Impact Programme Handbook

Service Learning Programme | 2019

Impact Handbook

S omerset C ollege P ersonal S uccess | G lobal O utlook

Impact Handbook – Contents Introduction

5

Programme Overview

6

Advocacy

Awareness Sessions

8

Indirect Service

Financial Support

9 9 9

Financial Support – Service Opportunities

Chapel Collections House Fundraisers

10 10 11 11 11 11

Needs-based Support

Needs-based Support – Service Opportunities Meals That Make a Difference

Winter Appeal Christmas Appeal Hayley’s Cupboard

Direct Service Local

12

Local – Service Opportunities Junior School

12 13 13 13 14 14 14 14 15 15 15 16 16

Senior School

Carinity Cedarbrook

Somerset Shed Active Kids Clover Connect Mudgee Kids

Burleigh Heads Ozanam Villas

National

National – Service Opportunities

B Trip - South Burnett Myall Creek Memorial Trip Coast to Country Trip

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Direct Service (continued) International

17 17 17

International – Service Opportunities

Thailand

Leadership Opportunities Impact Committee

18 18 18 20 20 20 21 21 21 21 21 22 22 22 23 23 24

Local Leaders

Student Ambassadors

Autonomous Service Opportunities

Autonomous Service – School-based Examples Autonomous Service – Community-based Examples

The Process (MYP Only)

The Steps

The Stakeholders

Dean of Middle Years / Service Learning Co-ordinator Head of House / Classroom Teacher House Tutor / Classroom Teacher

Parents Students

Recognition for Service (MYP Only)

Service Badges

Certificates

Appendix A: House Charities Appendix B: What is and is not Recognised as Service Appendix C: Service Planning Example Appendix D: Service Reflection: Template and Examples

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Introduction Students at Somerset College strive to be caring members of the community who demonstrate a personal commitment to service, and act to make positive contributions to the communities they are a part of. Through responsible action, tightly connected with sustained inquiry and critical reflection, students develop the kinds of attributes described by the International Baccalaureate Learner Profile that are essential for success in their future life endeavours. Service Learning requires students to be able to build authentic connections between what they learn in the classroom and what they encounter in the community. The experience of Service offers opportunities for students to apply concepts and skills that they have examined within the classroom and work collaboratively with others in real world situations, to plan and evaluate their involvement in Service initiatives, to engage in challenging tasks and learn more about their strengths and growth areas, to develop empathy for others and international mindedness, as well as consider the ethical implications of their actions whilst serving others. At Somerset College we aim for all of our service opportunities to evolve beyond simply doing good for others, to engaging in meaningful dialogue with highly valued community partners to identify genuine actions through which a shared common good can be achieved. At Somerset, we believe meaningful service requires our students to understand an underlying need or issue thereby authenticating the need for their service. This approach to service, based on a collaborative exchange and a genuine understanding of community need, maximises the potential benefits for all involved.

Students at a 40 Hour Backpack Challenge

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Programme Overview Impact is the service learning programme for Somerset College students, and is indicative of the mutual impact that service opportunities provide the community and our students. These mutual benefits can be identified by responding to two fundamental questions which guide the Somerset staff and students in their establishment of service opportunities – “How are we helping?” and “Who are we becoming?” . Both questions reinforce that service at Somerset is a shared and mutually beneficial experience, not an exercise of charitable intent. Meaningful service will always have a lasting impact in the community and on our students. The service opportunities provided to students at Somerset are known as scaffolded service opportunities and exist to equip students with the knowledge, expertise and relationships to engage in autonomous acts of service. These scaffolded service opportunities provide genuine examples of the three types of service outlined within the International Baccalaureate (advocacy, indirect service, direct service) and endeavour to model the five-stage process that should be adhered to when engaging in meaningful service (investigation, preparation, action, reflection, demonstration). Scaffolded service opportunities are an essential element of the Impact programme and vital to ensuring that students engage meaningfully in autonomous acts of service. The scaffolded service opportunities endeavour to model to students the nature of advocacy, indirect service and direct service and seek to promote all three types of service as equally valid. Advocacy promotes awareness of a community partner or issue and provides students with an opportunity to respond with practical acts of service. Indirect service enables a practical need to be addressed; however, there is no personal interaction with the benefiting community partner. Direct service enables a practical need to be addressed; with this form of service there is direct interaction between the benefiting community partner and student. All three types of service are equally valid and meaningful. The process for service, which is modelled through all scaffolded service opportunities, consists of five distinct phases; investigation, preparation, action, reflection and demonstration. Each of these five phases is equally valuable to the development, realisation and evolution of all meaningful service opportunities.

