Term 3, Week 6, Tuesday 16 August 2022

‘Fewings Building’ Bricks

The Principal’s patience has been tested in recent weeks, as I have been patiently waiting to view the commemorative bricks installed as part of the Fewings Building refurbishment. It was a joy to take a tour of the classrooms and manage a glimpse of the commemorative bricks installed around the Fewings Lawn.

These commemorative walls honour our ‘Foundation Students’, being the first 224 pupils enrolled at the School between 1899 and 1909. The “Educational Block” was their primary residence of learning, known today as “A” Block – and about to be renamed and dedicated as the “Fewings Building”.

The commemorative walls enhance the Heritage Heart as a truly historic and unique part of the School.

Then of course, there are also the named, stainless-steel bricks, purchased by many parents for the Somerville House Foundation’s Building Tomorrow Together campaign. These bricks feature the names of enrolled students, current students and Old Girls and will be displayed on distinct walls in the new Senior School Precinct.

The plan is for family ties to be captured on one wall, the Family Tree Wall, while individuals will be celebrated on another, known as the Trailblazers’ Wall. The Service Wall will celebrate those who have held service roles or achieved outstanding accolades within our community: our teachers, captains, prefects, duces, etc. Some families and individuals with special connections to the School have also chosen to purchase a Commemorative Plaque.

I acknowledge the planning and collaboration of our Foundation Team, Ms Gilmore and Ms Tudehope, who have worked tirelessly to help create this campaign, which enables so many past and present students to celebrate their connection to Somerville House.

If you are interested in contributing to this historic project, please contact Ms Petrina Gilmore, Director of Philanthropy or Ms Grace Tudehope, Donor Relations Co-ordinator via [email protected]

Staff Updates

After 18 years of service to Somerville House, Mrs Gaye Ryan (Assistant Head of Junior School – Teaching & Learning) has advised of her retirement at the end of 2022. Throughout the effects of COVID-19, we acknowledge Mrs Ryan’s contribution and approach to getting things done. This in turn helped drive the inclusive learning experience for Junior School students in the remote classroom environment. On behalf of all families and colleagues, we thank Mrs Ryan for her service to teaching in the Junior School since 2005.

Mrs Kim Kiepe
Principal

Some of the most admirable figures of history are those who advocated a non-violent response to injustice. Martin Luther King Jnr as a Christian minister was inspired by the example of Jesus, and even Mahatma Ghandi who was himself Hindu once said “I like your Christ but not your Christianity.” It is impossible to read the Sermon on the Mount and not realise that nonviolence is central to the message and life of Jesus.

Jesus said, “Do not take revenge on someone who wrongs you. If anyone slaps you on the right cheek, let him slap your left cheek too.” (Matt 5:39). He also said “Love your enemies and pray for those who persecute you” (Matt 5:44). Jesus himself lived out this principle in the way he laid down his life that our sins could be forgiven.

The Apostle Paul maintained this theme when he wrote in his letters that Christians ought to “Ask God to bless those who persecute you—yes, ask him to bless, not to curse.……never take revenge” (Rom 12:14–19).

Perhaps surprisingly, the French Christian philosopher, Jacques Ellul, suggests that, for Jesus, non-violence is not actually a primary value, but rather a secondary value, contingent upon the practice of non-dominance as a primary value. In other words, it is likely we will only be willing to give up our swords if we are prepared to give up control over others first.

As I wrote two weeks ago, Jesus, in introducing the concept of servant leadership said, “….. If one of you wants to be great, you must be the servant of the rest; 27 and if one of you wants to be first, you must be the slave of the others— 28 like the Son of Man, who did not come to be served, but to serve and to give his life to redeem many people” (Matt 20:25-28).

In other words, according to Jesus, we must set aside our structures, and tactics of coercive control, and we will only do so, if we, like him, set aside any intention we have to control others, and instead commit ourselves to serving them. Recently, in response to the issue of domestic violence, the Queensland Government legislated against any ongoing attempt to control others by abuse, threats, intimidation and humiliation.

Are we ourselves completely innocent of such behaviours, albeit in a less obvious way? Have we developed subtle strategies for getting what we want in a relationship, knowing how to manipulate the other person to bend their will to ours? It might be about knowing the moment of weakness at which to strike, or how to divert attention away from what we are doing or how to ambush someone in the nicest possible terms. Those of you who are parents know that children and teenagers learn these skills early!

It may seem to cause less harm than more obvious examples of coercive control, but it is certainly not the way to put the needs of others ahead of our own. It is not enough for us to be non-violent, we also need to be non-dominant, focussing on enabling and empowering others instead, especially when we ourselves are in positions of power.

Ms Chris O'Gorman
Senior Chaplain

Last week I witnessed one of the most evocative and powerful presentations I have ever seen delivered to Senior School students. Melissa McGuinness, Founder of the You Choose Road Safety Program, is on a mission to empower young people to change driving culture and to protect families from the misery of youth road trauma.

