Somerset Times | Term One, 2025

As Term One draws to a close, I want to thank our community for the warm welcome and support over these first months. It’s been a privilege to listen, learn, and begin important conversations about Somerset’s future. I invite you to watch a short video message reflecting on the term and sharing what lies ahead.

Term 1 has been an exciting start to Year 12, filled with special events and memorable moments, both firsts and lasts!

The year began with our induction into the BLC, an air-conditioned environment that both literally and metaphorically brought the cohort together for our final year at the College. We were welcomed by familiar faces who would be our BLC staff and mentors, helping us settle in and navigate our Senior Year. We've quickly gotten to know them, and they have become an integral part of our BLC experience. Ms Lee's Bon Jovi singing to get us to PC, Mr Attoe's daily chats and community kitchen, and of course, Signor Ham with his Chupa Chups and Freddos (though we're still waiting on the table tennis!) have all added to the experience. Excitingly, we also welcomed a new face, our 4th headmaster of Somerset College, Mr Chris Ivey, who commissioned us as the first senior class under his leadership.

Amidst the excitement and nerves of starting our final year, we have been focusing on working as a team to ensure we are all able to be successful and have a great senior year. Underpinning our Year 12 Team are our values (which not so coincidentally spell out CAPPY) and our Year 12 mascot, Barry the Capybara.

Communication is key when balancing our busy schedules with the expectations of Year 12. We've learned that the more we communicate with our teachers and Ms Lee – whether about our uniform, assessments, or just life – the more supported we feel, as our teachers always want the best for us.

Awareness is next, as being mindful of each other and those around us ensures we look out for one another and set a positive example for the rest of the senior school.

Perseverance is crucial. Year 12 is challenging, and there have been many times this term when we've felt quite stressed and overwhelmed. However, persevering through these challenges is both rewarding and essential.

Presence means being fully engaged in everything we do. It allows us to make the most of our final year at Somerset, enjoy every opportunity, and not get too overwhelmed by what lies ahead.

Since there are no values that start with Y, our Y stands for You Got This!

These values (and Barry, of course!) have helped to further unite us as a cohort and contributed to a positive start to our final year of school. Whenever it all gets a little stressful, we remember our Year 12 motto – Don’t worry, be CAPPY.

While much of the start of Year 12 has been about 'locking in,' several events have made our start truly special, and we’d like to share a few of those with our Somerset community.

On Friday 4 April 2025, Somerset College warmly welcomed grandparents and special friends to our annual Grandparents' and Special Friends' Day. This cherished event is a wonderful opportunity for our students to share their learning experiences and showcase the vibrant community spirit that defines our College.

Students in Pre-Prep to Year 5 opened their doors to guests, offering a glimpse into the Primary Years Programme and our inquiry-based approach to teaching and learning. This interaction not only provided valuable insights into the daily life at Somerset College but also strengthened the bonds between students and their loved ones.

In Pre-Prep, guests immersed themselves in painting, block constructions, drawing, collage, books, and pretend play. The Pre-Prep students proudly showed off their indoor and outdoor spaces, sharing their learning and favourite engagements.

Prep students collaborated with their guests to create a collage 'jar of us', making connections through shared likes, dislikes, and activities they enjoy together. Year 1 students engaged in drawing and interviewing their grandparents, creating a meaningful exchange of stories and experiences.

Year 2 students drew and wrote on world maps, sharing their global connections for the inquiry, "Systems define places". They explored where their grandparents and special friends come from, what they saw there, who they visited, and the differences in languages, money, plants, animals, and landmarks.

Year 3 students shared their Mini Farm space with their grandparents and special friends, providing a hands-on experience of their learning environment. Year 4 students worked with their guests to research eminent individuals, deepening their understanding through collaborative inquiry.

Year 5 students shared their current work and writing efforts for the term with their visitors. They also enjoyed playing board games, word searches, traditional games, and playing cards, creating a fun and engaging atmosphere.

This enriching experience provided a deeper understanding of the educational journey at Somerset College and created lasting memories for both students and their loved ones.

"You never really understand a person until you consider things from his point of view—until you climb into his skin and walk around in it." – To Kill a Mockingbird.

This well-known quote spoken by Atticus Finch to his daughter Scout in To Kill a Mockingbird succinctly captures the essence of empathy. Those familiar with the novel or the film will recognise the powerful impact of this line in shaping Atticus’ character and highlighting his dedication to the moral development of his daughter. At Somerset College, we explore lines like this from various texts to analyse characters and, by extension, delve into the complex nature of the human condition, all with the intentional goal of developing empathy in our students.


Shoes

Through the study of literature, one of the central aims of our students' learning experience is to foster empathy by allowing them to metaphorically 'walk in the shoes' of the characters they encounter. This focus on empathy is supported by research that advocates for the ‘significant role of literature in effectively developing empathy in students’ (Meekin, 2013). In the English classroom, students learn to understand characters' motivations, needs, desires, values, and attitudes, leading them to empathise—or not—with them. This process of 'narrative empathy' helps students connect with the emotions and challenges faced by others (Franzese, A).

Reading novels, plays, poetry, and viewing films that depict social injustices or personal struggles can evoke emotional responses, prompting students to reflect on their own attitudes and behaviours. This reflection, in turn, builds their compassion and understanding of themselves and others. By analysing characters' motivations and conflicts, students gain a deeper insight into human emotions and the complexities of social dynamics in all their forms—the good, the bad, and the ugly. Ultimately, this enhances their capacity for ‘empathy in real-life situations’ (Fassler, Joe).


Windows

"O brave new world, that has such people in't!" – The Tempest

One of the most famous lines from Shakespeare's The Tempest encapsulates the wonder Miranda, the daughter of Prospero, feels upon encountering other humans for the first time. This moment allows her to open 'a window' and observe the world before her. Shakespeare's language captures her excitement and, possibly, her wariness about entering a society filled with disputes and betrayals.

The metaphor of 'opening windows' is often used to describe the journey we take students on when we study literature. Within the safe environment of the classroom, students step close to the windowpane, peering into the worlds that exist on the other side—fictional or real. These worlds illuminate various social structures, cultural norms, and gender constructions. Students lay bare the complexities of life and examine the 'intersections of individuals with their time and place'(Valarie G. Lee & Marjorie E. Madden). They pause, consider, reflect, analyse, argue, and create responses to questions surrounding moral integrity, right and wrong. Engaging with these worlds can evoke a myriad of emotions for our students, ranging from joy and excitement to sadness, anger, and fear, which builds their capacity to understand the world in all its facets.

The ability to empathise is increasingly recognised as one of the essential skills our young people need as they prepare to enter the workforce. The emphasis on fostering empathy among adolescents is centred on nurturing the development of the whole student (World Economic Forum, UQ). This skill is crucial not only for achieving success in professional settings but also for thriving in their personal environments. According to Zhou (2022), ‘empathy serves as a fundamental principle in education’ and this principle of developing empathy is a driving factor in the English classroom at Somerset College.


Bibliography

• Zhou, Z. (2022). Empathy in Education: A Critical Review. National University of Singapore.
• Fassler, Joe. (2015) How Literature Inspires Empathy. The Atlantic.
• Franzese, A. (2017). The Role of Empathy in Education. Journal of Educational Psychology, 109(5), 699-710.
• Meekin, S. (2013). The Power of Literature in Developing Empathy. Journal of Literary Studies, 29(2), 145-160.
• University of Queensland - https://study.uq.edu.au/stories/what-skills-do-employers-want
• Valarie G. Lee, & Marjorie E. Madden, The Power of Life Histories: Moving Readers to Greater Acts of Empathy Through Literature and Memoir, College of Education, Rowan University
• World Economic Forum - https://www.weforum.org/

Dear Somerset Community

Over the past couple of days leading up to the Federal Budget, school funding has been in the news with the announcement that schools are now ‘fully-funded’. I thought parents might appreciate a little insight into the potential ambiguity of such a statement and some dot points about how government funding works.

