior and Senior String Consorts and Guitar Ensemble, presented a Chamber Concert at the beautiful Spanish-styled Church at St Luke’s Green in Woolloongabba. Somerville House was invited to perform at St Luke’s in 2019, and has since, every year held concerts in their chapel. We were delighted to once again showcase an array of beautiful music demonstrating the impressive depth of knowledge and skill of both our student and staff musicians. Congratulations to everyone involved!
Mr Will Eager Director of Co-Curricular Music
RoboCup Junior Regional Competition
The RoboCup Junior Brisbane Regional Competition is the first formal interschool robotics competition for the year. Somerville House had the honour of hosting the 2023 Brisbane Regional Competition in a full day of competition held in the Foundation and Bauer Buildings. Around fifty of our students from Years 5 to 12 competed in either OnStage (robots used to create a dramatic performance) or Line Rescue (robots follow lined courses, overcoming obstacles and challenges) against other schools. While many of these schools were around the Brisbane Metropolitan area, a handful had come from further afield, including from Longreach.
For several of our students, this was their first time at RoboCup Junior competitions, and all of our competitors gave it their best on the day. Somerville House teams took all placings in the Open OnStage Performance:
First place - Team Madagascar - Lexie C (7A), Milla H (7E), Annalise I (7E) and Miumiu Z (7E). Second place - Team Poppity Corns- Eve B (7A), Lillian C (7C) and Emma L (7A). Third place - Team The Marionettes - Tessa da S (8A), Rachel J (8A) and Niah L (8A).
Congratulations to all students who competed. In and amongst a day of battling it out against other teams, the competition was also a chance for teams to experience competition conditions and gain valuable feedback, which was most valuable for teams who competed for the first time and especially for Junior School students.
A special thanks also to the Robotics Support Group, Robotics parents and Somerville House teachers who assisted as volunteers during the Competition. It was a huge effort to get everything pulled together, especially with a strong rebound in numbers compared to before the pandemic, so your time and efforts were very much appreciated and you helped to make it a most enjoyable day for all of the students.
The next competition will be the State Competition at UQ, which will happen in mid-August (19 – 20 August 2023). We wish all of our teams well in preparation for the State Competition.
Mr Daniel Tuazon Digital Design Technology Teacher
Strength and Conditioning Holiday Program – now open for registration
Strength and Conditioning Holiday Training
The Strength and Conditioning program is offering flexible training times for girls staying in Brisbane over the holidays. Our aim is to improve physical attributes, develop athletic skills and teach why and how strength training is beneficial. You can come to one, two or three sessions per week, but two sessions are ideal.
Sessions will be designed for the appropriate level of experience, focussing on improving:
Strength, Speed, Balance, Coordination, Stability, Flexibility/Mobility & Having FUN!
Senior School Students (Year 7-12)
9:00 am - 10.30 am Week 1: Monday 19 June, Wednesday 21 June, Friday 23 June Week 2: Monday 26 June, Wednesday 28 June, Friday 30 June Week 3: Monday 3 July, Wednesday 5 July, Friday 7 July
Junior School Students (Year 3-6)
9:00 am - 10:00 am Week 1: Monday 19 June, Friday 23 June Week 2: Monday 26 June, Friday 30 June Week 3: Monday 3 July, Friday 7 July
Cost $17/session or $150 for all 9 sessions. Enquiries: Please contact Mr McPhail here.
To register please go to: The ‘Events & Payments’ tab within the Parents Lounge of SomerLink. Then search for “June - July Holidays S&C”, there you will be able to register and pay for the number of sessions your daughter wishes to attend.
Due to the number of registrations, we receive during the school holidays, we will be unable to offer refunds or extra sessions during Term 3. Please consider how many sessions you can attend before your purchase. Sessions are capped by numbers, so sign up as soon as possible.
Mr Malachi McPhail Acting Director of Strength and Conditioning
Community
Open Day 2023
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.
Exciting Opportunity for Somerville House Families
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
2023 Upcoming Community Events
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.