Melissa’s presentation, to Year 12 students, details her own experience of grief and road trauma after her 18 year old son, Jordan, speeding and under the influence of alcohol and drugs, drove his car into a stationary vehicle. His choices killed four young victims in the other car and also himself. The story was harrowing and confronting; Melissa repeatedly described how Jordan’s choices, that day, were his responsibility and led to a lifetime of grief and loss for five families.

Our students were captured by the You Choose message which, at its core, focusses on passenger and driver responsibility. Melissa urged the Year 12s to call out reckless driving behaviour amongst their peers by refusing to get into cars where their mates are likely to speed, use their mobile phones or drive under the influence. (For example, there is no way I am getting in that car with you.)

Whilst there were many tears shed, particularly during the playing of footage of Jordan’s younger sister speaking at his memorial service, the overall message of the presentation encouraged the Year 12s to consider their role as leaders who are capable of making choices that will impact positively on youth driving culture.

Here is a selection of feedback from the students who attended the presentation. Some of the girls commented that the You Choose message would be even better placed earlier in the year or when they turned 17 and getting their licence. We are currently in the process of organising the You Choose program for our Year 11 students at the end of Term 4.

My big takeaway from the You Choose presentation today was that no matter what your intentions are, it is your choices that matter the most. This was a very worthwhile presentation, as it resonated with people by giving us a better insight into the accidents that we see happen on the TV, or may drive past. This insight creates a better image of the consequences, the impact and the real life situations people are left with after road tragedy. Emily H

I thought Melissa's presentation was very moving and insightful. She was a very engaging speaker which allowed us all to assimilate her crucial message about how it is very much our choice to be safe on the roads and ultimately, our decisions affect us equally as much as they affect our loved ones. This was a very worthwhile presentation to have as a part of our PC program. Sophia P

I think my biggest takeaway from the You Choose presentation with Melissa McGuinness is that it may not be your intention (to drive recklessly) but it is your choice to do so. I also loved how she said to us that she is not here to give us a lecture, like a parent, or ask for sympathy, but she was here to make change and inform us on just how easily things can go wrong and the trauma bad decisions can lead to. I 100% think it was a worthwhile presentation to include in our PC programs! I would also recommend for this talk to be presented at Churchie and BBC. Liv B

The biggest message that resonated with me was that it doesn’t matter how good your intentions are, your actions and the choices you make will always be the thing that makes that lasting change and leaves you with a good/bad legacy. I think this was definitely a worthwhile presentation to include in the PC program, although I think just a bit earlier in the year would be even greater. Brianna Q

Melissa’s words were thought provoking, deeply moving and empowering for every student and young driver. Particularly her message around choice over intention and how the outcome of our choices is far-reaching. Thankyou Melissa! Jess M

I thought the talk was incredibly powerful and emotive and definitely think this should be continued in the PC program. I thought Melissa engaged us an audience effectively and her presentation and points successfully engrained the message of safe driving. Phoebe M

Mrs Kathryn Emtage
Associate Dean of Student Wellbeing

We have three new students commencing in the Junior School this week – Julieta and Sofia V in classes 2B and 5A, and Alisa L in 4C. We know that our community will warmly welcome these students and their families.

Conversational skills: what they are and why they are important

Conversational skills are indeed important for children’s development and wellbeing. That’s because being able to have conversations helps children make friends, be listened to, ask for what they need and develop strong relationships with others.

Conversational skills are about being able to talk and listen well. This involves:

starting conversations – for example, with a greeting like “Hello” or a question
knowing how to get attention in the right way – for example, by saying “Excuse me”
using eye contact
taking turns talking and listening
speaking politely
knowing when to stop talking.

One of my favourite parts of the school day is chatting to students at the Turning Circle. Sometimes the conversations are fleeting (a quick smile and “good morning”) and other times they involve lengthy discussions about what happened on the weekend, the book clutched in a small hand, a family celebration/milestone, or an impending play date.

For some children, these exchanges come easily with great confidence and assurance. Other children may need more practice, prompts, reminders and guidance to interact with others in such a manner.

Below are some ways that we can help children develop conversational skills.

Have practice conversations with your child where you take turns asking questions and listening to answers.
Prompt your child – for example, by saying, “Please say thank you to Grandma for taking you to the park”.
Use clear and gentle reminders when you need to – for example, “Gaye, please look at me when you’re speaking to me”.
Suggest how your child could begin a conversation about someone else’s interests – for example, “Uncle Peter just bought a new car. I am sure he would like it if you asked him about his car today”.
Guide your child by saying, “Sarah, if I’m speaking to someone you need to say, “Excuse me”, and then wait until I’m ready to listen”.
Suggest or brainstorm what your child can say when they meet someone new. For example, you might teach your child to say, “Hello. My name is Veronica. I have a dog at my house. Do you have a pet?”
Praise children when they’re communicating well. This will make them want to keep doing it. For example, you could say, “I love the way you waited for me to finish speaking before you started talking”.

Managing interrupting

Interrupting usually happens when children can’t control their urge to talk. But unless it’s an emergency, it’s important to help your child learn to wait. Letting others finish what they’re saying or doing is part of positive communication and helps children get along with others.

The way you manage interrupting will depend on your child’s age and stage of development.