• ‘Fully-funded ‘refers to a figure that was established many years ago. The Rudd/Gillard Government introduced a review of funding and other matters led by David Gonski, which recommended a review of how schools were funded. The first part of this was to increase the Commonwealth’s commitment to public (state) education.
• Aside from parent fees, government funding for Independent Schools is largely funded by the Commonwealth Government, with a much smaller supplementation from the state.
• This is the opposite for public (or state) schools, which receive around 80% of their funding from the state government and the balance (20%) from the Commonwealth.
• So, when some in the media try to muddy the waters and present a statement that the federal government funds more to Independent schools, it is not technically correct, the Commonwealth only contributes a smaller amount to public (state) schools, which are the responsibility of the state governments.
• What we are currently seeing in the Federal Budget and the media is a push from the states to increase funding via the Federal government to public schools. The Federal Government offered an increase to 22.5% in order to push through some of their education reforms. Some states held off until just recently, including Queensland, until the offer had been increased to 25%. This is how they can now claim public schools are ‘fully-funded’.
• Where does this extra Commonwealth money come from for state schools? Yes, there is now an increase to our overall debt, but it also comes from a ‘freezing’ of the Independent school size of the pie, which the Federal Government has traditionally allocated to Independent Schools.

On the other side of the Gonski reform was the impact on Independent Schools.

• Until a few years ago, funding for Independent Schools was fairly stable and schools received a normal % increase each year. The amount of funding was determined by the income of postcodes.
• Under the new model recommended in the Gonski report, they began to access more targeted data from the ATO. Funding for Independent schools is now determined on the median income of parents of any particular school.
• This began in 2021, and the government began to gradually implement the reforms. As a result, the funding for Independent Schools changed across the country, with smaller CPI increases and a reduction in funding for some schools.
• For Somerset College, the significant fee increase in 2024 was a direct result of a reduction in Commonwealth government funding for Somerset College. The transition period in which we find ourselves rolls out to 2029, during which time, our funding is still a little unsure and unpredictable.

As we head toward a Federal election, I thought it might be helpful for parents to be aware that there is a strong political push by Independent Schools Australia (ISA) to advocate on behalf of Independent Schools, particularly in the space of protecting choice and affordability.

We are reaching a critical moment for the future of Independent Schools across Australia because there is a strong push from some in positions of influence to continue to reduce or even possibly cease funding to Independent Schools. I don’t believe we will get to that extreme because all levels of government are aware of the savings made to the government purse when parents choose an Independent School.

Funding is a complex space and after many years of leading Independent Schools and serving on National Bodies, I am happy to chat further with parents who might have more questions.

Warm regards,
Chris Ivey
Headmaster

Somerset College’s Year 9 students recently returned from a transformative experience at Camp Cooby – an adventure marked not only by physical challenge but by personal growth, reflection, and a deepening sense of community. Braving wet and often unpredictable conditions, students demonstrated remarkable resilience, embracing discomfort and pushing beyond their perceived limits.

The camp experience was thoughtfully designed to foster key attributes of the IB Learner Profile, including risk-taking, open-mindedness, and reflective thinking. From navigating rugged hiking trails to working collaboratively on raft-building and tackling the towering giant ladder, each challenge encouraged students to step outside their comfort zones, rely on one another, and grow in confidence and character.

A significant element of the week was participation in a Rite of Passage program – a meaningful opportunity for students to reflect on who they are and who they aspire to become as they navigate the journey into adulthood. This experience culminated in a heartfelt Welcome Home ceremony, where students shared personal commitments and letters of appreciation with their families. For many, it was a powerful moment of connection, gratitude, and maturity.

What stood out most was the strength of the cohort’s camaraderie. In the face of rain, mud, and fatigue, our Year 9 students consistently supported one another, showing empathy, leadership, and perseverance – qualities that reflect the College’s vision of Personal Success, Global Outlook.

Though the tents are now packed away and the gear cleaned off, we hope the memories, friendships, and lessons forged at Camp Cooby will remain with our students as they continue their journey at Somerset and beyond.

This week, for the first time, Spectacular Spettacolo performed its brand-new show, “L’ingrediente Segreto” in QLD. Our Years 3, 4 and 5 students were captivated and immersed in the unique delivery of catchy songs, engaging dances, and dynamic performances. The choose your own adventure style show follows secret agent Giacoma Bonda as she conducts the ultimate search to find the secret ingredient to Nonna’s famous Bolognese sauce! Spectacular Spettacolo is a bilingual theatre company based in Melbourne specialising in delivering interactive shows designed to enhance the language learning experience for primary school children.

Students were enthusiastically dancing in the aisles, singing and clapping along to the Italian lyrics, and volunteering to assist the outrageously vivacious lead, Michelle, who plays Giacoma Bonda. Highlights included Giacoma riding her Vespa through the audience, making fresh pasta on stage, and staging a fashion parade with the selected students as the models.

The show aligns with the International Baccalaureate (IB) Primary Years Programme (PYP) by fostering a deep connection to language learning while promoting intercultural understanding. One of the central principles of the IB PYP is to encourage students to explore and appreciate different cultures, and Spectacular Spettacolo provides a perfect platform for this. By introducing children to the sounds, rhythms, and traditions of other languages and cultures, the show helps cultivate international mindedness and respect for diversity through an engaging and fun learning experience.

It has been a true privilege to direct Dot and the Kangaroo JR. as this year’s Junior School Musical. Over the past eight weeks, we have witnessed something incredibly special—a cast and crew of more than 120 students come together to bring this uniquely Australian story to life with such joy, dedication and heart.

From the very first rehearsal, our students embraced their roles with enthusiasm and care. Whether playing a kookaburra, a wombat or Dot herself, each performer has brought authenticity, humour and spirit to the stage. They’ve explored not only the magic of the bush, but the deeper messages of friendship, resilience and compassion that sit at the heart of the show.

Behind the scenes, our crew has worked just as tirelessly. From managing set changes to designing costumes and operating lights, every detail has contributed to an immersive experience that transported audiences straight into the Blue Mountains of the 1800s. It’s been a joy to watch students flourish in both performing and production roles.

Of course, this production could not have come together without the unwavering support of our staff. Thank you to the many teachers and team members who offered their time, expertise and encouragement throughout this journey. Whether building sets, assisting with choreography, helping wrangle costumes or supporting students during rehearsals, your contributions have been invaluable.

To our school community—thank you for cheering us on. And to the parents and caregivers who helped make this experience possible, your support behind the scenes has been deeply appreciated.

Directing Dot and the Kangaroo JR. has been a heartwarming reminder of the power of storytelling and teamwork. Watching our students step into their roles, support one another and grow in confidence has been the highlight of our year.

Congratulations to all involved. You should be incredibly proud of what you’ve achieved.

On Friday 18 March, the Somerset Mathematical Society (∑ℳ∑) proudly hosted our annual celebration of Pi Day — named after the date March 14 (3.14), the first three digits of π.

Congratulations to Arjun Rai (Year 9), who won the Senior School Pi-reciting competition with an incredible 156 decimal places! Venice Cai (Year 11) was close behind with 113 decimal places, followed by Trishi Shivakumar (Year 11) with 105.

In the Junior School, Warren Hu (Year 3) took first place by reciting Pi to 36 decimal places. Archer Donaldson (Year 6) and Shreya Ramani (Year 5) came second and third, with 31 and 24 decimal places respectively.

A big congratulations to all students who participated and helped make Pi Day 2025 a memorable celebration of curiosity and perseverance.

