Somerset Times | Term Two, 2025

The study of languages other than English (LOTE) has been an integral component of the curriculum at Somerset College since our doors opened in 1983. German has been studied continuously at the College since 1983, and Italian has been offered at various levels from Prep to Year 12 since the mid-1980s. Japanese was introduced to the curriculum in the late 1980s, and was joined by French in the late 2000s. Mandarin was introduced to the lower Junior school in the early 2010s, bringing the number of foreign languages offered at Somerset to five. Our status as an International Baccalaureate World School has undoubtedly influenced the position of languages at the College. Language Acquisition (the study of a second or additional language) is highly valued within IB programmes, as it promotes critical thinking and international mindedness, fosters intercultural understanding, and supports personal development (IBO, 2020).

Convincing students to continue to study a LOTE once it is no longer compulsory to do so has been a challenge faced by Australian schools since tertiary institutions began to abolish foreign language requirements in the late 1960s and early 1970s. In 1968, 40% of Year 12 students in Australia studied a LOTE (Senate Standing Committee on Education and the Arts, 1984), but by 1988, this figure had plummeted to just 9% (Nicholas, Moore, Clyne, & Pauwels, 1993). Despite numerous government initiatives to address this issue over the past several decades, no progress has been made, with only 8.6% of Year 12 students across Australia studying a LOTE in 2022 (the most recent national figure available) (ACARA, 2025). The situation is even less encouraging in Queensland, with fewer than 6% of Year 12 students studying a LOTE in 2024 (Caldwell, 2024). Remarkably, given state and national figures, Somerset currently has 42.3% of its Year 12 cohort electing to study a LOTE, which is seven times the state average enrolment figure. It is difficult not to argue that our commitment to the International Baccalaureate programme, which includes the compulsory study of a LOTE through to the end of Year 10, has had a significant influence on the number of Somerset students choosing to study a LOTE as part of their ATAR studies.

Much has been written about the benefits for Australian students of studying a LOTE, ranging from enhancing literacy and critical thinking skills to developing intercultural understanding (which aligns with the philosophy underpinning the IBO’s Language Acquisition courses) (ACARA, 2025a; Liddicoat, 2002). In recent years, there has been a strong focus on the increased employment opportunities afforded to those who are proficient in a LOTE. Arber and Weinmann of Deakin University in Melbourne maintain that being able to speak another language “[helps] you advance your career by making you stand out and giving you global mobility – opportunities open up for employment and an international career around the world” (2024). International research also supports the notion that proficiency in foreign languages improves an applicant’s employability (International Centre for Language Studies, 2024; OECD, 2025). By encouraging our students to continue to study their chosen MYP language through to Year 12 and beyond, we are also encouraging them to consider opportunities available in their chosen field, not only in Australia, but internationally, thus truly adopting a global outlook. We want our students to graduate equipped with the skills needed to achieve personal success, and we strongly believe that proficiency in a LOTE is one of these skills.

Dr Angie Knaggs of the University of Queensland is a strong advocate for the study of LOTE subjects in the senior years and beyond. We are delighted to announce that Dr Knaggs will be visiting Somerset on Tuesday 3 June as part of our “In Conversation With…” series of seminars, during which she will run workshops with our Year 9 and 10 students, as well as present a session designed for parents, exploring the benefits of LOTE study for our students beyond the compulsory years of study. We warmly invite all parents and interested members of the community to attend this public session, which is sure to be both enlightening and inspirational. Full details are available here on our website.

This week, Headmaster Chris Ivey reflects on the powerful conversations sparked by our recent In Conversation Evenings with Madonna King and Daniel Principe. He shares valuable clarifications around screen time, highlights the importance of community connection in parenting, and looks ahead to the upcoming Family Fun Day.

Dear Somerset Community,

I’ve just returned from a delightful afternoon with one of our Pre-Prep classes, who had invited their mothers and special friends in for afternoon tea to celebrate Mother’s Day. It’s an important day in our calendar, one where we deliberately stop and give thanks for the mothers or other special friends who have been an incredible influence in our lives.

