Somerset Times | Term Two, 2025

Dear Somerset Community,

Over the past couple of weeks, the College has enjoyed wonderful success in our APS competition! As a competitive person myself, there were moments on the sideline where I wasn’t really coping with how close the scores were! Somerset has built an incredible legacy of success in the sporting field, something I want to uphold and continue; a commitment to excellence and achieving personal success.

However, whilst the wins have been pleasing and we should celebrate, for me, the journey and the learning are just as valuable as the final result. I have always held the belief that sport needs to follow an important continuum from ‘participation to performance’. What I mean by this is, we value all aspects of sport. From the opportunity to get out there, train, turn up, be a part of a team and play with others for the simple joy of the game; right through to the opportunity to represent the College, region, state or beyond. Every part of this continuum is important, and each individual student might sit anywhere along the continuum and feel valued.

During my time at my previous school, I trained a number of teams for the Kokoda challenge, which I know Somerset participated in last weekend. In working toward the 48km challenge, I would always select the team that was not very ready or had never tried something like this before. Over the preparation period, with regular training, we reached the point where we were are able to complete the event in (very) good time and in fact, many of my teams returned to do it again in subsequent years! My own experience at school was quite different, I went to a school that valued some sports over others, it was an all-boys school and I was never a part of the highly valued sports or even the ‘Firsts’ of any sport. My school also didn’t teach me to enjoy physical activity for the love of it, and it took me many years, (and being married to a physiotherapist) to learn to love three sports, running, swimming and cycling, and I now enjoy all three. I have a strong belief that all sport is important, because of the benefit it bring to the individual and the community.

What I love about sport are those learning moments.

• Learning that as a team, you need to work with others who have different skills and enjoy different levels of success.
• Learning that not winning is OK. Learning to be humble, to deal with loss and failure, is a great life skill, so long as reflection happens and what we could do to improve next time.
• Learning to show commitment, even when we don’t feel like it. Turning up to training, despite the fact we might be tired, or the weather is inclement, or we have other things to do. This is such an important skill that sometimes things are tough, and we might be uncomfortable.
• Learning that doing something physical is good for us on so many levels. We know the research here.

I want to congratulate our staff and students for their ongoing commitment to giving of their best on and off the field. At the same time, I do want to encourage all of us to show our commitment to both physical activity and to sport, and to relish the benefits. Sport is such an integral part of our culture, and with this in mind, I am pleased to advise that Mr Lachlan Treacher, our current Head of Tennis, has accepted my offer to take on the Director of Sport from July this year. We’ve given Lachlan the challenge of focusing not just on the processes, but also the culture of participation and commitment in all of our programs.

Dear Somerset Community,

On Monday this week, we welcomed Lann Levinge (Uncle Lann) as we acknowledged Reconciliation week. This year’s theme is ‘Bridging Now to Next’, emphasising the ongoing connection between the past, present and future. In his welcome, Uncle Lann explained a little about the definition of reconciliation; of wanting to come together, to heal, and restore a relationship. Whilst we take some time this week to acknowledge National Reconciliation week and the Indigenous history of our country, reconciliation transcends so much of our lives. It’s in our own relationships, in our workplaces and indeed, between all sorts of groups of people.

We only need to tune in to the news each day to see challenges of fractured relationships in our homes, in our work environments, our neighbours, and between and within nations. Reconciliation is such a powerful concept, and I wonder how it is best entered. A process of reconciliation is obviously not easy. There is a verse in the Bible, in the New Testament book of James, where the writer encourages new Christians on how to live. This verse is simple wisdom but so often difficult to enact. Everyone should be quick to listen, slow to speak and slow to become angry. The two counter cultural approaches here are quick to listen and slow to speak. Yet with so much of what we see and read, people are quick to speak and slow to listen. This small piece of wisdom is so easy to say but so incredibly hard to do, to be quick to listen but slow to speak but there is much more kudos and attention given to those who speak quickly or shout the loudest.

As I listened to Uncle Lann speak, I was once again reminded of the importance of deeply listening to the stories that help shape our understanding and awareness. This weekend, a number of our Senior students are heading off to Myall Creek with Mr Brad Walker and his team and I thank them for their time they give to allow our students to have this opportunity. Their time there is about connecting, listening and learning.