These general tips for managing interruptions will help most children:

Let your child know when it’s OK to interrupt immediately. For example, if something dangerous or urgent is happening, they should understand they are allowed to interrupt.
When your child says, “Excuse me”, try to reward your child with your attention quickly. Your child will see that if they do the right thing, they get what they want.
Praise your child when they say, “Excuse me” and wait for you to give them your attention. This encourages your child to keep speaking this way. For example, “You waited until I finished my call before you asked for help with your doll. Well done!”

Andrews Cup Swimming

Andrews Cup Swimming is open to students in Years 2 to 6 who are interested in training towards the 2023 Andrews Cup Swimming Championships.

The season, running across Term 4 2022 and Term 1 2023, includes both training and time trial events.

Information, news and updates can be found on the Andrews Cup Swimming page on SomerLink (under Co-Curricular Programs, Co-curricular Sport, Swimming).

An assessment of ability is required for all new participants. Interested students are welcome to attend upcoming trial sessions -

Tuesday 6 September (Week 9) – 3.00-3.30 PM
Tuesday 13 September (Week 10)– 3.00-3.30 PM

A registration form for these trial sessions will be posted within the next 2 weeks on SomerLink. Any swimmers unable to attend either of these sessions can schedule an alternative assessment by contacting Director of Swimming Mr Timothy Lane ([email protected]).

For more information about our wonderful Somerville House swimming program, please click here to see Year 6 News Monitor Annika P interviewing Mr Lane.

Uniform Shop

A new waterproof poncho is now available in the Uniform Shop. The cost of the poncho is $75 and will easily fit over your child's backpack as well. Sizes are limited so don't miss out on this great item as they are selling fast.

Mrs Louise McGuire
Head of Junior School

Whether your child is a bookworm or a struggling reader, sharing a book with others is much more enjoyable than reading solo.

It’s more fun to read the same book with your friends, which is why book clubs are especially great for reluctant readers.

Book clubs are a great social activity, particularly for upper-primary children to interact with their peers and adults and discuss books in depth.

Clubs work best when children can read somewhat independently. Aim for short sessions — an hour tops — otherwise, children will lose steam.

Keep it loose. Even if your daughter doesn’t finish the book, any amount of reading is good. She may read it later, after hearing her friends rave about it.

To start a book club, contact the parents or carers of your daughter’s friends and invite them to join. Set a venue and a time, and decide on a book.

Choose a book that is age-appropriate for your daughter and their friends. Try to pick one that has a storyline that can be discussed. Make sure everyone can borrow or purchase a copy of the book and they have enough time to read it before the book club gathering.

Hold your book club in a comfortable and quiet place, such as a lounge room or library. Encourage everyone to sit in a circle and explain there is only to be one person speaking at a time.

As facilitator, ask open-ended questions that prompt discussion such as, “Why did you like this book?” and “Tell me about your favourite character”. Ensure everyone has an opportunity to speak if they want, and try to discourage the adults from taking over.

Your get-together will feel less like ‘reading class’ if you tie in some activities. Make crafts based on the book’s theme, like a simple birdfeeder after reading Homeless Bird by Gloria Whelan or make your own rock art after reading The Day the Crayons Quit by Drew Daywalt.

Click here for some picture book activity ideas.

The Learning Development team in the Junior School run book clubs for girls in various age groups. Please contact Mrs Kate Long or Mrs Emma Trevor if you have any further queries.

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

On Saturday 13 and Sunday 14 August, 78 students from Years 5 to 12 competed at the RoboCup Junior Queensland State Competition at the University of Queensland. Our students competed in various robotics challenges against other schools around Queensland, including OnStage (robots used to create a dramatic performance), Line Rescue (robots follow lined courses, overcoming obstacles and challenges) or Soccer (two robots pushing a ball into the opposing goal).

Somerville House had a number of teams who earned the following honours:

Third place in Open OnStage by team Dinosaurs of MIBI – Siobhan A (10C), Rachel C (10O), Nyx M (10D), Cheryl S (10C) and Amelie S (10C).
Second place in Open OnStage by Team Stardust – Isabella I (8A), Naomi G (9F) and Naomi L (8C).
First place in Open OnStage by team Snuffleupagus – Jocelyn B (11O), Sofia L (12D), Annabel R (11O) and Yifei Z (12F).
Encouragement Award in Line Rescue by team Perseverance 2.0 – Samratha D (10O) and Grace Z (10C). A special commendation for this team as it is their first year in custom robotics, i.e. they have built their entire robot completely from scratch, using no Lego and needing to source and connect the electrical components, as well as design and manufacture the robot chassis.
Third place in Standard Soccer by team Silly Sausages – Grace A (7C) and Sarah M (7D).

Congratulations to all of our students for giving it their best on the day. Sometimes robots don’t do what they were supposed to do (and we thought humans were imperfect), but our teams didn’t give up and kept going, showcasing their resilience and persistence. Robotics is a fantastic way to develop several 21st century and technology-based skills across all year levels and we hope that all students enjoyed themselves at the State Competition.

Dr Daniel Tuazon
Digital Design and Technology Teacher