My Mum is in her late 70s. My parents live in Perth, a small town just south of Launceston in Tasmania. My mum has been an important part of my life, not just because of her unconditional love and what she taught me and my brother, but because of the role model she is. I appreciate they were different times decades ago when I was growing up in Tasmania, but the role of my parents, and my Mum in particular was to make sure I had everything I needed to achieve my personal best. If I were to list these off, it would be; I knew I was loved and safe, I was clothed, fed, we were given clear boundaries with appropriate freedom, disciplined when appropriate and we were taught how to live respectfully with others. My recollection is that she didn’t get involved in too much stuff at school, (but she did volunteer and go to every parent-teacher meeting), she didn’t smooth a path for me to make life easier for me when something went wrong and she certainly didn’t believe everything I told her! Mum also shaped our character, she set us chores to do daily (and required that we did them), and we had to save up our pocket money; give some away to help others, save some and spend some.

My wife, Elizabeth and I have four adult children, aged 19 and up and in many ways, we have raised them the same way. Elizabeth’s role in our children’s lives has changed with each stage, but those basics of showing them they are loved, giving them clear boundaries and teaching them what is important hasn’t changed. I would argue being a parent, a mother or a father is the most important role we will ever undertake and the challenges these days are greater, so I simply want to encourage all our Mothers and those special friends who play an important role in the lives of our children. Thank you, because for every child who knows deeply that their Mum (or special friend) loves them, we create a society that has ripples of kindness and humanity into the future.

I acknowledge for some people, Mothers’ Day doesn’t have the same joy or opportunity to celebrate, and we need to be mindful of this. Showing gratitude is such an important part of being human and something I want to encourage our community to continue to both embrace and model. I wish all Mums a wonderful Mother’s Day.

Chris Ivey
Headmaster

Headmaster Chris Ivey shares reflections on the beginning of Term 2, acknowledges the efforts of students and staff, and highlights the importance of community collaboration in supporting student wellbeing. He also encourages parents to attend upcoming events focused on digital safety, respectful relationships, and adolescent development.

Somerset College is proud to celebrate an outstanding achievement by Year 12 student Ethan Grocott, who claimed gold representing Australia at the U18 Oceania Beach Volleyball Championships held in the Solomon Islands over the Easter break.

Over the Easter holidays, Somerset College Year 12 student Ethan Grocott proudly represented Australia at the U18 Oceania Beach Volleyball Championships, held in the Solomon Islands—returning home with a gold medal and a standout international achievement.

Hosted by Volleyball Oceania and Volleyball Australia, the tournament brought together the best young beach volleyball athletes from across the Pacific region, including teams from New Zealand, Fiji, Papua New Guinea, Samoa and beyond. As part of the Australian U18 squad, Ethan and his teammate Thomas Turner competed in high-pressure matches against strong international opponents, showcasing their skill, teamwork, and composure on the sand.

The Championships are an important part of the development pathway for elite junior athletes, offering international exposure and experience that lays the foundation for future national and professional competition. Ethan’s performance helped secure Australia’s position at the top of the podium—a proud moment for him and his teammates.

The Somerset community looks forward to supporting him as he continues to pursue his goals both on and off the court.

Read more from Volleyball Australia.

In an era where the digital landscape shapes the minds of our youth, the insights of experts like award-winning author Madonna King reveal a pressing need for digital literacy and the need to work as a community to combat rising mental health issues and cyber threats.

Over the last few weeks, I have spoken to several experts in the field of cyber safety, including a former Australian Federal Police (AFP) task force leader, about the need to bind together as a community to assist our youth in navigating this challenging digital terrain. In today’s rapidly evolving digital landscape, we must meet our youth with empathy, and acknowledge that they are navigating through a digital world full of emerging cyber threats they did not create, but must learn to thrive in.

Internationally, adolescents are growing up in an age where they are faced with complex, unprecedented challenges. As a community we must foster opportunities to teach digital literacy skills so that we can empower them with the knowledge to confidently and safely engage with the various digital platforms in a responsible, ethical and critical manner.

Alarmingly, recent data from the Pew Research Centre (PEW) revealed that 48% of teens say that social media harms people their age, up from 32% in 2022. This data reveals that our youth know the detrimental impact of social media but are calling out for guidance for both the use and management of these mediums. They need our help - this is our call to action as a community.