As a country, we have made some significant mistakes in how we have interreacted with each other, with our First Nations people and with others on so many levels and we are still managing these. But there is hope, if we ‘bridge now to next’ and genuinely want to make an effort to reconcile, to come together, perhaps we should heed the advice of the words in the Bible, ‘be quick to listen and slow to speak and slow to become angry’.

It’s a great reminder in all aspects of life, to slow down, listen and connect with each other. We learn so much more when we listen and reflect, using what have we heard and read to help inform our response. The saying goes, We have two ears and one mouth so that we can listen twice as much as we speak. This quote is attributed to Epictetus, a Greek philosopher who spent his youth as a slave in Rome before gaining freedom after the death of Nero, under whom he served until around 60 AD. If we truly want to understand other and build reconciliation, in all of our relationships then we will listen first and speak and act in ways that will see lasting positive change. We have come a long way in our relationships with our First Nations people, but there is still very much more to do; and there is still more to do with so many relationships that need reconciliation. Our next generation will learn this best if it is modelled well by those around them.

In 2024, Somerset College proudly launched two complementary leadership and wellbeing initiatives designed to empower our students to face the world with courage, integrity, and self-awareness: the Women of Valour and Men of Honour programmes.

These tailored programmes were created in response to invaluable feedback from our students, parents, and staff, highlighting the need for meaningful, real-world conversations that equip young people with the skills they need to navigate a fast-evolving world.

We’ve had the privilege of hosting some truly inspiring speakers as part of these initiatives, each sharing their unique journey and insights to motivate our students. These exceptional guests have included:

• Zeb Taia, Former NRL and Super League International Rugby League player
• Megan Jacobson, Prolific author and ABC journalist
• Nathan McKittrick, Surfers Paradise Fire Fighter
• Rico Gear, Former New Zealand All Black
• Sophie Holyman, Current Women’s NRL Australian and Queensland representative, Canberra Raiders
• Dane Robinson, Former Elite Triathlete and our Current Dean of Activities
• Gold Coast Titans and Gold Coast Suns players

These speakers have brought to life themes of courage, teamwork, overcoming adversity, and the importance of staying grounded in values. Their contributions have deeply enriched the Women of Valour and Men of Honour journeys for our students, offering real-world relevance to our commitment to student wellbeing and character development. They aim to equip Somerset students with the confidence to rise to life’s challenges and lead with purpose.

At Somerset College, National Reconciliation Week is a time of deep reflection, meaningful learning, and powerful connection. In 2025, guided by the national theme "Bridging Now to Next", our community came together to acknowledge the past, learn from one another, and take steps toward a more just and united future.

Throughout the week, students across the Junior School participated in activities designed to foster empathy, cultural awareness, and a personal sense of responsibility in shaping Australia’s reconciliation journey.

In Year 6, students began by exploring their own cultural identities, guided by the understanding that true reconciliation begins with self-awareness. Through a structured activity, students reflected on five core elements of culture: Language, Customs, Place, People, and Values. The emotional impact of “losing” parts of these elements helped deepen their understanding of the pain experienced by First Nations peoples. From this place of empathy, students turned their focus outward, contributing to a symbolic art installation of reconciliation leaves. Each leaf completed the sentence, “In Australia’s reconciliation, now I…” and “Next I…”, capturing the spirit of individual commitment and hope. Together, these leaves formed a tree canopy, representing the bridge to reconciliation and the growth needed to sustain it.

Our Year 4 and 5 students unpacked the Australian Declaration Towards Reconciliation. Each class was assigned a statement from the Declaration and explored what it means in today’s Australia. Through vibrant mosaics of student-created art, their collective response gave visual life to themes of cultural respect, unity, and shared responsibility. Words like understanding, inclusion, togetherness, and hope emerged across the artworks, showcasing a generation of young people with vision and heart.

Our Year 3 students have been exploring the book “Finding our Heart” by Thomas Mayo, which is a story for children about the Uluru Statement. Understandings were developed about the steps that have been made toward Reconciliation in the past, and students discussed how our Reconciliation journey can continue together. Beautiful rocks were painted to recognise the steps we have taken and the ones we still need to take, and how reconciliation should come from the heart.