I would like to sincerely thank the Somerset Mathematical Society students for their enthusiasm and support — especially Advait Naik, Jack Hodge, and Luke Oishi, who entertained everyone with their warm welcome and witty maths jokes, and Venice Cai for her insightful presentation on the golden ratio, Phi.

And finally — here’s a challenge for you!
Why not try to find your birthday (entered as a number, ddmmyyyy) somewhere in the digits of π? You can explore this curiosity below. For the record, my birthday appears around the seventy-second millionth digit — so keep scrolling!

Swimming begins the school sports year and it is always a fast start to the season. Both the Junior and Senior Schools held their House swimming carnivals in week 2 this year. This was then followed by the APS Junior and Senior swimming carnivals held here at Somerset in week 4.

The Junior School House swimming carnival was run on Thursday 6 February. This year’s carnival featured a combined 9 years and 10 years age group for the first time which held through to the APS competition. There was some fast swimming on the day and five records broken. Congratulations to Aksel Pitura (10 years and under) who broke the 100m Freestyle and 50m backstroke record as well as three relay teams – Andrews 11 years girls, Starkey 12 years girls and Andrews 12 years boys teams. Age champions from the day were:

10 years and under – Scarlett Hasselle (girls) and Aksel Pitura (boys)
11 years – Evie Snow (girls) and Edmund Lee (boys)
12 years – Teanna Li (girls) and Kai Edgley (boys)

A big effort from Franklin saw the team take out the aggregate points award for the carnival. Well done!

The Senior School House swimming carnival was run on Friday 7 February. The past few years have seen some very competitive and fast racing and 2025 continued the trend. Five individual students broke records as well as a relay team. Congratulations to record breakers – Cohen Tarrant (15 years) 100m Freestyle and 50m Breaststroke, Leny Grigor (Open) 100m Breaststroke and 100m Butterfly, Kasia Pitura (14 years) 50m Breaststroke, Olympia Pope (17 years and over) 50m Breaststroke, Dylan Aspinall (17 years and over) 50m Butterfly, and Starkey (girls 14 years) Freestyle relay. The age champions from the day were:

12 years – Monet De Bruin (girls) and William Wang (boys)
13 years – Jasmine Teng (girls) and Asha Kowalczuk (boys)
14 years – Kasia Pitura (girls) and Lawrence Lee/Harry Woollven (boys)
15 years – Chalrie Henrison (girls) and Cohen Tarrant (boys)
16 years – Elsa Li (girls) and Leny Grigor (boys)
17 years and over – Holly Hembling (girls) and Ryan Bambach (boys)
Open – Holly Hembling (girls) and Leny Grigor (boys)

This year, it was Laver who won the aggregate points score on the day. Well done!

Following both House swimming carnivals the Somerset Junior and Senior APS swim teams were selected. The APS swimming competition is one of the toughest in the region and a true test of team ability and depth. Both Somerset teams prepared well for the carnivals.

The senior APS swimming carnival was first on Wednesday 19 February. Somerset had finished second overall for the past two years and another strong team had been assembled. Somerset won four age groups on the day – 14 years girls, 16 years boys, 17 years and over boys, and 17 years and over girls. Cohen Tarrant in the 14 years boys was one of only three students on the day to break a record which was a great swim and achievement. Somerset also had three age champions being Kasia Pitura (14 years girls), Leny Grigor (16 years boys) and Ryan Bambach (17 years and over boys). Other students to place in the age championship were Elenor McGrath (3rd
in 14 years girls), Charlie Henrison (2nd in 15 years girls), Cohen Tarrant (3rd in 15 years boys), Martin Hembling (2nd in 16 years boys), and Holly Hembling (2nd in 17 years and over girls). The team was again great on the day and finished a solid second place overall and should be very proud of their efforts. Well done.

The junior APS swimming carnival followed the senior day on Thursday 20 February. With only three age categories on the day, the overall point score would be much tighter than in previous years which proved to be the case. Somerset’s 11 year old girls won their age group showing very good depth from their fast swims on the day. Three Somerset students placed in the age championship being Scarlett Hasselle (3rd in 10 years and under girls), Aksel Pitura (3rd in 10 years and under boys) and Evie Snow (2nd in the 11 years girls). Well done to these swimmers. The overall points score was close this year with Somerset finishing fifth overall and very close to fourth place. This was an improvement from 2024 and hopefully a good sign for the coming years.

Following the APS swimming carnivals, Somerset had 19 swimmers qualify for the South Coast Regional Swimming titles. These swimmers are: Scarlett Hasselle, Holly Hembling, Charlie Henrison, Sasha Henrison, Elenor McGrath, Kasia Pitura, Olympia Pope, Evie Snow, Sophia Tarrant, Jasmine Teng, Dylan Aspinall, Ryan Bambach, Leny Grigor, Hudson Harley, Martin Hembling, Aksel Pitura, Jakub Pitura, Lachlan Talbot, and Cohen Tarrant. Unfortunately due to cyclone Alfred, the trial was cancelled and an online process for entries has been undertaken. Best of luck to our students in gaining selection through the South Coast team to compete in the upcoming School State Swimming Championships later this month.

Dear Somerset Community,

I wanted to take a moment to reflect on the past week and share some thoughts with you. The challenges brought by Cyclone Alfred tested us all, yet what stood out most was the resilience, kindness, and community spirit that emerged in response.

We have witnessed firsthand the power of gratitude, the strength of our community, and the values that define personal success—not just in times of difficulty, but every day. I invite you to take a moment to watch this message and reflect as we move forward together.

Warm regards,
Chris Ivey
Headmaster

This week, most students around the country from Years 3, 5, 7 and 9 will sit the National Assessment Program – Literacy and Numeracy (NAPLAN) testing. This is an annual nation wide measure through which parents/carers, teachers, schools, education authorities, governments and the broader community can determine whether or not young Australians are developing the literacy and numeracy skills that provide the critical foundation for other learning and for their productive and rewarding participation in the community. NAPLAN results allow parents/carers and educators to see how students are progressing in literacy and numeracy over time – individually, as part of their school community, and against national standards.

The four domains which NAPLAN assess and report against are:

• Reading: The students’ ability to understand and interpret a range of texts, including fiction, nonfiction, and poetry.
• Writing: The students’ ability to communicate effectively in writing, to organize their ideas, and to use language conventions correctly.
• Conventions of language: The students’ knowledge of grammar, spelling, and punctuation.
• Numeracy: The students’ ability to understand and apply mathematical concepts and skills.

Since 2023, NAPLAN results are now reported against four levels of achievement: “exceeding”, “strong”, “developing” and “needs additional support”. The introduction of the new proficiency standards gives a clearer picture of student achievement. Looking ahead to this year, 2025 will be the first time since ACARA introduced the new proficiency levels, that students in Years 5, 7 and 9 will complete a second NAPLAN cycle. This means ACARA will be able to report data allowing for comparison of these students’ results – the proficiency levels between 2023 and 2025 or Years 7 to 9 for example.

We cannot deny that debate continues in educational circles about the merits or otherwise of such large-scale assessment measures, like NAPLAN. Of course, we recognise that NAPLAN is a particular type of measure and it certainly should not be considered the definitive measure of a student’s worth or indeed their potential for academic success. What we do know however, is that these tests will provide useful insights into individual, cohort and school strengths, and indicate areas for development. At Somerset, NAPLAN data is triangulated with our own internal assessment data and with other National benchmarked testing that we have our students undertake every second year. Using multiple data sets and combining these with our knowledge of each student, helps us to build a profile of our young people, as a learner, which teachers then use to inform their planning and their work.

Given the way we use our NAPLAN data, I have always believed that despite its limitations and the fluctuating debate surrounding its value, it is an important tool for teachers and students. NAPLAN results help teachers understand how students are performing in comparison to national standards. It provides students with the opportunity to sit for standardised tests, to challenge themselves and to develop the skill of learning how to manage time and test conditions. It enables us, as a school, to tailor our teaching methods and provide targeted support and extension to help each child reach their full potential.

