Clan | Edition #129

UNITING THE SCOTCH COMMUNITY

Beyond

COVID-19

Edition 129 | May 2020

8

CAPTAIN OF SCHOOL

11 TEACHING AND LEARNING

15 PERFORMING ARTS

16 NEW BUILDING

20 JUNIOR SCHOOL

25 YEAR 8 | CHANGING TIMES

25 OUTDOOR EDUCATION

32 SWIMMING

36 ARCHIVES

Clan is a periodic news pictorial for the Scotch College community.

Clan © Scotch College 2020

In this issue…

Editors: David Kyle, Cass Macgowan

3 Headmaster

15 Whole School

Design: PaperScout

5 Chaplain

20 Junior School

6 Council

23 Middle School

7 Foundation

UPDATE

26 Senior School

8

School Captain

27 Residential Life

9

Student Council

29 Sports

10 Student Leaders

36 Archives

13 Wellbeing

40 Old Scotch Collegians

14

Service and Citizenship

Dr Alec O’Connell

Headmaster

Even in the Quietest Moments What insights has COVID-19 delivered about our School communities?

Sometimes a day feels like a year due to the pace and volume of events. Of late, since the arrival of COVID-19, an hour can feel like a year.

Building on the work we commenced in October 2019, our 2020 major foci at the College was to continue developing our bespoke strategic planning process.

Processes such as this usually involve relatively predictable lock step planning, including consultation, setting milestones, evaluation and ultimately producing an agreed path composed of major waymarks to guide us along our next three-to-five year strategic journey.

Interestingly enough, one of the failings of most strategic plans is the attempt to achieve a Brigadoon plan (in the movie sense of the word). In reality, most strategic plans should be agile enough to react to a changing environment, but not so fluid that one is left meandering through a forest of disparate ideas. With the advent of the term ‘COVID-19’ into our daily lives, the word ‘agile’ has taken on a whole new meaning.

COVID-19, now a common part of our vernacular, certainly challenged our planned bespoke journey towards a new strategic plan. Dealing with this has been both challenging and uniting. At the time of writing this article, I believe there is still much water yet to run under the COVID bridge.

Referring to World War II, Winston Churchill is reported to have implored the British people to ‘never waste a good crisis’. On the surface it may seem somewhat mercenary, however, having now witnessed some of the rapid and innovative responses to deal with COVID-19 crisis across many sectors, particularly in education, his prophetic words may carry much truth today.

In 1975, as an avid follower of music (and nothing has changed), it now seems serendipitous that one of my favourite artists

in high school was Supertramp. Why? They just seemed unique at the time. Two of their albums appear to now carry somewhat prophetic names for what we are dealing with today. One titled Crisis? What Crisis?

(1975) was named from a sketch that Rick Davies did in the waiting room of the studio, reflecting the stress they were under in getting that album completed.

The other album, Even in the Quietest Moments (1977) is described by Allmusic as “elegant yet mildly absurd, witty but kind of obscure”.

Over the last few months, notwithstanding our period of public lockdown, quiet moments have been rare. The concepts of crisis and obscurity have well and truly come home to roost as we deal with the COVID crisis via our periods of self-isolation and the changes we have all experienced in our day-to-day lives.

One of the clearer messages to come out of this initial period of uncertainty, volatility, complexity and ambiguity, is the critical role a school plays within our community. With the advent of online teaching, society suddenly realised that teaching was not quite as simple as some may have believed. As Robert Slavin (2020) from John Hopkins University said, “suddenly home schooling does not appear that easy” and anecdotal feedback would suggest that it is not that appealing in the eyes of many parents.

On balance, our Scotch College Online Teaching (SCOT) Programme proved to be successful in helping us to traverse the three weeks we were not on site. However, keeping in mind the role schools play as a community, Daniel Parsons in his article, I See Education and Humanity in ‘Full Bloom’ in My COVID-19 Classroom, highlights the role played by an existing community. As he points out, “distance learning requires us to be humans in an inhuman situation. We can’t simply provide lessons and assessments; we have to bridge this digital gap and carry some sense of humour and goodwill and community through the cold wiring. If we’ve succeeded

in even a modicum of that task, we owe that to the success in the months prior when we created something special. A school family.

A community that could rely on itself, that could flourish even in isolation.”

Our community placed its trust in us to deliver a solution to studying from home, and in the main we did via SCOT. So, as students return to campus and commence Autumn Term, where are we positioned?

Classes have now returned to some form of normalcy. While there are many larger group activities still to come back into our daily school schedule, the positive vibe around the return to face-to-face teaching is palpable.

The return to school is done so with the respect that, for personal and health reasons, some families are still choosing to have their child at home. It is our role to support all families with their respective decision.