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Programme Overview continued The investigation of community need and collaborative preparation of service opportunities with our community partners ensures that a genuine contribution is being made to the community; tokenism is not our aim. Action is the result of solid investigation and preparation and requires students to personally participate in one, or all, of the three types of service opportunities; advocacy, indirect service and direct service. Reflection is the process through which students explore how their service has impacted on others and themselves cognitively, socially and emotionally. Finally, demonstration provides students with an opportunity to present to others about what they have learned through service and teach others about the community partner or issue they have been involved with. Our community partners consist of charitable groups, community organisations and schools, all of whom have placed significant trust in the integrity of Somerset College and its students. We endeavour to have genuine and sustainable relationships with all of our community partners. We acknowledge that their involvement in the Impact programme is paramount to us being able to provide meaningful service opportunities for our students and we seek to work collaboratively with them to realise genuine outcomes for those within their sphere of influence and communities. Our community partners are the most important stakeholders in the Impact programme at Somerset College. Our students are encouraged to participate in the Impact programme with the same vigour as their academic, sporting and cultural endeavours. The benefits of their involvement in service are countless, but may include things such as forming new friendships, developing empathy for others, identifying personal growth areas and strengths, overcoming challenges and developing new skills, working collaboratively with others, including adults, considering various ethical implications of their actions and developing a global outlook. Participation in scaffolded service opportunities will assist students in fulfilling the compulsory requirements of the International Baccalaureate; however, this is not the primary aim of the programme. Service opportunities at Somerset College are about providing meaningful service; service which will have a lasting impact in the community and in the lives of our students.

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Advocacy Awareness Sessions

Advocacy is modelled to students through Awareness Sessions which engage the services of guest speakers from within the community who share with students in a variety of forums about their area of community involvement. Awareness Sessions serve two purposes: they demonstrate advocacy in action and contribute to the development of student awareness on an immediate, local, national or international issue and also serve as a catalyst for a variety of practical student responses. Students who have knowledge or experience with a particular community need or issue are encouraged to approach their House Tutors or classroom teachers to discuss the possibility of facilitating an Awareness Session at the College or in the community. We aim to facilitate annual Awareness Sessions with representatives from as many of our community partners as possible to ensure that our students maintain a strong sense of connection to the indirect or direct service opportunities they are engaging with at Somerset College. In addition to presentations from our community partners, occasionally other guest speakers will present Awareness Sessions, which may often include past students who are actively working in various areas within the community. When appropriate, monetary collections will be received to support the work of the group or organisation represented by those who present.

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Indirect Service Financial Support

Indirect service opportunities include initiatives which raise much needed financial support that contributes to the valuable work of our community partners. In this form of service, students will have no direct contact with the benefiting community partner, but will be aware of needs that they are financially contributing to through their involvement in Awareness Sessions or through personal investigation. Students can contribute financially to the needs of community partners by participating in a variety of scaffolded fundraising activities or through the development of their own fundraising initiatives within the community. Scaffolded fundraising activities at Somerset College will primarily support the work of the nominated House charities (see Appendix A) ; however, when an immediate financial need is identified, other areas will be supported by the College. Financial Support – Service Opportunities Student participation in scaffolded fundraising activities for the House charities is a valid and meaningful form of service. There are a variety of ways that students can be involved in this form of service, among which are contributing to Chapel collections, assisting with various House-led fundraisers and supporting staff with the various activities of the College’s annual Impact Week. It is anticipated that student participation in these scaffolded service opportunities will be a catalyst for their own fundraising endeavours within the broader community. Chapel Collections Monetary collections will be received at House Chapels and Family Chapels at the commencement of every school year to financially support the work of the nominated House charities. In addition to this, at times throughout the school year collections will be taken to support the nominated House charities or to assist with other identified areas of need. Students will be informed prior to these Chapels so that they may come prepared with a monetary donation should they wish to give.

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Financial Support – Service Opportunities continued House Fundraisers

Every year House groups organise a variety of fundraising stalls or events to raise much-needed funds for their House charities. These stalls and events are a fun way for students to build relationships with one another while also contributing to the genuine financial needs of our valued community partners. Students will be informed by their Heads of House or classroom teachers when these scaffolded service opportunities are coming up; generally these will occur in Semester 1.