When discussing the forthcoming NAPLAN tests with your child we encourage you to focus on a few key areas. Emphasise that NAPLAN is just one measure of their academic abilities. Discuss how their effort and progress over time matter more than a single test score. Encourage them to try their best, especially on those ‘stretch questions’ so they feel a sense of accomplishment after each test session. Acknowledge any pre-test nerves, yet reassure them this is normal and something they will learn to control with experience and determination. Reinforce that NAPLAN is an opportunity for not only themselves, but also their teachers to identify areas where they can grow and celebrate their achievements, encouraging a growth mindset- that no matter their score, working together with their teachers, they can improve with perseverance.

By discussing NAPLAN positively and by focusing on the assessment as a tool to support growth as an individual, together we can help your child develop a resilient mindset and the determination to overcome challenges; both of which are fundamental in achieving our College vision of ‘Personal Success’ for all students.

Together, after a challenging 5 days with Cyclone Alfred, let us look forward to the coming days and, in the near future, a deep dive into the rich tapestry of student data that will follow.

Year 11 student Aiden Yi was honoured this week when he was appointed the Gold Coast City Council’s Junior Mayor.

The City of Gold Coast Junior Council is a two-year civic leadership program that gives two students in Years 10 and 11 the opportunity to actively participate in their local community.

Some key components of the Junior Council program include developing an understanding of local government, networking with peers and city council members from across the Gold Coast and actively participating in important decision-making processes. The students are also offered various volunteer opportunities throughout the year. Year 11 students are given the opportunity to apply for Executive Committee positions on the Junior Council, where they take an active role in the running of the program.

The application process is significant, and includes interviews, election speeches and voting by their peers. At the first meeting of the year, Aiden was inducted into the council chambers during a handover ceremony with Acting Mayor Donna Gates. Aiden’s role as Junior Mayor will not only allow him to act as a mentor to his fellow Junior Council members but also be a representative for Gold Coast youth at a local government level. A massive congratulations to Aiden on this wonderful achievement!

We also congratulate Year 12 student Abigail Brinkworth, who completed her tenure as a 2024 Executive Committee member, as well as our other Junior Council representatives, Isabel Chudzinski (Year 11), Xanthe Baxter (Year 10), and Hugo Derksema (Year 10). We wish you all the best of luck as you represent Somerset at Junior Council this year.

At the heart of our Junior School’s mission is the goal to inspire every child to strive for personal success and develop a deeper understanding of themselves and their place in the world. This journey of growth and achievement is greatly enriched by a philosophy that resonates deeply with our values: Ubuntu.

This year, the Junior School is working with the Ubuntu philosophy to strengthen our concept of community for staff and students, also embracing the wider community of parents and families.

Ubuntu is an African philosophy that emphasises the interconnectedness of all people. Its essence can be translated as “I am because we are,” highlighting that our individual well-being and success are intrinsically linked to the well-being of others. The philosophy teaches the importance of compassion, respect, and community and encourages us to recognise our shared humanity in every interaction.

In the context of our Junior School, Ubuntu offers us a guiding principle for how we interact with one another and how we approach personal success. It reminds both our students and staff that success is not just measured by individual achievements but by how we contribute to the collective growth and well-being of our community. A child who excels academically, socially, and emotionally does so with the support of teachers, peers, and their family. Their personal success is woven into the fabric of the community that nurtures them.

For our students, Ubuntu teaches the importance of empathy and awareness of others. By embracing this philosophy, our students develop a sense of responsibility for the success and happiness of those around them. It also fosters an environment where collaboration, cooperation, and respect are at the forefront. Through these values, our students are empowered to set goals, reflect on their actions, and celebrate their achievements in ways that strengthen themselves and those with whom they share their journey.

For our staff, Ubuntu is a constant reminder of the power of community and teamwork. We are committed to creating an environment where every member of the Junior School feels valued and supported. By encouraging one another to grow, reflect, and thrive, we ensure that our collective success becomes a shared achievement, one that benefits not only our school but also the broader community in which we live.

In the coming weeks, we will be introducing activities and discussions designed to deepen our understanding of Ubuntu and its application in our daily lives. These opportunities will help our students reflect on their personal growth while also encouraging them to contribute positively to the success and well-being of their classmates, teachers, and families. Our students have already reflected an excellent understanding of this philosophy. I am reminded once more that we can learn so much from the children in our school!

The philosophy of Ubuntu works well with the values of the International Baccalaureate and specifically as our students live the attributes of the Learner Profile. The ten attributes of the learner profile include being: knowledgeable, reflective, inquirers, communicators, thinkers, balanced, open-minded, principled, caring, risk takers.

As we move forward, let us all embrace the spirit of Ubuntu, along with the IB Learner Profile attributes — understanding that our personal success is not just for our own benefit but for the greater good of the community. In doing so, we will continue to nurture a school culture that values both individual self-awareness and collective achievement.

At Somerset College, sustainability is our commitment to a greener, smarter future. Our ongoing initiatives not only reduce our environmental impact but also enrich students’ learning experiences, cut costs, and foster a culture of responsibility. By leading the way, we aim to inspire our community and contribute to Australia’s broader efforts to reduce its carbon footprint.

This term, Year 10 Biology students took their learning beyond the classroom, immersing themselves in hands-on scientific exploration and service learning—linking head, hands, and heart through real-world experiences.

From the rocky shore at Hastings Point to the wildlife sanctuary of Quoll Headquarters, students engaged in two unique but interconnected experiences, each serving as a living laboratory where they observed ecological interactions, adaptation, and environmental change firsthand.

At low tide, Hastings Point revealed a diverse range of marine organisms—from anemones and molluscs to crustaceans—each uniquely adapted to survive in a dynamic environment shaped by waves, tides, and salinity changes. Here, students became field scientists, collecting data, analysing patterns, and drawing conclusions. By applying key ecological principles in a real-world setting, they deepened their understanding of marine biodiversity and environmental resilience, equipping themselves with essential skills for their senior Biology studies.

As our festival is bumped out of the theatre, it still brings a smile to the face of all involved. House Plays is a festival like no other. Yes, each house must produce a play in four weeks, complete with a technical and production design. Yes, it is student-directed (and, in three cases, student-written). And yes, there are a plethora of awards that the plays and performers are eligible to win. However, the real power of the festival is the sense of connection that forms between each cast and the wider company of participants. The support, care, and sense of comradery are the spirit of this project, as our directors, actors, and crew work to engage and excite the audience with their ability to tell stories on stage. 

In 2025, we gave 103 young actors an opportunity to perform and 10 students an opportunity to work backstage. These staggering numbers show the strong culture that exists within our student body to get involved and explore their love of the arts. 

Andrews House transported the audience to the 1950s as they stepped aboard a cruise ship, a place filled with mysterious circumstances and murder most foul. 

Franklin House introduced Juju Berry, the charismatic reality TV show host, pitting campers against each other as they (dance) battled their way to victory. 

Laver House stepped into the schoolyard as the audience witnessed the ever-escalating consequences of a senior prank.

Starkey House was desperate to fill the final place at Starkey University. However, their list of potential applicants came with their own unique quirks. 

Veivers House explored the bonds of family and the lengths people go to for the ones they love. 

We were thrilled to welcome Hayden Jones from Shock Therapy Productions to be our adjudicator for the festival. On behalf of Somerset College, we thank Hayden for his time and feedback and for making some difficult decisions.

Year 7 Camp was definitely one of the most exciting and unforgettable four days we have ever experienced. Even though there were many challenges to overcome, everyone had an absolute blast hanging out with friends, sleeping in tents and taking part in the many fun and adventurous activities we had the opportunity to undertake.