Prep, Year 1, and Year 2 friends have been using their senses to connect with nature and explore what it means to reconcile with one another. The artwork for National Reconciliation Week by Kalkadoon woman Bree Buttenshaw features native plants known for regenerating after fire. This symbolises overcoming adversity as a part of the reconciliation journey. Students are exploring these plants and creating a collaborative art piece that uses these plants as a symbol for reconciliation.

Meanwhile, our youngest learners embraced creativity and connection to Country this week by contributing to Roxie, the Community Rock Snake. As part of their Unit of Inquiry, each child painted a rock to reflect their interaction with nature. Inspired by Indigenous art, this collaborative project nurtured empathy, respect, and teamwork, honouring the values of Reconciliation Week through creativity and curiosity.

As part of our commemoration of National Reconciliation Week, we held a moving Welcome to Country by Uncle Lann and a special performance by the Somerset Show Choir, honouring the connection between culture, music, and healing.

These activities, reflections, and performances demonstrate that reconciliation is not a single act, but a collective journey. It is lived and learned each day, in classrooms, in conversation, and in action.

As an International Baccalaureate (IB) World School, Somerset is committed to nurturing global citizens who value empathy, respect, and intercultural understanding. National Reconciliation Week serves as a powerful reminder that these values are not abstract ideals; they are the foundation of real change.

The benefits of design and creative thinking extend far beyond traditional artistic endeavours, offering practical applications in solving everyday challenges. These methodologies empower individuals to innovate, empathise, and adapt to new situations, making them indispensable tools in personal and professional contexts.

Don Norman’s influential work, The Design of Everyday Things, emphasises the importance of human-centered design. Norman highlights how understanding user needs and behaviours can lead to intuitive and effective solutions (Norman, 2013). For example, everyday objects like doors, kettles, and software interfaces can be redesigned to enhance usability, demonstrating the tangible benefits of applying design principles to real-world scenarios.

Similarly, Tom Kelley and David Kelley explore the power of creative confidence in their book, Creative Confidence. They argue that fostering a mindset of creativity and problem-solving enables individuals to tackle challenges with boldness and curiosity (Kelley & Kelley, 2013). By embracing iterative experimentation and overcoming the fear of failure, people can discover innovative solutions that might not emerge through traditional thinking processes.

Carol Dweck’s research on mindset, particularly as outlined in her book Mindset: The New Psychology of Success, further underscores the value of continuous learning and adaptability. A growth mindset - believing that skills and intelligence can be developed -complements design thinking by encouraging individuals to view challenges as opportunities for growth (Dweck, 2006). This perspective fosters resilience and creativity, both of which are crucial in applying design thinking effectively.

In practical terms, design and creative thinking can improve everyday life in countless ways. From optimising household routines to reimagining community spaces, these approaches allow for innovative, user-focused solutions that enhance functionality and well-being. By combining empathy, experimentation and a growth-oriented attitude, individuals can unlock new possibilities and drive meaningful change in their environments.

This is why the Arts and Design are such valuable subjects for students - they foster critical and creative thinking while introducing key problem-solving skills. These abilities not only enrich personal development but also form a strong foundation for future pathways, where design thinking is applied to real-world challenges. Through Arts and Design education, students gain the mindset and tools to thrive in innovation-focused fields beyond high school.



References:

• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Kelley, T., & Kelley, D. (2013). Creative confidence: Unleashing the creative potential within us all. Crown Business.
• Norman, D. A. (2013). The design of everyday things: Revised and expanded edition. Basic Books.

Discover how Somerset College celebrates its Alumni legacy and enduring community spirit in this heartfelt message from the Headmaster, reflecting on connection, belonging, and the values that have shaped the College since 1983.

As part of our commitment to providing real-world learning experiences that align with the International Baccalaureate (IB) philosophy of inquiry, reflection, and meaningful action, Somerset Actors' Studio was delighted to welcome Melissa Crabtree from QLD Extras for an engaging and insightful workshop.