Students visit Chinchilla and the Drought Angels

Indirect Service Needs-based Support

Indirect service opportunities also include needs-based support, which seeks to provide physical resources to several community partners who provide valuable services to people on the Gold Coast. In this form of service students will have no direct contact with the benefiting community partner, but they will be aware of the value that their contributions have to our local community through their involvement in relevant Awareness Sessions and through College-wide announcements. Needs-based support at Somerset College is based upon a “quality rather than quantity” approach, with our aim being to provide meaningful needs-based support to our community partners that is sustainable and longevous. As such, our primary needs-based support opportunities are directed towards the support of a limited number of valued community partners. Students are encouraged to participate in the scaffolded needs-based support opportunities provided by Somerset, but are equally encouraged to seek ways to provide similar assistance within the broader community for themselves.

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Needs-based Support – Service Opportunities Meals That Make a Difference

In partnership with the Salvation Army, the College aims to provide approximately 2,000 meals each year to those who are impacted by homelessness on the Gold Coast. Students, together with their families, are encouraged to participate in this service opportunity by registering to prepare meals on a roster basis. Each family will then be given a menu and alfoil tray during their rostered week in which to prepare the meal. For more information on Meals That Make a Difference please email Miss Melinda Green. Winter Appeal In partnership with the Salvation Army, the Winter Appeal traditionally takes place in Term 2 and asks students and their families to donate blankets and warm winter clothes to be distributed to the homeless on the Gold Coast. In the lead up to the Winter Appeal specific details will be advertised in the Somerset Times and student notices. For more information on the Winter Appeal please email Mrs Michele Sauer. Christmas Appeal In partnership with Wesley Mission Qld, the Christmas Appeal takes place in Term 4 and asks students and their families to donate Christmas gifts to be distributed to families experiencing hardship during the festive season. In the lead up to the Christmas Appeal, details will be advertised in the Somerset Times and Schoolbox . For more information on the Christmas Appeal please email Mr Brad Walker. Hayley’s Cupboard In partnership with Surfers Paradise Anglican Care, Hayley’s Cupboard takes place in Term 1 and requires the donation of non-perishable food items which will be distributed to families experiencing hardship. The specific needs of Surfers Paradise Anglican Care will be advertised on Schoolbox . For more information on Hayley’s Cupboard please email Mrs Carrie Smith.

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Direct Service Local

Direct service (local) is modelled through a variety of scaffolded service opportunities in which students interact directly with our community partners on the Gold Coast. Through their direct interaction with our community partners students will form new and genuine friendships with people outside of Somerset College and will get to see firsthand the benefits that their genuine contributions have to those with whom they interact. In addition to this, student involvement in direct service opportunities will assist them to develop the confidence to engage with people of diverse ages and backgrounds, empower them to lead others and cultivate strong communication skills and will assist them to empathise with the unique situations of others. Students are encouraged to participate in at least one of the scaffolded direct service opportunities provided by Somerset annually; however, they are also encouraged to find additional ways of serving their local community independent of the College. To ensure that every student has the ability to engage in a direct service opportunity within our local community, each of the scaffolded opportunities has a nominated target group (Year Level and House). Priority registration for each of the local service opportunities is given to students from within these nominated target groups; however, participation is not exclusive and if vacancies exist following initial registration with the target groups then any student can register to participate. Local Service Opportunities – Junior School For students in the Primary Years Programme (Prep to Year 5), participation in local service opportunities occurs through their integration in to the classroom units of inquiry. As such, although specific local service opportunities aren’t explicitly listed they do exist. For more information on the nature of the local service opportunities that are available to students in your child’s Year Level please email their classroom teacher. Students in the Middle Years Programme (Year 6) are required to participate in service and are expected to engage in at least one service opportunity per semester. This service could be scaffolded or autonomous and may or may not come from curriculum activities.

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Local Service Opportunities – Senior School Carinity Cedarbrook, Mudgeeraba

In partnership with Carinity Cedarbrook Aged Care facility at Varsity Lakes, student participants from the College meet with the elderly on a weekly basis to share stories and experiences, create lasting memories and learn valuable life lessons. The target Year Level for this service opportunity is Year 7; however, students from other Year Levels are encouraged to express their interest. For more information on Carinity Cedarbrook Visits throughout the year, please email Mrs Carrie Smith. Somerset Shed Students will work with mentors from the Senior School to build small wood work projects that will be distributed within the wider community. The types of projects constructed may change; however, in the past participants’ projects have included the construction nesting boxes for the Currumbin Wildlife Hospital and puzzles for Mudgeeraba Special School. The target Year Level for this service opportunity is Year 8; however, students from other Year Levels are encouraged to express their interest. For more information on Somerset Shed please email Mrs Clare Walker.