The staff have returned to the College having shared a whole school trial in teaching online, including both planned and spontaneous professional development. In speaking to many staff, while transitioning to a fully online mode of delivery posed numerous unknown challenges, the result is a far deeper understanding of the pros and cons of a totally online classroom. It is not easy to teach in a physical classroom one day and turn it into a virtual classroom the next. Even more valuable is a deeper appreciation of how the two modes, online and face-to-face, can be better blended to give our students a richer and more diverse educational programme moving forward.

Staff, students, and parents showed remarkable resilience during this time through their handling of the far-reaching effects of the pandemic on school, education, and student learning, not to mention the numerous personal challenges that many encountered along the way. In essence the strength of our community provided the bedrock from which we addressed the challenges we faced.

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Given the planned and unplanned experiences of recent months, what has COVID-19 highlighted about the role of schools in society?

have to critically analyse this period and maybe uncover a new normal, or re-prioritise the things that we know really matter to humankind and society.

Society has always understood, whether or not it was always appreciated, that schools are not just there to engage in the transmission of content; the reality is that we are critical agents of socialisation and stability. At no other point in time has this reality been more evident. Given the wider roles schools play, just how critical, multifaceted and valuable are they in ensuring normal functioning of a society both now and into the future?

The one thing that has not changed during such challenging times is the need to stay focused on what really matters for our community. In our case, this is our core values of integrity, service and stewardship. When the chips are down, one’s foundational values become even more important as a bedrock from which to operate, and ultimately return from, stronger and even more focused.

Schools already fulfil a number of everincreasing roles in society and will continue to do so even more. They are significant places of: Learning – where the balance between wisdom and knowledge is addressed.

Worship – inevitably in an ever-increasing secular society where many religious institutions are seen to have let the community down, schools will be seen as places that can be trusted to impart social, religious and cultural mores.

Community Service – schools play a major part in service learning and helping those who face hardship and disadvantage.

Stability and Reliability – schools are a cornerstone of society. Where many organisations come and go, schools remain within the context of the era.

Socialisation – schools are community minded organisations that allow students to communicate, influence and articulate their values belief and develop socialisation skills. It is at this very point in time that we are suddenly all realising that a world comprised solely online is not the ideal. Why are parents and the wider community finding the current situation of school closures so difficult? It is due to social isolation, not lack of information or content.

Where does this leave us moving forward?

Our role as imparters of knowledge and wisdom must continue, this is obvious.

However, in an ever increasingly complex and rapidly changing world, maybe we need to free up some of the time allocated to pure subject content to allow for an even greater focus on developing the social and emotional skills and strategies of our young people. Let’s face it, if you are going to wager on which will win out most times, EQ or IQ, on balance EQ will trump IQ when it really matters.

Returning to COVID-19, we may be naïve to think that there is not more to come. As we travel through this journey, it is important to take stock of what learnings, such as those outlined above, have already taken place.

Likewise, we should commence planning for the longer-term effects of COVID-19. A return to normal is not sufficient nor a given, we

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Reflecting on what we have just experienced to date, what are some core strategies which I used to assist our community through the initial onslaught of COVID-19? While not definitive, they at least provide a basic framework for consideration.

Stay calm In a crisis, no-one wants to hear their leaders panicking. Leaders must try and separate themselves from the emotions of the day-today ups and downs in a crisis.

Identify and solve the pressing problem It is fascinating that under normal circumstances, you tend to spend more time trying to perfect a decision. In times of crisis, you do not always have time as a luxury.

During a crisis such as COVID-19, there is no shortage of people giving advice. It is imperative to deal as much as possible with facts, not opinion. Everyone has an opinion, unfortunately it is quite often a Trojan horse used to justify their own preferred outcome.

Seek advice When things are normal, seeking advice is a sensible strategy. In a crisis, it is imperative, as unintended consequences are likely to have a more immediate impact. Just be aware, however, that advice via consensus is not always the correct path. It is always imperative to seek counter angles as a single person does not possess all of the filters through which to view a problem.

Think strategically Getting lost in the weeds and debating semantics is of no use during this time.

Usually with strategy, you are trying to seek the perfect path forward. At a time like this, you have to make quicker decisions about the things that truly matter at the time.

Changing a decision quickly, based on new information or data to hand, is not jumping at shadows. It is a sign that one is not making critical decisions based on the loudest voice, nor broad based assumptions, and that reasonable caution is being applied throughout the process.

Be authentic A crisis is no time for grandstanding. Staff do not want to be second guessing what you are doing. The job of the leader is to try and reduce obscurity and increase assuredness. Do not be scared to show your own vulnerability.

Act decisively Scale of message, speed of decisions and the use of language are crucial during a crisis. Decisions in a crisis directly affect the confidence people have in you and, therefore, your current and future decisions.