Melissa, a respected Casting Director with extensive industry experience, offered students a behind-the-scenes look at the exciting and often-overlooked world of background extras in film and television. Her interactive presentation was packed with invaluable information, from how to secure work on set and what to expect when arriving, to learning industry-specific terminology, understanding pay structures, and embracing the professional expectations of life on set.

Participants didn’t just learn theory, they experienced it. During the workshop, students were given direction as extras, allowing them to practice active listening, quick response to cues, and adapting to the fast-paced nature of professional film environments. These are not only key skills for the entertainment industry but also echo important IB learner attributes, including communicator, risk-taker, thinker, and reflective.

The experience empowered students to explore a real-world application of performance arts, encouraging them to see their creative passions as viable career pathways. As they took on the roles of background artists, our young performers also embodied the IB ethos, stepping confidently into unfamiliar territory, collaborating with professionals, and thinking critically about how they present themselves on and off set.

We extend our sincere thanks to Melissa for generously sharing her time and expertise with our students. It was a memorable and inspiring experience, and we look forward to seeing Somerset talent on set in the near future.

On Wednesday, 21 May at precisely 12 noon, our Junior School joined over 2 million children across Australia and New Zealand for the 25th annual National Simultaneous Storytime - a joyful celebration of reading and storytelling.

This year’s book, The Truck Cat by Deborah Frenkel, illustrated by Danny Snell, follows truck driver Yacoub and his feline companion, Tinka, on a heartwarming journey of friendship and belonging. With themes of immigration and identity, the story gently explores what it means to find home.

The truck cat beautifully reflects Dr. Rudine Sims Bishop’s concept of “mirrors, windows, and sliding glass doors” in literature. For some children, the story is a mirror, affirming their own experiences. For others, it’s a window into different lives. And for all, it can be a sliding glass door, inviting empathy and understanding (Bishop, 1990).

Reading aloud not only builds literacy skills, it nurtures compassion and connection. NSS reminds us that stories have the power to shape a more inclusive and empathetic world. As the late Jacqueline Kennedy Onassis once said, “There are many little ways to enlarge your child’s world. Love of books is the best of all.”





Citation:Bishop, R. S. (1990). Mirrors, Windows, and Sliding Glass Doors. Perspectives: Choosing and Using Books for the Classroom, 6(3). Retrieved from https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf

For those of us who remember, there was a time when you flew on a plane, even a domestic flight, when you dressed for the occasion, men would wear a shirt, tie and jacket. As we know, over time, we have relaxed these expectations to the point where comfort for the passengers is now the main priority. At the same time, the staff who serve on these same flights, those who work in our defence forces, or on the ground in emergency services continue to wear a uniform, maintaining a level of professionalism and setting the sense of decorum. These staff uphold an expectation which is set by their organisation.

Over the years I have often been asked about the value of uniforms in schools from students and parents and my response has always been two fold. Firstly, I believe that school uniforms ensure the focus is not on what we wear, but on what we do, our character. When people suggest it doesn’t allow for individuality, my response has always been that this is seen through our character, through our interests, through how we interact with others.

My second justification for uniforms is a little less easy to explain. I believe part of the learning for children growing into adulthood is understanding about expectations. Sometimes, expectations are set by the self, such as “I will study hard for this test”. This is important, however sometimes, we simply have to follow what is expected of us, even though we might not agree. When it comes to building resilience and true character, then being able to uphold and follow expectations helps develop those skills. If young people grow up with few boundaries, or no expectations, there is a proven adverse result as they enter adulthood, but that’s a topic for another time. Uniforms provide just one part of that learning about how to uphold expectations, and it sets a standard.

With this in mind, as a college we are going to hit the reset button on our uniform expectations from Term Three. Members of the leadership team and I will be communicating with students and with you, our parents about these expectations. This is nothing new, we’re not changing anything, we’re just going to focus on the documented expectations we have and simply ask our students to uphold these. We are going to ask our students to wear their uniform well, so they look smart and well presented. It would be great if we didn’t have to follow up on these expectations moving forward and enable us to focus on other aspects of their learning journey, but rest assured, we will if needed, in ways that are appropriate and respectful.

Being part of our Somerset community is something of which all our students should be proud, and a key part of this over the last 42 years has been our uniform. It has changed and been refined during that time, but it is a sign of belonging and should be worn well and with pride.