At our parent In Conversation evening on Wednesday 7 May, Madonna King will provide insight into how we can protect our kids. She will reveal the current and emerging cyber threats that are rapidly evolving, and provide countless research backed evidence supported methodologies that we can use to support the digital literacy and online safety of our adolescents. I have known Madonna for some time now, and I believe she is one of the most captivating human beings I have ever met. However, the quality I admire the most is that she genuinely cares for our youth, and I know she will be coming in to make a difference.

On Friday 9 May, following our In Conversation evening, Madonna King will return, teaming up with international guest speaker and youth advocate Glen Gerreyn to launch the 2025 Women of Valour and Men of Honour programmes. These bespoke Years 7-9 programmes have been created using current data from our community, allowing us to address the unique needs of our Somerset students. This year, Madonna and Glen will be joined by Hockeyroos player Rosie Malone and Olympic Gold Medallist Ash Callus. All are excited to work with our students to ensure they are equipped for the ever-changing and dynamic 21st century landscape. More information will be available closer to the date.

Finally, if you have not already done so, I recommend reading Madonna King’s Saving Our Kids. 

I look forward to seeing you at the Madonna King In Conversation evening next week.

The 2025 School Swimming Championships, held in Brisbane from March 23-28, saw Somerset College swimmers showcasing their incredible talent and determination. With fierce competition from schools across the state, our athletes made an undeniable impact in both the Junior and Senior School events.

The week-long competition kicked off with the Junior School events, where our younger swimmers displayed impressive speed and skill. As the championships progressed into the Senior School events, Somerset’s seasoned swimmers continued to dominate the pool, earning top spots and pushing the limits of their abilities. 

From individual events to relay races, our athletes gave it their all, representing Somerset College with pride and determination. The atmosphere was electric, with thrilling races, personal bests, and unforgettable moments.

Junior School Championships
The Junior School Championships were held 23-25 March. The meet was highlighted by Somerset Swim Club member (and South Coast boys captain) Noah Cambell, who won the 10-12 years 400m Freestyle, was second in the 12 years 200m Freestyle, and placed 9th in the 100m Freestyle, 200m IM and 100m Butterfly. Noah had an outstanding meet. 

• Somerset student Aksel Pitura had a breakthrough performance and a big personal best, placing 5th in the 10 years 100m Butterfly.
• Somerset Swim Club members Grace Grigg (11 years girls) placed 8th in the 50m Butterfly, 4th in the 200m Freestyle, and 5th in the 200m IM.
• Isla Anderson (12 years girls) placed 4th in the 200m Breaststroke.
• Meggie De Chhimba (12 years girls) placed 5th in the 200m Breaststroke, 6th in the 100m Breaststroke, and 7th in the 50m Breaststroke. 

Somerset’s other Southcoast representatives at the Championships were Ayrton Hobday and Evie Snow. Well done, swimmers.

Senior School Championships
The Senior School Championships followed the Juniors and ran from 26-28 March. It featured 35 Somerset swim club members and students, an amazing number within the Southcoast Team. From this large and talented group, the following were individual State Champions:

• Liyng Wong (13 girls 200m Butterfly)
• Jasmine Teng (13 girls 400m Freestyle)
• Makyra Melo (girls 13 years 50m Breaststroke)
• Braxtyn Truman (boys 13 years 100m Butterfly, 200m Butterfly, 200m Freestyle, and 400m Freestyle)
• Kasia Pitura (girls 14 years 100m and 200m Breaststroke)
• Levi Anderson (boys 14 years 50m Breaststroke)
• Chelsea Strachan (girls 15 years 100m and 200m Breaststroke)
• Summer Johnston (girls 15 years 100m Freestyle)
• Danny Baxter (boys 15 years 100m Butterfly, 400m IM, and 200m IM)
• Cohen Tarrant (boys 15 years 50m, 100m, and 200m Breaststroke)
• Jessica Melo (girls 16 years 50m, 100m and 200m Backstroke)
• Lacey Strachan (girls 16 years 100m and 200m Breaststroke, 200m and 400m IM)
• Zahri Jarrett (girls 16 years 100m and 200m Freestyle)
• Leny Grigor (boys 16 years 200 and 400m IM, 50m, 100m and 200m Breaststroke)
• Olympia Pope (girls 17-19 years 50m, 100m and 200m Breaststroke)
• Ryan Bambach (boys 17-19 years 200m IM and 100m and 200m Breaststroke)

A number of these swimmers also broke records in winning their events.