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Local Service Opportunities – Senior School continued Active Kids

In partnership with the Somerset College Junior School, student participants from the Senior School co-ordinate lunchtime sports rotations that focus on the development of fine motor skills with children from Lower Junior School. Research suggests that through their involvement in such activities, young students are more attentive during afternoon classes. The target Year Level for this service opportunity is Year 8 - 9; however, students from other Year Levels are encouraged to express their interest. For more information on Active Kids please email Ms Bronwyn Lee. Clover Connect In partnership with Clover Hill State School, students will be involved in supporting the academic progress of students in the middle years of their primary schooling; this may include assisting them with simple academic tasks or simply reading with them. The target Year Level for this service opportunity is Year 10; however, students from other Year Levels are encouraged to express their interest. For more information on Clover Connect please email Mrs Sally Leslie. Mudgee Kids In partnership with the Mudgeeraba Special School, students have the opportunity to form valuable connections with other students who have been impacted by a diversity of disabilities. The relationships between students are developed through supervised play and prove valuable to students from both schools. Due to the nature of this service opportunity, it is offered exclusively to students in Year 11. For more information please email Mr Brad Walker. Burleigh Heads Ozanam Villas We are thrilled to partner with Ozanam Villas in Burleigh Heads this year. Intergenerational visits are recognised scientifically as beneficial and very rewarding for all involved. It is such an integral part of our service programme to promote this connection. Through multiple visits to a retirement home (Year 9), or by inviting seniors to visit the Senior Learning Centre (Year 12), students will learn effective communication, sensitivity to people of different generations and shared experiences while sharing ideas about the common good and life as both generations learn from each other. Don’t Google it, ask Granny. For more information on our intergenerational visits please email Mr Brad Walker.

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Direct Service National

Direct service (national) provides students with an opportunity to identify themselves as a part of the broader Australian community and interact directly with our partners in regional and remote communities within our own nation. Through participation in these direct service opportunities students will have the opportunity to make a genuine contribution to the communities that they interact with and will have the privilege of forming genuine and ongoing friendships with people who come from diverse cultural backgrounds and reside in isolate geographic locations. Through their participation in these scaffolded service opportunities, students will also develop an awareness of the challenges that geographic isolation brings upon regional and remote communities and develop empathy towards these unique challenges. As with all direct service opportunities, students will grow in personal confidence, enhance their communication and leadership skills and develop in to empathetic global thinkers. Students are encouraged to prioritise their participation in a direct service (national) opportunity during their years in the Senior School at Somerset. National Service Opportunities Barambah (B) Trip – Indigenous Experience Somerset staff and students will visit the region annually (for six days) to participate actively in daily life at Murgon State School, Moffatdale State School and Cherbourg State School. They work with staff and children unconditionally and energetically wherever and whenever they can, while sharing their own life stories and experiences. The students also continue to assist with promoting the schools’ ideals and programs where applicable, while developing a deeper understanding of the particular needs of schools with a high percentage of indigenous children and an empathy with Aboriginal culture. The trips are known as Barambah Trips (B Trips). Students from the three state schools will visit Somerset College each March for Storyfest. For more information on the B Trips, please email Mr Brad Walker.

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National Service Opportunities (Cont’d) Myall Creek Memorial Trip Limited places are available for this special long weekend in June. Somerset joins descendents of victims and the perpetrators in a national act of reconciliation. For more information, please email Mr Brad Walker. Coast to Country The Coast to Country trip sees students travel out to Chinchilla to meet the ladies and volunteers of Drought Angels. Students meet farmers inpacted by drought and develop an appreciation of primary production. Drought Angels supports the growing number of farming families who were unable to put food on their table. For more information, please email Mr Brad Walker.