There were 11 extraordinary activities we completed throughout camp. The ‘Giant Swing’ and ‘Leap of Faith’ were the toughest activities we had to conquer. Swinging from almost 20 metres in the air and telling yourself to jump off a 12-metre platform was one of the most exhilarating experiences we will ever have in our lives. Mountain biking was a physically demanding but adventurous activity where we had to ride through kilometres of dense forest over large bumps and ditches. The rockpools were spectacular and everyone enjoyed getting blasted by a waterfall and sliding down a natural slide. Trying to navigate through the campsite without getting lost was almost impossible in the ‘GPS challenge’, and putting your life in your friend’s hands while rock climbing was certainly scary, especially when they started singing songs while helping you up. In ‘Team Initiatives’, we played many fun outdoor games; in the ‘Survivor Challenge’, we made our own fires and treated injuries. x

It was difficult to sleep after the action-packed nighttime activities. Hiking through the forest at night to see the incredible glow worms, losing our voices screaming in the scissors paper rock challenge during night games, and the teachers’ excellent dance moves in bush dancing were all great things to do before lights out.

Apart from having an awesome time at camp with all the activities, the camp also strengthened our resilience through our many challenges. This included conquering our fear of heights on the giant swing, leap of faith and rock climbing, learning independence when having to keep our tents clean, enduring homesickness and managing to sleep in tents for the first time – made extra difficult by the thunderstorms and early morning cheeky kookaburras. We had the time of our lives on Year 7 camp and are extremely thankful to our teachers, camp instructors and friends for making those four days unforgettable.

The humanities are a collection of academic disciplines that study human culture, history, and society, providing essential insights into the complexities of human existence. Their significance lies in the development of global perspectives, creative and critical thinking, and problem-solving skills, which are crucial in preparing students to engage with the modern world. At institutions like Somerset College, the humanities serve as a foundation for understanding historical and contemporary realities while equipping students with the tools to navigate future challenges (Reiter).

A global perspective is fundamental in helping individuals interpret and interact with the world around them. While science explains the natural world, the humanities provide a framework for comprehending human behaviour, culture, and social structures (McGrath). A well-rounded education in the humanities fosters cultural awareness, effective communication, and a sense of global citizenship. As Anstead suggests, the humanities function as a "window into different cultural experiences," enabling individuals to develop tolerance and appreciation for cultural diversity. In a world that is increasingly interconnected through technology, understanding diverse cultures and histories is imperative for promoting cross-cultural empathy and cooperation.

The humanities curriculum at Somerset College encompasses geography, history, legal studies, and philosophy. Engaging with these disciplines allows students to explore the intricacies of different cultures, historical events, and contemporary societal challenges. This knowledge is invaluable in addressing pressing global issues, such as climate change, poverty, and geopolitical tensions, which require nuanced, interdisciplinary solutions (Richards). As Fitzgerald notes, many modern challenges are deeply rooted in human traditions, political tensions, and ethical dilemmas. A strong foundation in the humanities ensures that students are equipped to analyse these complexities and contribute meaningfully to their resolution.

In addition to fostering a global perspective, the humanities play a critical role in developing creative and analytical thinking. The ability to think critically and creatively is essential in problem-solving, particularly when navigating complex social, political, and ethical dilemmas. Hughes emphasizes that the humanities encourage the fusion of ideas and execution, cultivating individuals who can generate innovative solutions to contemporary challenges. Through studying history, philosophy, and geography, students learn to question their assumptions, evaluate evidence rigorously, and articulate well-reasoned arguments.

Despite their undeniable importance, the humanities are often perceived as less practical than STEM (science, technology, engineering, and mathematics) disciplines. This misconception stems from an undervaluation of the skills that the humanities cultivate—such as critical analysis, ethical reasoning, and effective communication—which are equally valuable in professional and societal contexts (McGrath). Rather than existing in opposition to the sciences, the humanities complement them by providing the ethical, cultural, and historical context necessary for scientific and technological advancements. A well-rounded education integrates both fields, ensuring that students are prepared to address the multifaceted challenges of the modern world.

The study of human behaviour and cultural contexts is essential for tackling complex questions in both the humanities and the sciences. Humanities students develop advanced analytical skills that allow them to assess information critically, even in the face of incomplete or contradictory data. By engaging with diverse perspectives and evaluating evidence with scepticism and discernment, they cultivate the ability to make informed and ethical decisions. As Reiter argues, the humanities empower individuals with the tools needed to navigate an increasingly complex and dynamic world.

Ultimately, the study of the humanities at Somerset College provides more than academic enrichment—they equip students with the intellectual tools necessary to engage thoughtfully with the world and contribute meaningfully to society. By fostering global awareness, critical thinking, and creativity, the humanities prepare individuals to address urgent contemporary issues while promoting cultural understanding and ethical decision-making. In an era of rapid technological advancement and sociopolitical change, the humanities remain indispensable for shaping informed, innovative, and socially responsible citizens.

References
Anstead, Neil L. “Hooking Kids with Humanities.” Educational Leadership, vol. 51, no. 1, Sept. 1993, p. 84. EBSCOhost.
Fitzgerald, Deborah K. “At MIT, the Humanities Are Just as Important as STEM.” BostonGlobe.com. The Boston Globe, 30 Apr. 2014. Web. 05 Mar. 2017.
Hughes, Joanna. “Four Reasons Why Getting a Humanities Degree Is a Good Idea.” Best Master Degrees & Masters Programs 2017. Masterstudies, 30 Oct. 2015. Web. 23 Apr. 2017.
Ivey, A.E., Ivey, M.B., & Simek-Downing, L. (1997). Counseling and Psychotherapy: A Multicultural Perspective. Allyn Bacon.
Jones, Elizabeth. “STEM Education Prepares Students for Challenges.” Highland Park. Dallas News. The Dallas Morning News Inc., 02 Feb. 2014. Web. 1 Apr. 2017.
McGrath, Earl J. The Modern Language Journal, Apr., 1959, Vol.43, pp.162-166, Wiley 1959.

At Somerset College, learning is not confined to four walls—it extends into the natural world, where students develop resilience, leadership, and a deep appreciation for the environment. Our commitment to experiential learning ensures students engage in hands-on, real-world experiences that foster critical thinking, adaptability, and a lifelong connection to the environment.

Dear Somerset Community

I was fortunate to attend an award ceremony with our Year 7 students this week and one of our Year 12 Academic Captains, Jenna Lee, shared some advice with students around study habits. In particular, she used the expression, phone free homework. It was great to hear one of our Year 12s share in this way, and her emphasis on ensuring that we give ourselves complete phone-free time was so important, not just for study, but of course for many other reasons.

Children and mobile phones are a hot topic at the moment, particularly given the focus on ensuring access to many social media sites, which is put on hold until children and adolescents are old enough to manage the complexities of this space. I have often shared in public my concerns about this current experiment, which began over 15 years ago when we thought it would be OK to put a phone in the hands of our children. None of my own four children were allowed to have a phone until they were in Year 9. Yes, we were considered to be very strict, but even then, as soon as they had the phone, they entered a different world. Oxford University Press puts out a word (or phrase) of the year, and in 2024 the word was ‘Brain rot’. Many of us have felt it, and now it’s official. Brain rot is defined as the deterioration of a person’s mental or intellectual state, especially viewed as a result of overconsumption of material (now particularly online content) considered to be trivial or unchallenging. Also, something characterised as likely to lead to such deterioration. I believe the pendulum is swinging back toward the need to protect our children and their childhoods, enabling them to develop the skills and maturity needed to use a mobile phone appropriately.