In addition to these School State Champions, the following Somerset swimmers were medallists:

• Mia Drury (13 girls 400m Freestyle)
• Sophia Tarrant (13 girls 50m and 100m Breaststroke)
• Matilda Grimson (girls 16 years 200m Backstroke)
• Holly Hembling (girls 17-19 years 50m Freestyle and 50m Breaststroke)
• Sasha Henrison (girls 17-19 years 50m Freestyle).

The following swimmers finished in the top 10 in their main events:

• Knox Anderson (boys 13 years)
• Lachlan Talbot (boys 13 years)
• Lihwa Wong (girls 14 years)
• Elanor McGrath (girls 14 years)
• Rafael Ileana (boys 14 years)
• Charlie Henrison (girls 15 years)
• Emmerson Nunn (girls 16 years)
• Martin Hembling (boys 16 years)
• Cady Daniels (girls 17-19 years)
• Cooper Anderson (boys 17-19 years).

From the group of Somerset swimmers who competed at the senior school championships, the following swimmers were selected for the Queensland School Swimming Team to compete at the Nationals later this year: 

• Makyra Melo
• Braxtyn Truman
• Kasia Pitura
• Levi Anderson
• Chelsea Strachan
• Summer Johnston
• Danny Baxter
• Cohen Tarrant
• Jessica Melo
• Lacey Strachan
• Zahri Jarrett
• Leny Grigor
• Holly Hembling
• Olympia Pope
• Sasha Henrison
• Ryan Bambach

Congratulations to the swimmers who made the Queensland Team and to all Somerset swimmers who performed well at the State School Swimming Championships.

From April 4th to 8th, 2025, the bustling city of Perth played host to the prestigious Australian Junior (Under Age) Athletics Championships. Over the five-day event, three exceptional athletes from Somerset College showcased their remarkable talent, with each delivering inspiring performances and achieving outstanding results.

Tilly (Year 8): A National Champion in the Making
Tilly’s journey at the championships was nothing short of extraordinary. Competing in a grueling schedule across seven events, she made history by claiming her first-ever national title in the U15 Girls Heptathlon. With a stunning total of 4401 points, Tilly triumphed in the event, outpacing her closest competitor by an impressive 109 points.

Tilly’s results in the Multi Event were as follows:

• 200m 25.50s - 1st
• 800m 2.24.96m - 1st
• 90m Hurdles 14.04s - 2nd
• High Jump 1.45m - 4th
• Long Jump 5.19m - 1st
• Shot Put 8.45m - 9th
• Javelin 16.50m - 9th

Her outstanding performance was a culmination of her hard work and versatility across multiple disciplines.

Despite having already completed the Heptathlon, Tilly also competed in several individual events. Her results were as follows:

• 3rd place in the U15 Girls 90m Hurdles with a time of 13.54s
• 5th place in the U15 Girls Long Jump with a jump of 5.04m
• 7th place in the U15 Girls 100m with a time of 12.10s
• 14th place in the U15 Girls 200m with a time of 25.62s
• 4th place in the U16 Girls 4x200m relay with a time of 1.42.43m

While Tilly was undoubtedly a standout performer, a heart-wrenching moment came in the 200m Hurdles race. Looking set for another medal, Tilly hit the 8th hurdle, preventing her from adding another podium finish to her tally. Nonetheless, her resilience and determination throughout the competition were evident, solidifying her position as a future champion.

Cara (Year 9): A Silver Medal in Javelin
Cara’s remarkable skill and consistency in the javelin throw continue to shine at a national level. Competing in the U15 Girls Javelin, Cara launched the 500g javelin to an impressive distance of 37.82m, claiming the silver medal in a highly competitive field. Her precise technique and powerful throws make her one of the nation’s top javelin athletes, with bright prospects ahead.

Minka (Year 12): Leadership and Excellence in the 400m and Relay
Athletics Captain Minka (Year 12) proved herself once again amidst fierce competition in the senior age group. A standout in the U18 Women’s events, Minka secured a 6th place finish in the 200m with a time of 25.28s and a 5th place finish in the 400m with a time of 56.82s. However, it was in the 4x400m relay where Minka truly shone. Anchoring her team to victory, she helped secure 1st place in the relay with an outstanding time of 3.47.30m, showcasing her leadership and teamwork at its finest.