Students on M1

Reflecting at Coomba Falls (B Trip)

Playing alongside students at Murgon State School

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Direct Service International

Direct service (international) allows students to see themselves as members of a global community, in which they are valuable contributors. Through participation in these international service opportunities students will travel overseas to work hand-in-hand with our community partners and make valuable contributions to the communities and projects that our partners are engaged with on a daily basis. Greater than any contribution students could make to these communities they visit, however, is the lasting impact that their interactions with these communities has on them. Students who return from these international service opportunities will be deeply challenged about their own personal priorities and lifestyle choices and will become young people who truly embody the concept of international mindedness. As students witness firsthand the impact of prior injustices and the severity of present day inequality they will be moved to become advocates for social justice. Student participation in international direct service opportunities is highly beneficial and encouraged. International Service Opportunities Thailand (Chiang Mai and Bangkok) In partnership with the Huay Pong Hilltribe School and the Vien Ping Orphanage in Chiang Mai, students will have the opportunity to interact with other young people from cultural backgrounds quite unlike their own, as well as contribute practically to a variety of organisational and community needs. Educational outcomes for this service opportunity include developing an awareness of a world different to their own, responsibility to change that which is in their power, empathy with those who are different and/or less privileged and skills to work collaboratively with others. This international service opportunity occurs biennially during the Term Three holidays. The target Year Levels for this service opportunity are exclusively Years 6 to 9. For more information on this service opportunity in Thailand please email Mrs Michele Sauer.

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Leadership Opportunities Impact Committee

The student-led Impact Committee aims to raise awareness of contemporary issues and make a genuine difference within the community by promoting the value of active participation in the scaffolded service opportunities at Somerset College. Students in this committee will also work collaboratively with staff to facilitate the realisation of many of the service initiatives within the Impact programme; in particular the awareness sessions and indirect service opportunities. Through their personal involvement in service, ongoing input in to the evolution of community partnerships and projects, as well as the promotion of available service opportunities to other students, this committee will provide the student leadership of the College-wide (Pre-Prep to Year 12) Impact programme. The Impact Committee meets fortnightly to discuss and organise upcoming service opportunities and involvement in this committee also represents a valid for form of service. Local Leaders Students who have previously engaged in a direct service opportunity on a local level are encouraged to continue to make valuable contributions to that service opportunity by becoming a Local Leader. Local Leaders will play an important role in the promotion of their previously selected direct service activity and will be required to share with other students about the impact that their involvement in this opportunity had on them personally. The continued involvement of other students in specific service activities will be, in part, the result of their open presentation of their previous experiences to the wider student population. If agreed to by the supervising staff member of a service activity, Local Leaders may continue to contribute directly to that activity and in so doing, would provide a more experienced role model to their peers. Student Ambassadors Student Ambassadors are students who have previously engaged in national or international service opportunities and have a genuine understanding of the immense value that these experiences provide to both the communities that they have engaged with, as well as for students. Student Ambassadors will assist staff with the promotion of future national and international service opportunities and will communicate to potential student participants and their parents about the value that such experiences have had for them personally as well as for other students.

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Student Ambassadors continued Where the desire exists, students who become Student Ambassadors may wish to return to the communities they have previously visited and continue to make valuable contributions to these groups, and will also be a role model to their peers of how to meaningfully serve within these communities.

Year 9 students visit Ozanam Ozcare Burleigh Heads

Year 7 student visits Carinity Cedarbrook

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Autonomous Service Opportunities The scaffolded service opportunities provided to students at Somerset College are an essential part of the Impact programme and are vital to ensuring that all of our students develop the confidence and necessary skills to engage meaningfully in autonomous acts of service. While there is an expectation that students in the Middle Years Programme will participate in a minimum of one service related endeavour per semester (scaffolded or autonomous), students in all Year Levels are encouraged to look for opportunities to engage in meaningful service of their own accord. It is anticipated that Somerset College students will actively seek out and participate in autonomous service opportunities that are both appropriate for their age and individual interests and abilities. As the opportunities to participate in the service of others are limitless, some students can often find it challenging to find an appropriate service opportunity on their own. For those students who are experiencing such difficulties their classroom teacher or House Tutor is available to assist them in this process, as are their parents. A simple list of service activities is provided below, and serves as a stimulus as to the possibilities for service. For a more extensive list of what is considered to be service, as well as those activities which are not • Voluntary assistance at College events, for example: Celebration of Literature or Entrepreneurship, Open Day, Performing Arts events. • Voluntary participation in outside-school events with College groups which benefit the broader community, for example: School Chorale performances at aged care facilities. • Presenting awareness sessions on a topic of interest to student population. Autonomous Service – Community-based Examples • Any voluntary service activity completed under the supervision of service-focussed organisations or welfare groups, for example: Rotary Club, Lions Club, Surf Life Saving Club. • Any unpaid work which contributes to the lives of other people, for example: sports coaching, tutoring, mentoring, leading community groups. • Contributions to large scale community events, for example: Clean Up Australia Day, Plant a Tree Day, 40 Hour Backpack Challenge, ANZAC Services. considered to be service, please see Appendix B . Autonomous Service – School-based Examples