One of the challenges for parents has been the immense pressure to purchase a phone for our children at an earlier and earlier age, and as a College, we want to actively support our parents’ desire to delay placing a phone in the hands of their children. I am the first to acknowledge how helpful a phone is if running late to collect our children or situations change during the day. However, this needs to become the focus on the need for a phone. As we know, the desire to join social media, to take and share images, can become all consuming. Experts are telling us and we can see that the mental health of our young people is being impacted by these devices as they begin to compare themselves and their lives to what they see being posted, that they are potentially exposed to images and concepts that harm their development and more simply, they lose the desire to just ‘be bored’, to disconnect, daydream, and notice everything around us, enjoying the simple pleasures of life, acknowledging that we live in one of the most beautiful parts of the world.

Schools have taken a strong stand across the country in this space and whilst this is easy for us to do during school hours, I acknowledge that devices are a source of friction and challenge at home, outside of school hours and so our role is to hopefully provide parents with some options and possible sources of advice. Independent School’s Queensland, ISQ, is offering one such opportunity. An online webinar entitled Screens, Social Media, and Our Kids is being offered to parents.

DATE: Thursday 13 March 2025
TIME: 7.00pm to 8.30pm
VENUE: Online - Register Below
COST: Free

Last week, we hosted our inaugural Year 12 Welcome Function—an event designed to bring our students, their families, and the Somerset community together at the start of this important year. Generously supported by the Somerset Alumni Association, the evening was an opportunity to connect, reflect, and look ahead to the journey that lies before our Year 12s.

While this is their final year as Somerset students, it is by no means the end of their journey. The friendships they strengthen, the experiences they embrace, and the connections they make—with each other and the broader College community—will continue well beyond graduation.

As an alumnus, I know Somerset is more than just a school; it is a lifelong network of support, opportunity, and shared history. At the end of the year, when our Year 12s walk through the Avenue of Honour, they will not be leaving Somerset behind - they will be stepping into a new role as members of the Somerset Alumni Association, joining thousands who have walked this path before them. Through mentorship, networking, and a thriving alumni community, Somerset continues to be part of their lives long after the school years have passed.

This year will bring challenges, growth, and incredible achievements, but most importantly, it will bring opportunities to build lasting memories, to support and be supported, and to recognise that the Somerset Experience does not end with Year 12. It evolves, strengthens, and stays with you.

As Head of Year 12, I hope that every student makes the most of the months ahead—not just in their studies but also in the connections they foster and the legacy they leave behind... because, while their time as students may be drawing to a close, their place in the Somerset community is just beginning.

Ten Spartan triathletes competed in the School Sport Triathlon State Championships in Hervey Bay the weekend of February 14 and 15.

The competition involved a solo triathlon race and a team relay for athletes aged 13 to 18 and a solo aquathlon race for athletes 11 to 12 years old. Only the best athletes from each region were selected, meaning our Spartans were selected for the South Coast team, one of the country's strongest.

Senior Triathlon athletes Gregg Velloza (Year 12) and Patrick Kelly-Correa (Year 11) had outstanding performances and came 11th and 21st in their respective age groups. Holly Hembling (Year 12), still a newcomer to triathlon, was first out of the swim, but a bike crash on the first lap, unfortunately, eliminated any chance of qualification to Nationals.

Lucas Soegaard (Year 10) put on a show in the Intermediate Triathlon. After a scare on the swim coming out of the water one minute behind the leaders, Lucas took control of the race at the end of the first 5km lap of the 15km cycling segment. From then on, he managed the lead to be crowned 2025 QLD Champion. Liam Thornton (Year 10) had a great race, coming 11th in his age group. In her first year in the intermediate distance, Elisabeth Staelen (Year 9) came third among the athletes born in 2010, guaranteeing her ticket to SS Nationals.

The Junior Triathlon competition was fierce. Starting at 11.00am on a hot and humid day, athletes had to push beyond their limits to fight for a spot in the state team. Emma Lester (Year 9), who has been recovering from a broken wrist, gave it all in the swim/cycle/run combination. Despite her outstanding cycling, the four-week period without swimming added to a cumulative effort that made her fall a handful of seconds from qualification on the run. Cooper Shevlin (Club) had an outstanding race, coming 10th in his age group. Joel Rodd (Club) was second out of the water and had a controlled race to come fourth in his age group and guarantee a spot at Nationals.

The Aquathlon race was held under terrible conditions. The wind and rain forced organisers to reduce the swim distance. Kai Edgley (Year 6), one of the best swimmers in his age group, felt the change and was 12 seconds short of qualifying, coming in 10th place. Unlike triathlon, which has 12 Queensland Team representatives, the Aquathlon only takes the top six competitors to Nationals.

If you wish to join our Triathlon Academy for fitness or performance, we offer different squad groups that can certainly fit your needs. The only prerequisite is being able to swim more than 100m without stopping. On April 5 and 6, the Gold Coast Triathlon is a great opportunity to start your triathlon journey. Get in touch, and we will help you join the wonderful world of triathlon.

Year 3 students have taken the first steps in establishing the Junior School’s brand-new Mini Farm, marking the beginning of an exciting journey in sustainable food production.

Working alongside their classroom teachers and guided by Thiago and Phoebe from Syntropic Solutions, students planted a variety of crops, including dragon fruit, oranges, and celery. Some will be ready for harvest in the coming months, while others will be nurtured by future students for years to come.

The Mini Farm is set to become a thriving hub for hands-on learning. Students will engage in farming, composting, and many other activities that connect them with the natural world. This initiative fosters a sense of responsibility, entrepreneurship, and environmental stewardship, equipping students with lifelong skills.

The first planting day was a great success, and students are eager to continue caring for this new learning space, watching their efforts grow into a flourishing farm for the school community.

Safer Internet Day this week provided the opportunity to have conversations across all year levels about the importance of creating a safer and more inclusive online environment for everyone. The theme “Together for a Better Internet” reinforced our community approach to eSmart and our consistent message across all year levels to being safe, smart and responsible online. Whilst the socks were crazy fun, the message behind the positive digital footprint that they represent is an important one.

We believe it is never too young to start having these conversations about being kind and respectful online, alongside how to be safe and use critical thinking around the use of technology. One of our key messages is always encouraging our students to reach out to a trusted adult if they see something online that makes them uncomfortable. Just as technology is ever evolving, our programmes evolve to encourage continuous learning and discussions that focus on the latest trends in the cyber landscape.

Our eSmart programme throughout the year reinforces these messages and allows students to explore a range of topics in a developmentally appropriate way. In the younger years, this is through Information Literacy lessons, moving into the Digital License which all our Year 6 students complete with sessions in Term 1 and Term 3. In the Senior School, our wellbeing programme and year level meetings provide these opportunities to discuss and highlight safe practices and promote a positive and balanced use of technology.

We believe that Internet safety is a shared responsibility and encourage our families to have open conversations, set boundaries and stay informed. Our Parent eSafety Guide on Schoolbox provides resources, subscriptions and recommended reading to help support parents in this space. For more details, head to the link from your parent dashboard in Schoolbox.

Three athletes from Somerset College headed to Penrith for the NSW State Championships held on the Olympic course on February 7 to 9. In hot conditions and at a higher level of competition, the weekend saw some of the country's best racing this year.

Maddi McLaughlin took to the water first, racing in the Under 21 Lightweight Single Scull. This event doubled up as a selection race for the Queensland Lightweight Women’s Quad as three athletes competing were all chasing a seat. In a tough final race, Maddi missed out on a spot by one and a half seconds.

On Saturday Marcus Fox and Ethan Hu represented Somerset College in the Under 16 Men’s Double Scull. Comfortably progressing through to the Final, where they were challenged by Barker College and Kinross Wolaroi, coming in two and a half seconds behind first and claiming the Bronze Medal.

Sunday’s racing saw Maddi compete in the Schoolgirl Single Scull up against 33 other entries. Having to race three times in less than two and a half hours was always going to be a huge challenge, but Maddi took it all in her stride and progressed through to the Final. Racing against older athletes was always going to see some fast times, but the experience will set Maddi up for next year and the hope is her courage inspires more athletes to push themselves to see how far they can go.