Somerset College is committed to fostering both innovation and intellectual rigor in a rapidly evolving world. This commitment extends to how we approach mathematics education, where we aim to equip students with not only strong mathematical skills but also the ability to think critically and use technology responsibly. This article explores the role of Generative Artificial Intelligence (GAI) in mathematics learning, examining its potential as a powerful tool and emphasising the importance of using it wisely.

In December 2022, I asked ChatGPT a simple question:
“If you add up all the numbers from 1 to 2022, do you get an odd or even number?”

It was a question that was posted by ABC Science on social media, and one that I already had an answer for, but with ChatGPT emerging as a transformative new technology, I was curious to see how well it handled mathematics. ChatGPT’s reasoning fell apart when it mistakenly classified 1011 as an even number.

I remember thinking, ‘Well, it can’t do maths!’

In less three years, however, we have witnessed Generative Artificial Intelligence (GAI) technologies like ChatGPT develop their mathematical knowledge at lightning speed. What once made basic errors is now capable of solving mathematical problems far beyond what we teach in high school. Former Chief Business Officer at Google X, Mo Gawdat, in his talk, “AI’s IQ is Doubling Every 5.7 Months — Should We Be Worried?” (Watch here on YouTube) claimed that in 2022, he could easily outsmart AI in mathematics, but by around the March 2024, AI could outperform him.

Curious to see how far things had come, I posed the same question to ChatGPT again earlier this year. Surprisingly, it still made an error. This time, it assumed that dividing an even number by two always results in an even number. A quick counterexample (6 ÷ 2 = 3, which is odd) shows why conceptual understanding matters. It was a great reminder that even the most advanced GAI can make fundamental mistakes — and an example of why students need to develop their own mathematical knowledge before relying on GAI.

As Michele Sauer, indicates in her article, ‘GAI and Our Academic Values’, (Sauer, 2025), ‘students [have] brought GAI-powered tools into our classrooms at every level and in every subject with unprecedented speed.’ Generative AI tools such as ChatGPT enable students to generate hundreds of textbook-style questions and receive explanations within seconds. Increasingly, we are seeing more students turn to chatbots to support their learning in mathematics. These tools can function as 24/7 tutors, offering explanations in various formats to suit different learning styles. However, it's important to remain mindful of the potential negative effects they may bring.

In a 2024 study from the University of Pennsylvania, 1000 high school students were given a mathematics lesson, then asked to complete a set of practice problems with the aid ChatGPT. It was found that students accessing ChatGPT were between 48% and 127% more accurate, but when it came to the close-book examination, their performance plummeted to 17 percent below students who did not use ChatGPT (Bastani et al, 2024).

Over-reliance on GAI in mathematics can hinder students’ ability to solve problems independently and in some instances, it can lead to students using GAI to shortcut their work rather than learning the concepts. ChatGPT can generate useful explanations and help with problem-solving, but it occasionally makes mistakes. As we saw in the sum problem, even a small error in reasoning can lead to the wrong conclusion.

To ensure our students develop into confident and capable mathematicians, it is crucial they learn to use GAI as a tool to enhance, not replace, their own abilities. Here are some tips for using GAI to help with Mathematics:

1. Be sceptical and always verify your answers.
Double-check results by:

- Doing a quick manual check if possible.
- Using a calculator or an alternative mathematical tool like Desmos or Wolfram Alpha to check the solution.
- Applying logical reasoning (checking if the result makes sense and is reasonable).

2. Use ChatGPT to understand, not just to generate answers.

Students should use ChatGPT to deepen their understanding rather than just copying answers. If they don’t understand a concept, they should ask follow-up questions and challenge the response when necessary.

Instead of asking “What’s the answer to this problem?” try:

- “Can you explain the steps to solve this?”
- “Why is this true?”
- “Can you show me another way to think about it?”

3. Testing misconceptions

Students can use ChatGPT as to help them by identifying errors and correcting them. This turns ChatGPT into an interactive tool for critical thinking rather than passive learning.