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The Process (MYP Only) Students in the Middle Years Programme (MYP) are required to undertake a minimum of one service activity per semester (scaffolded or autonomous); the process outlined below should be used by students as a guide to help them appropriately address the formal requirements. The Steps 1. Students complete the Service Planning section in their Student Diaries. 2. Students have the proposed service activity approved by their House Tutor or classroom teacher. 3. Students complete the service activity and have the planning sheet signed by their activity supervisor. 4. Students complete the Service Reflection sheet, available on My Somerset Learning or from your House Tutor or classroom teacher. This form must be emailed to your Head of House or returned to your House Tutor or classroom teacher. The Stakeholders While students are required to take personal responsibility for meeting the compulsory requirements of the Middle Years Programme, they will require the support of other stakeholders; these key stakeholders and their responsibilities are outlined below. Heads of House / Classroom Teacher • Will discuss autonomous service proposals at Pastoral Leadership meetings or Year Level meetings to ensure parity of value and appropriateness of each service activity • Will monitor activities and ensure appropriate records are kept, including copies of service planning and service reflections • Will ensure that students service records are shown on Semester Reports • Will act as a liaison with the Dean of Middle Years in this area Dean of Middle Years / Service Learning Co-ordinator • Will discuss the concept of service with students

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The Stakeholders continued House Tutors / Classroom Teacher • Will oversee the Service Planning for both scaffolded and autonomous service activities • Will submit planning for both scaffolded and autonomous service activities to the Heads of House for approval when required • Will confirm final approval for scaffolded and autonomous service activities with student Parents • Will need to discuss, help, negotiate and support students in their service activities Students • Will need to think carefully about appropriate and manageable ways to be involved in service • Select service activities that are of interest to them so they can approach it with commitment and enthusiasm • Ensure that appropriate records are kept and are given to their House Tutor or classroom teacher when requested • Must consult with their House Tutor or classroom teacher and ensure their service activity is suitable before undertaking an autonomous service activity and have their Service Planning sheet signed • All sections of the Service Reflection sheet must be completed and handed in as appropriate • Service Planning and Service Reflection is a key component of the Middle Years Programme and is central to the ideals of improving oneself and the manner in which students interact with others

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Recognition of Service (MYP Only) The greatest reward a student can experience through participation in the service of others is the realisation that they are making a genuine and valuable contribution to others. Equally rewarding for the student is the evolution of their worldview, personal values and skill sets. While these rewards are invaluable and the primary focus of the Impact programme, Somerset College endeavours to formally acknowledge those students in the Middle Years Programme who make contributions to the community through service. Service Badges For those students who make exceptional contributions to the community through service-related endeavours there are four levels of recognition. Each level corresponds with the number of hours of meaningful service the student has provided to the community within a school year, as well as throughout the Middle Years Programme. This recognition occurs through the awarding of a coloured badge for service in a single year or a coloured certificate for service completed throughout the Middle Years Programme. This recognition includes: 1. Green Service Badge: for 25 hours completed in a single school year 2. Silver Service Certificate: for 75 hours accumulated throughout the programme 3. Gold Service Certificate: for 100 hours accumulated throughout the programme 4. Platinum Service Certificate: for 175 hours accumulate throughout the programme To be eligible to receive the service badges, students must meet the following criteria, and have evidence of such in the Service Planning (see Appendix D) pages of their Student Diaries: • The service activities undertaken must be approved by the classroom teacher or House Tutor and deemed appropriate by the Dean of Middle Years and Heads of House. • The service activities must be recorded in the Student Diaries accurately and be submitted to and signed off by their classroom teacher or House Tutor at the completion of each individual service activity. • Meet the prescribed number of hours (with recorded evidence of such in their Student Diaries) for the corresponding service award (badge or certificate).

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Service Badges continued It is important to note that the recording of hours must consider the period of time in which the student is actively involved in meaningful service. In most cases students will record the true time taken from start to finish, but in the case of service-based trips to national or international destinations or events like the 40 Hour Famine, students are only permitted to record a reduced number of hours agreed upon by their classroom teacher or House Tutor. Certificate of Service Upon the completion of Year 10, students who have completed the service requirements of the Middles Years Programme will be awarded a Certificate of Service on Scholars’ Day. While the Certificate of Service recognises the contributions the student has made to the community, it can also be used to support applications for part-time work, university scholarships or residential college placements upon graduating from Somerset College. In addition to this, every Year 10 student will receive a print-out of all of the service activities they have undertaken while completing the Middle Years Programme. This print-out will be placed in the Middle Years Programme portfolio, which students will receive at House Assemblies or on Scholars’ Day.