Both Marcus and Ethan made it to the Final of the Under 16 Men’s Single Sculls, meaning all three athletes made it through to the Finals of the Four events they were competing in. Ethan rowed to fourth place, just over two seconds behind first place with Marcus coming eighth.

Thank you to all the parents, supporters and Trinity Lutheran College who helped make the weekend so successful. The Somerset College Rowing Programme is so proud of these athletes who continue to show us that we are all capable of stepping up to tough competition and that the results will follow hard work.

Generative artificial intelligence (GAI) has attracted significant attention with the introduction of technologies like ChatGPT, Bard and now DeepSeek, among so many others. This new technology certainly spurred major investments by Amazon, Google, and Microsoft, and spawned many new startups. While there is much excitement about GAI’s potential to disrupt various industries there is no doubt of the transformative impact that GAI is having across different spheres of human activity. This excitement and concern has been echoed in the context of education where we have found ourselves at the forefront of these changes. Not necessarily because we as educators are leading the charge in GAI adoption but quite the contrary: students brought GAI-powered tools into our classrooms at every level and in every subject with unprecedented speed.

As passionate educators and lifelong learners I admit, we initially grappled with the challenges of this innovative technology, yet like with all change in academia, we have grown to embrace the boundless potential GAI brings to the teaching and learning process. We have embedded these tools into our lessons, and we have ensured we have developed clear processes and guidelines for their use within our College. Yet, while we value and promote the ethical use of GAI tools, our challenge as educators is preventing AI from becoming a shortcut that bypasses learning. To this end, our primary focus within our classrooms remains the development of domain-specific (subject) knowledge first and foremost.

We know when students with high GAI literacy but limited domain expertise encounter AI tools, there seems to be a natural tendency to accept their outputs without proper evaluation. Critical thinking needs constant exercise to develop. When AI provides ready-made solutions, our students miss valuable opportunities to strengthen this essential capability. We believe the risk is not that AI will replace critical thinking but that students might never fully develop it in the first place. Therefore, it is essential that we, as educators, first and foremost ensure our students have a rich understanding of their subject matter so they have the skill to critically evaluate content produced through AI.

As we move into 2025, a year of new opportunities for our students to learn, grow and consolidate, GAI will certainly be part of our teaching and learning. Yet, as we aspire to excellence, we remain steadfast on the following:

1. Domain-specific knowledge is central to learning and our student’s capacity to effectively problem solve, think critically, and evaluate.
2. The integrity of the learning process is valued by students and our broader community.
3. GAI enhances our classroom practice; it does not replace the essence of education: the human connection. The power of relationships and their impact on learning is undeniable.
4. Students come to recognise GAI’s potential for significant impacts on their learning, future careers, and society broadly.

It has been wonderful to welcome our students to 2025 and to see this College come alive with their energy and enthusiasm. I have been able to meet so many new students already as well as quite a few parents. I look forward to getting to know this community in the weeks and months ahead.

Whilst, this information has been shared late last year with our community, I thought it appropriate to again celebrate the incredible results from our Class of 2024, particularly as we acknowledge our Lorraine Pilgram medal winners at our Year 12 Investiture Service this week

As we know, great results like these, take a combined and concerted effort that includes all our staff, our students and you, our parents. In meeting a few of our Lorraine Pilgram medal winners last week for lunch recently, their gratitude for the opportunities that Somerset has provided for them was overwhelming. They have all set incredible goals for themselves and we trust that they leave Somerset with the skills necessary to continue to build their personal success.

As Mr Bassingthwaite so appropriately acknowledged last year, I also want to want to thank Michele Sauer, Deputy Head of College - Studies, for her leadership in this crucial area of the Somerset experience. There is no one more committed to our students achieving personal success than Michele. She leads a very capable and dedicated team of faculty leaders and teaching staff and we thank all of them for their support of our Class of 2024.

The following results are based on 136 students who chose to share their ATAR results.

· 3 students achieved the second highest ATAR of 99.90 – Mical Ma, Penelope Deacon and William Warrick. They are three of 36 students in the state who received an ATAR of 99.90.

· 3 students achieved an ATAR of 99.85.

· 24 students achieved 99+, a result in the top 2% of Australia, our best ever.

· 27 students achieved equivalent of OP1 and the Lorraine Pilgram Medal, our best ever.

· 41.18% of students ATAR 95 and above, a result in the top 5% of Australia.

· 63.24% of students ATAR 90 and above, a result in the top 10% of Australia, our second best ever.

· 86.03% of students ATAR 80 and above, a result in top 20% of Australia, our second best ever.

· 92.9 median ATAR, our equal best ever

· 11 students achieved perfect scores across 9 subjects, earning them a QCAA Subject Achievement Award. 14 perfect scores in total!

· 32 students have earned a QCAA Certificate of Academic Commendation for achieving ‘A’ grades in all six general subjects.

It is often easy to take these results at their face value and focus solely on academics. However, as I look around this College and in particular, hear our pastoral care teams in their roles, talk about how best to support our students, we know it is the entire village that is Somerset College that has contributed to these results.

What an incredible community that supports each and every student to achieve Personal Success.

Best wishes

We are delighted to welcome you and your children to Somerset College for an exciting new school year! On Tuesday 28 January 2025, we began the year with a vibrant balloon arch at drop-off, providing a wonderful photo opportunity for families and classes to capture those cherished first-day moments.

The start of the year has been bustling with activity. We were thrilled to see many excited faces as new students were warmly welcomed and friendships began to develop. Our students confidently navigated their new spaces, ready to embark on their learning journeys.

Our teaching staff hosted information afternoons on both Tuesday and Wednesday, providing parents with valuable insights into the upcoming year and the exciting learning experiences planned for our students.

A highlight of the first week was Somerset College’s Global Play Day on Thursday, 30 January. All Junior School students enjoyed a morning of unstructured play, which provided a fantastic opportunity to have fun with their new cohort. Our staff set up various play spaces, some including ball games, gymnastics, paper aeroplane throwing, board games, yoga, karaoke and visual art experiences. The day concluded with Year 4 to 6 students participating in swimming trials, gearing up for their Junior School Inter-House Swimming Carnival next week on Thursday, 6 February 2025.

On Friday, our Prep students marked a symbolic occasion with our Year 12 leaders by presenting them with their badges during the Year 12 Investiture Service, signifying the beginning of their leadership journey.

As we all catch our breath after such a busy and exciting start to the year, we look forward to a year filled with learning, growth, and memorable experiences. Thank you for being part of the Somerset College community in 2025.

The 2025 school year has been off to a great start in Year 8! We started our first day back, entering our Year 8 upgraded locker room with an excited buzz in the air.

We extend a warm welcome to all of our new students and families who have joined our Somerset College community in 2025.

Last Friday provided a quieter introduction to the College for our new students and families with our Orientation Programme. Whilst there were some nerves, excitement and enthusiasm were evident.

From the very first days of this week, our new students have embraced their learning journey with curiosity and eagerness. They are quickly adapting to routines, forming friendships, and engaging in classroom activities. Teachers and staff have been impressed by their positive attitude, resilience, and willingness to participate in both academic and co-curricular opportunities.

The Quoll Headquarters Service trip is not one to be missed. After a long drive, we were welcomed with open arms into the 190-hectare sanctuary, by Steve and Bianca. They are two of the most courageous people I’ve ever met, and the things they have accomplished and aspire to accomplish are beyond what many people could imagine. 

If I’m being perfectly candid, before going on the trip I didn’t know that a wallaroo was a real thing, nor did I know of the hierarchy of the macropods and the platypus. I knew next to nothing about an animal that is so vital to the biodiversity of Australia, and yet is on the brink of extinction, the same animal that Steve and Bianca have dedicated their lives to protect, the marvellous Quoll. 