- If you suspect a mistake, challenge ChatGPT: “Are you sure? Can you check that again?”
- Find the error yourself and explain why it’s wrong. This reinforces learning.
- Compare ChatGPT’s explanation with a textbook or a teacher’s notes.

4. Use ChatGPT for Exploratory Learning

One of the best uses of ChatGPT is for exploring new mathematical ideas. For example, one of my Year 11 students recently used DeepSeek to investigate proofs by contrapositive, which sparked a fascinating classroom discussion about the elegance and variety of mathematical reasoning and the connection to Philosophy.

GAI can provide insights, suggest different problem-solving approaches, and introduce new concepts.

- “Can you explain the connection between calculus and area under a curve?”
- “How do mathematicians prove the Pythagorean theorem in different ways?”
- “What’s an interesting real-world application of matrices?”

This exploratory approach fosters a deeper appreciation for the beauty and interconnectedness of mathematics, a key goal in our College's mathematics program.

The Australian Framework for Generative AI in Schools, provides guidance on the responsible and ethical use of generative AI tools in Australian school-based education.

The framework emphasises the use of generative AI tools to support and enhance teaching and learning. It also highlights the importance of schools engaging students in learning about generative AI tools, including their potential limitations and biases.

In this evolving landscape, teachers are moving towards facilitating and guiding students in the effective use of GAI tools like ChatGPT, DeepSeek and Gemini. This includes designing learning experiences that integrate GAI in meaningful ways, helping students develop the skills to evaluate the validity and reliability of AI-generated information and using GAI to differentiate instruction and provide personalised learning experiences.

GAI is here to stay, and its capabilities in mathematics are only going to get stronger. While AI tools can be useful for practicing mathematics, they shouldn’t replace traditional problem-solving skills. Students must still practice solving problems manually, writing solutions clearly, and working through challenges without relying on AI. They can use ChatGPT after attempting problems on their own to check their reasoning and refine their understanding.

I wouldn’t recommend students avoid ChatGPT, but I would encourage them to use it wisely. It can be a great learning tool when used critically and interactively. The key is to think, question, verify, and use it as a support, not a shortcut. By embracing both innovation and critical thinking, our Mathematics program empowers students to thrive in the age of AI and beyond.

Bibliography:
Australian Government Department of Education. (2023). Australian framework for generative artificial intelligence in schools. Australian framework for generative artificial intelligence in schools

Bastani, Hamsa and Bastani, Osbert and Sungu, Alp and Ge, Haosen and Kabakcı, Özge and Mariman, Rei, Generative AI Can Harm Learning (July 15, 2024). The Wharton School Research Paper, Available at SSRN or dx.doi.org

OpenAI. (2023, March 14). GPT-4. Open AI

OpenAI (2024, September 12). Introducing OpenAI o1-preview. OpenAI.

Sauer, Michele, ‘GAI and Our Academic Values’, Somerset College, (2025)

Yen, A. Z., & Hsu, W. L. (2023). Three questions concerning the use of large language models to facilitate mathematics learning. arXiv preprint arXiv:2310.13615.

On Friday, April 4th, our Under 8 Somerset Football students had the incredible opportunity to attend an A-League match between Brisbane Roar and Macarthur FC at Suncorp Stadium in Brisbane, thanks to an exclusive invitation from the Brisbane Roar.

The experience was a dream come true for our young athletes. Each student received two tickets—one for themselves and one for a parent, giving families the chance to enjoy professional football up close. But the excitement didn’t end there! Our students were also invited to take part in the Half-Time Heroes activity, a thrilling opportunity to play on the pitch during the break.

At half-time, the students made their way to the field entrance, where they became the real heroes of the day. For 10 exhilarating minutes, they got to play on the actual football field in front of thousands of spectators! The adrenaline rush of performing in such a prestigious setting was unforgettable, and our young Spartans truly felt the excitement of being watched by a crowd of passionate fans.

While Macarthur FC won the match 1-4, the day was a victory for all involved. After the match, our students had the chance to meet the Brisbane Roar players, pose for photos, and even collect autographs—moments that will be cherished for a lifetime!

Thank you to Coach Deaghan, Sam, and Eric for dedicating their time and making this unforgettable experience possible for our students. 

We also want to express our gratitude to all the parents who joined us for this special day. We hope you enjoyed the experience as much as the students did!