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Appendix A House Charities

Each of the five House charities has a genuine connection to Somerset College and our support of them has been birthed out of the relationships that many of our staff, students and families have with these organisations. While each House has a specific charity, their support of these organisations is primarily manifested through the development of a broader awareness of the valuable work that their charity does and the services they offer to the community; the financial support of all of the House charities is a College-wide commitment.

Andrews House – OzHarvest OzHarvest is Australia’s leading food rescue organisation, collecting quality excess food f rom commercial outlets and delivering it directly to more than 1300 charities supporting people in need across the country. OzHarvest has three rescue vans on the Gold Coast collecting from

over 100 shops, hotels and restaurants and delivering to over 60 charities along the coast from Tweed Heads and Ormeau. For more information about OzHarvest, please visit www.ozeharvest.org Fanklin House – LIVIN After losing a mate to depression in 2013, two young men started LIVIN, a charity dedicated to destigmatising mental health and suicide prevention through fashion. LIVIN’S mission is to take away some of the stigma that is associated with mental health so that someone who might be struggling can feel that they can speak up and have that conversation with mates or family members. Their mantra ‘it ain’t weak to speak’ is tagged on most of their items and is designed to empower people to have that discussion if they’re not coping. For more information about LIVIN, please visit www.livin.org

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House Charities continued Laver House – Rize Up

RizeUp Australia provides practical assistance to families affected by domestic and family violence. Their various programmes act as a conduit between domestic violence services and the community and have been designed to swiftly and effectively meet the needs of the families being referred, as well as drive awareness of domestic and family violence across the nation by engaging the community through various social media platforms. For more information about Rize Up Australia please visit www.rizeup.com.au. Starkey House – The Salvation Army The Salvation Army is a Christian movement dedicated to meeting human needs, and doing so without discrimination. The core values of Integrity, Compassion, Respect, Diversity and Collaboration are embodied in all that they do. Most commonly known for their “Salvo Stores”, The Salvation Army positively impacts the local, national and international community by caring for people, creating pathways, building healthy communities and working for justice. Starkey’s commitment to assist The Salvation Army can be seen predominantly through the Meal That Make A Difference programme, in addition to other ventures throughout the year. For further information about The Salvation Army, please visit www.salvos.org.au/. Veivers House – Guide Dogs Queensland Vision impairment affects the lives of many Australians with over 300,000 people having a vision condition which can be repaired by glasses, lenses or surgery. Unfortunately there are over 90,000 people in Australia today who are blind, and an estimated 25,000 people will become blind in the next five years. The mission of Guide Dogs Queensland is to equip, empower, and educate vision-impaired Queenslanders to help them maintain freedom, independence, and mobility. For more information on Guide Dogs Queensland please visit www.guidedogsqld.com.au.

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Appendix B What is Recognised as Service?

• Social or personal development activities that are undertaken to benefit others, for example: completing a sports coaching course, participating in training to become a tutor, singing in the choir for a community Christmas Carols event. • The service component of community programmes, for example: mentoring younger students at Church, unpaid work at a sports clubs, practical assistance at a cultural event. • Work for non-profit organisations, for example: animal welfare, culture, education, health, disability services, refugee support or environmental sustainability. • Participation in citizenship or leadership service activities, for example: Youth Advisory Councils, Youth Parliament or ANZAC Day services. • Home-based service, for example: young carers who undertake significant responsibility for aged, young, disabled or the ill. • Fundraising activities that require planning, organisation, and collection of sponsors or donations, for example: House-led fundraising activities, volunteering at a collection post for a charity, assisting with charity door knock appeals. • Service components built into school curriculum, for example: the care or restoration of historical sites through a relevant subject area, environmental restoration projects as part of a Science programme. • Activities that benefit the College environment or other students, for example: filling a support role at a College sporting, cultural or fundraising event, mentoring a younger student at recess or lunch time, assisting at Club Somerset to support younger students with homework/ activities, serving at a staff/parent event.

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Appendix B continued What is not Recognised as Service?