The extent of their knowledge is inspiring, from knowing the Quoll-preferred climate, to knowing about the creatures that once existed alongside the Quoll. During our stay we experienced everything from fishing, to planting, to carting around the five-kilometre perimeter, searching for any damage. But I have to say one of my many highlights was feeding the six adorable joeys, raised by Bianca after being orphaned; as well as seeing the cute yet fisty possum all huddled together. 

All in all, it was a wonderful weekend, that will never be forgotten. Steve’s ability to turn a single plot of land into a sanctuary for many is admirable. On the other hand, Bianca’s caring nature and sacrifice of sleep to help the orphaned joeys and possums is enviable. I will never fully be able to express my gratitude for going on this trip, and I couldn’t think of a better way to spend my weekend!

The Club State Swimming Championships were held in Brisbane from 14 to 20 December 2024 and saw close to 50 Somerset swimmers compete. The Somerset Swim Club had 44 swimmers who competed alongside 4 students representing other clubs. The competition sees over 200 Clubs compete in one of the most competitive regions in Australia. In 2024, the Somerset Swim Club placed 4th overall which is an incredible result and testament to the swimmers, coaches and families who performed so well in the week-long meet. Somerset’s results are even more impressive beaten only by the large Brisbane Clubs who had more than double the number of competitors.

The week began with Club relays. Somerset Swim Club teams performed exceptionally well with the 12 and under girls teams finishing third in the freestyle and medley relays, the 12 and under boys medley team also finished third while the 12 and under mixed freestyle team finished second. The boys 14 and under freestyle and medley relay teams both won their events. Congratulations to members of the 14 and under boys teams - Cohen Tarrant, Danny Baxter, Riley Johnston and Koa Stotz.

Even a hot weekend, with temperatures reaching 39 degrees on the Friday, didn’t stop our athletes from producing some outstanding results at the recent Rowing Queensland State Championships. The Somerset College Rowing programme competed in their first regatta for the year on 24 to 26 January at Wyaralong Dam. 

Congratulations to the Under 16 Boys Quad of Charlie Cardone, Marcus Fox, Ed Hoult, and Ethan Hu, coxed by Will Hoult on their gold medal. Marcus and Ethan followed this up with a silver medal in the Under 16 Boys Double Scull. For their solo efforts, Marcus won silver in the Under 16 Boy Singles Scull and Ethan won Bronze.

Our 2024 Somerset Spartans Football International Tour took place during the first week of the school holidays, from 24 November 24 to 6 December. Our destination was Japan.

Our tour had an incredible itinerary with cultural experiences such as school visits, local restaurants, temple visits, and museum visits. We had other fun activities such as visiting Disneyland. For our Football experience, we visited J-League Football Matches, football Stadium tours, received training from Japanese professional coaches, and played matches against schools and academies at several football venues.

Thank you Nicole Fann, Jane Stewart, Jonathon Pritchard and Kydra Waldenfor accompanying our students and being part of such an amazing Somerset Experience for them. 

Somerset Tennis had some remarkable success towards the end of the holidays and into Term 1, with fantastic results at both the regional and state level.

Seventeen students competed at the Primary Schools Cup Sate finals in the first week of holidays across the 3 divisions. A total of 12 schools across the state competed with Somerset placing in the following divisions:

- Year 1 – 4 Red Ball (Girls Division) - 4th Place

- Year 5 Orange Ball (Mixed Division) - 4th Place

- Year 6 Green Ball (Girls Division) - 3rd Place

Special mention goes to Jack Dew, Hugh Adams, Marcus Wong, Evie Kingston & Dylan Kingston who were some of the students who played up a year level in the divisions. A great result to start our year.

Following this, year 10 students Timofey Korin & Huw Hoffman represented somerset & competed at the Hinterland District Trials. Timofey narrowly missed a spot in the top 4 & Huw successfully was able to place in the top 4. He will now compete next Wednesday the 5th of February for a spot in the South Coast Trials.

Alongside their success this week, both these students qualified for the Queensland Masters after a successful year of tournaments. Huw had a fantastic event, placing 3rd overall in the state. This is an amazing outcome for Huw and his career in tennis.

Upcoming this weekend and next is the KDV Junior Slam Series & first Coloured Ball Cup Event. We wish all students competing at these events good luck!

Somerset Gold Squad triathletes have had a busy start to 2025. Super Sprint Nationals were delayed from mid-December 2024 to late January 2025 and that meant serious training over the holidays. The effort paid off and we experienced amazing results.

The preparation started in November when triathletes went to Bond University for a series of physical and physiological tests to determine the best approach to individualised training. In December they met with the renowned sport psychologist Rachel Jones, had a workshop with former Junior Elite triathlete and now sport dietician Elle Leahy, and had a wonderful chat with physiotherapist Brad Beer who told them all about his experience alongside Hayden Wilde in the preparation for the Paris Olympics silver medal. Throughout December, athletes worked hard in their acclimatisation preparation for the expected heat during nationals. The preparation was finalised early January during the 10-day Noosa Triathlon Camp.

Ten of our Gold Squad triathletes participated in the race. Unfortunately, Patrick Kelly-Correa (Y11) and Liam Thornton (Y10) had to pull out before the conclusion of the 4-day competition. Liana Warwick (Y10), Camille De Bruin (Y9), and Cooper Shevlin (Club) in the Youth category; and Holly Hembling (Y12) in the Junior & U23 category had outstanding races to figure top 30 in the country. Elisabeth Staelen (Y9), Emma Lester (Y9) and Joel Rodd (Club) had qualifying times for the “A Final” which ranks them top 15 nationwide in the Youth category. Despite being 15yo, Lucas Soegaard (Y10) qualified for the Junior & U23 finals. His impeccable race granted him 9th place overall and 3rd place among the Juniors less than a minute away from the overall race winner.

Spartan Triathletes will soon head to School Sport State Triathlon in Hervey Bay. The 2-day competition involves a longer distance than the one faced at Super Sprint. Weather conditions are expected to be even harsher than the 32-35 degrees faced at Super Sprint Nationals. The State Championship race is the only qualifier for SS Nationals in WA in March.

The Strength and Conditioning Department continued to run sessions throughout the school holidays to give students the opportunity to maintain their strength training and physical activity habits during the break. All Senior school students were invited to the Non-Sport-Specific S&C sessions held throughout December and January and we facilitated sport-specific squad sessions for Netball, Rugby, Swimming and Rowing both in the gym and some sessions off-site where students participated in a Spartan Challenge at Tallebudgera Creek and completed 12-Days-of-Christmas sessions.

After the New Year break, students were eager to get back into the gym with our first sessions kicking back off from the 6 of January.

Somerset College Sporting Excellence Programme (SEP)
Our 2025 Sporting Excellence Programme (SEP) Students participated in our First Workshop Day for 2025 on Wednesday 22 January. The day involved presentations from our external presenters who have been specifically chosen to provide SEP Students with engaging, practical and relevant information on the unique challenges our Students face as athletes. Workshop 1 included:

- Summer Dinegmense’s presentation on Nutrition – what is good food, fuelling for performance and hydration for performance.

- Sharyn Donaghy’s presentation focused on strategies for personal growth, stress management, and tailored support to help students juggle a high-performance sporting environment alongside academic commitments.

- Performance Testing Session 1 including baseline strength, power and flexibility testing

We look forward to Workshop 2, taking place in the Easter School Holidays!

Students in our Early Learning Precinct this week have welcomed the Year of the Snake with excitement and joy. The snake symbolises the pursuit of happiness and is a symbol of good luck and wisdom. 

Our students enjoyed sharing stories about Chinese New Year, creating festive crafts, and indulging in delicious traditional treats to celebrate the occasion.