A.B. Paterson Public Speaking Competition

Our students performed brilliantly at the A.B. Paterson Public Speaking Competition, achieving outstanding results across the board:

🥇 Raye FengXu (Year 11) – 1st Place

🥈 Abhiraj Sarmah (Year 11) – 2nd Place

🥉 Nadia Wu (Year 12) – 3rd Place

🥉 Natalia Zotti (Year 11) – 3rd Place

A special mention goes to our Year 11 cohort for securing all podium positions, a remarkable accomplishment that speaks to their preparation, clarity, and confidence.

These past couple of weeks, our Year 6 students embarked on an electrifying journey into the world of weather, transforming our science lab into a hub of atmospheric phenomena! Moving beyond textbooks, our students got hands-on experience with some of nature's most powerful forces.

The energy in the room was palpable as students witnessed the creation of a "cyclone in a beaker." Using a magnetic stirrer, they marvelled as a vortex formed, beautifully demonstrating the rotational forces at play in these massive storm systems.

Next, the atmosphere crackled – quite literally – as students experienced "lightning" firsthand! With the Van de Graaff generator, they safely observed and learned about the principles of static electricity and electrical discharge, creating miniature sparks that lit up their understanding. Many found this to be a “hair-raising “experience!

Finally, our budding scientists explored the curious phenomenon of "water bending." Using the power of static electricity, they were amazed to see how they could influence a stream of water, providing a tangible link to the electrical charges present in our atmosphere.

It was fantastic to see such high levels of engagement and curiosity as students connected these exciting experiments to real-world weather events. These hands-on activities not only solidify their understanding of scientific concepts but also foster a deeper appreciation for the dynamic and powerful world around us. We look forward to more exciting discoveries in Year 6 Science!

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.

Bibliography

ACARA. (2025). National Report on Schooling In Australia. Retrieved from https://www.acara.edu.au/repor...

ACARA. (2025a). Australian Curriculum. Retrieved from https://www.australiancurricul....

Arber, R., & Weinmann, M. (2024). Why Learn a Language In Australia Today? Melbourne, Victoria, Australia.

Caldwell, F. (2024, October 25). Retrieved from Brisbane Times: https://www.brisbanetimes.com....

IBO. (2020). International Baccalaureate Middle Years Programme Subject Brief - Language Acquisition.
Retrieved from https://www.ibo.org/globalasse...

International Center for Language Studies. (2024, February 23). International Center for Language Studies.
Retrieved from https://www.icls.edu/blog/us-e...

Liddicoat, A. J. (2002). Some Future Challenges For Languages in Australia. Babel, 36(3), 29-31.

Nicholas, H., Moore, H., Clyne, M., & Pauwels, A. (1993). Languages at the Crossroads: The Report of the National Enquiry Into the Employment and Supply of Teachers of Languages Other Than English. East Melbourne: The National Languages and Literacy Institute of Australia Limited.

OECD. (2025). OECD. Retrieved from https://www.oecd.org/en/topics...

Senate Standing Committee on Education and the Arts. (1984). A National Language Policy. Canberra: Australian Government Publishing Service.

As part of the Somerset Mathematical Society’s mission to promote a love of Mathematics within the wider community, a team of dedicated Senior School volunteers have been visiting Clover Hill State School each Tuesday morning. Their goal? To support a group of talented and enthusiastic young problem solvers, affectionately known as the Clover Comets.

The program pairs Somerset students with Year 6 Clover Hill students, providing tutoring in high-level problem-solving competitions and Olympiad-style questions. This partnership not only fosters deeper mathematical understanding for the Clover Comets, but also builds confidence and enjoyment in the subject.

For the Somerset students, the experience is equally enriching. Acting as mentors, they are developing vital skills such as leadership, communication, empathy, and the ability to break down complex concepts—all of which are transferable well beyond the classroom.

Research consistently shows that early development of cognitive skills like critical thinking and problem solving is linked to higher educational achievement, increased employability, and more active social engagement. The Clover Comets programme is a shining example of how the Somerset Mathematical Society is working to nurture the next generation of Mathematicians.

We are incredibly proud of all students involved and look forward to seeing the Clover Comets continue to soar!

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!