• Social and personal development activities that involve simply being a member of an organisation, for example: belonging to a sports team, participating in a drama club, playing in a band, singing in a choir. • Personal development activities, for example: regular attendance at religious services, participation in work experience or workplace learning, completing courses that primarily benefit the student. • Service undertaken as punishment or for atonement, for example: rubbish duty at lunchtime, cleaning graffiti off a desk, sorting lost property. • General College activities that contribute to a student’s personal development, for example: performing in a College sporting team, participating in a College drama production. • Home or family duties and responsibilities that are a part of being in a family, for example: helping parents with or at their work/business, doing chores for your grandparents. • Any activity that receives payment, for example: umpiring a sports match, babysitting. • Travel time to service-related activities. • Picking up papers in a park or at the beach on your own will not be counted as service. • Activities supervised by parents will not be accepted. Instead, we recommend joining organised groups like Griffith University’s Beachcare Programme where official supervisors can work alongside the students and independently verify the hours completed. Note: Additional information can be found in the Middle Years Programme (MYP) Students Guide, available on My Somerset Learning .

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Appendix C Service Planning Example To be completed in the Student Diary: S ERVICE P LANNING (S EMESTER O NE ) Description of Service Total hours of Service Approved by House Tutor/ Classroom Teacher Supervisor’s Signature (Verifying Service and Time)

Date(s) of

Service

Contact Person / Contact Phone

Number / Signature Name: Contact:

Signature:

Name:

Contact:

Signature:

Name:

Contact:

Signature:

Name:

Contact:

Signature:

Beneficiary

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Appendix D Service Reflection Form – Template

To be awarded the hours for your service please submit this form, prior to the Semester examination period, by email to your Head of House (Years 7 to 10) or by Week 5, Terms Two and Four, to your classroom teacher (Year 6). Student Name: ________________________________ Tutor Group/class: ______________ Date: ___________________ Number of hours: ________ Type of activity: ____________________________________________ 1. Summarise what you did in this activity and how it benefited others. What did you see and hear? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ 2. What did you learn about yourself and others through this activity/ project? How do you feel? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ 3. How can you apply what you have learned to different situations? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

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Service Reflection Form – Example (Year 7) To be awarded the hours for your service please submit this form, prior to the Semester examination period, by email to your Head of House (Years 7 to 10) or by Week 5, Terms Two and Four, to your classroom teacher (Year 6).

Student Name: John Brown Tutor Group/class: V 7-2 Date: 14 May 2019

Number of hours: 4.0

Type of activity: Carinity Cedarbrook – Aged Care

1. Summarise what you did in this activity and how it benefited others: I attended visits to Carinity Cedarbrook aged care facility to provide friendship and conversation to their residents. By doing this, I was able to provide older people with company on what can be long and lonely days where they have no or few visitors. They shared their stories with me and we played games together. I hope I helped brighten their day. 2. What did you learn about yourself and others through this activity/ project? I learned that it wasn’t really easy for me at the start, as it was new, different and a bit confronting. Not like visiting Grandma’s. I had to push myself to make small talk at first. I looked at friends and saw what they were doing so that helped. But the more I went the easier it got. I felt comfortable asking questions and sharing things about my day or myself with them. I learned to ‘stick at something’. It would have been easy to have stopped at one visit but I am glad I didn’t. It really helped develop my skills in conversation and perseverance. 3. How can you apply what you have learned to different situations? I feel more confident that when I am out of my comfort zone and a bit anxious, I can push through this feeling. I know I can look to others for examples and I can develop relationships with people I would not normally mix with.

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Service Reflection Form – Example (Year 10) To be awarded the hours for your service please submit this form, prior to the Semester examination period, by email to your Head of House (Years 7 to 10) or by Week 5, Terms Two and Four, to your classroom teacher (Year 6).

Student Name: Stacey Wu Tutor Group/class: A 10-2 Date: 14 August 2019

Number of hours: 4.0

Type of activity: Clover Connect

1. Summarise what you did in this activity and how it benefited others: Each week I met with Year 3 students at Clover Hill State School. After introducing ourselves, my reading partners would choose a book which we would read together. I helped my partners with challenging words and ensuring they understood what the story was about. They would often ask questions about the book and so I’d share my thoughts. 2. What did you learn about yourself and others through this activity/ project? I found that, once I met my reading buddies, it just clicked and I felt comfortable very quickly. I was really pleased about this as I had been a little nervous when I first arrived. Working with the younger kids made me reflect on when I was their age and how reading new books out loud was scary, so it was good to see how a few words of encouragement from me made a real difference to their confidence. 3. How can you apply what you have learned to different situations? Working with other people makes me feel different – in a good way. So I think I feel more confident about working in groups and expressing my views.

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