Communication Without doubt the most crucial element.

You can never communicate too much.

Too little and people start guessing. It is imperative to keep everyone informed from the start. Admit what you do and do not know about the issue, never make up the facts in an attempt to look like you are on top of everything. Most importantly, explain why you have made a particular decision. Utilise all mediums as everyone has a preferred mode of communicating.

Build community Leaders can help the people around them feel safe by strengthening their community at a time of need.

Demonstrate passion During a crisis, we often get lost in looking for solutions. In order to deal with a crisis, we must remember that our employees have families and lives outside of work that are more important to them than anything else. We must lead with empathy and assure them that they are key to the decisions we are making.

This means showing empathy and treating each other with dignity. Michelle Borba (2016) in her book Unselfie, says “We are all humans who share the same fears and concerns, and deserve to be treated with dignity.”

Envisage the long-term Leading through a crisis requires taking the long view, as opposed to just dealing with what is in front of you. The leader has to try envisioning what comes next week, next month, and even next year in order to prepare the organisation for the changes ahead.

In an occasional paper from the Centre for Strategic Education entitled Leading for social cohesion: The key role of schools, Wilkinson et al (2020) rightly point out that “it is in the daily encounters of playgrounds, classrooms, corridors and assemblies that children and young people’s social values and attitude, beliefs and stereotypes are shaped, reproduced and reinforced; or alternatively challenged and interrogated.

In other words, it is our role as a community that really counts.”

The roles played by schools cannot simply be measured by a ranking metric or a league table. Now is the time to re-envision what really matters in our schools. Hopefully, at Scotch, we will heed Churchill’s words and not be the one to ‘waste a good crisis’.

Revd Justine Wall

Chaplain

‘Jesus, full of the Holy Spirit, returned from the Jordan and was led by the Spirit into the wilderness…’ (Luke 4:1) Christianity cannot always explain what’s happening and why.

Sometimes we can only lament. As the Spirit laments within us, so we become, even in our self-isolation, small shrines where the presence and healing love of God can dwell. And out of that, there can emerge new possibilities, new acts of kindness, new scientific understanding, new hope (Prof. NT Wright, Time, 29 March 2020).

For many of us the Coronavirus arrived at the same time as Lent, the traditional season of doing without. Our ‘Signing of the Ashes’ services (25-27 February) seem like a life-time ago. Perhaps the pandemic lockdown is a giant, extended version of Lent. A solemn, global Sabbath. A cosmic boot in our collective pants.

We have had to give up so many things… no early morning sport, no Pipe Band rehearsals, no performances to prepare for, no rush to drop our sons at school, no teachers to irritate! And the ‘no’ list just keeps getting longer. We understand why – we must contain the virus; we must flatten the curve; we have to keep as many of us well for as long as possible, so there will be enough medical care to go around.

But as social beings, social isolation is difficult. And it has no fixed Easter to look forward to. We can’t tick off the days. It’s like we are the nine year old again, kicking the table leg in frustration because it’s raining and we can’t play cricket. Every day and on and on.

After his baptism, Jesus retreats into the desert to prepare for his public ministry. He has to get away from the noise and all the demands to prepare himself; to find in the solitude a peace that comes from within. When he returns from the desert and embarks on his ministry, Jesus does not explain the ills of the world, but demonstrates how to confront them with love and charity, as he showed to lepers and to the woman caught in adultery. When in anguish in the Garden of Gethsemane, he asks that the cup of suffering be taken from him, but he does not shy away from walking the difficult road of faith and obedience.

How will this experience define us, as individuals and as a Scotch community? In our Coronavirus-Lent, ‘giving up’ meeting with our friends and family, we are reminded how much we value them and how much we may have taken them for granted. Unable to go where we like, we remember how precious that freedom is. If we are sick, we are reminded of how good it is to be well.

I also find myself grateful for what I do have now – a family, our beautiful autumn morning walks or runs around the neighbourhood, a mobile to connect with people who matter, a house, water, enough toilet paper; my own and my family’s health.

When this Coronavirus-Lent is over, perhaps we’ll value what we have a little more.

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Mr Mark Paganin

Council

In Dr O’Connell, we have a Headmaster who is an experienced leader with vision and the motivation and energy to pursue a continual improvement in the holistic educational offering of the College.

In May, the Council had much pleasure in renewing our Headmaster, Dr Alec O’Connell’s tenure until the end of 2024. What became clearly apparent to the Council through its thorough consultation process of stakeholders of the College over the past year was that Alec is widely regarded as a true leader in education within the College and throughout Australia, including by his peers. May I ask you to join the Council in congratulating Alec and also recognising the tremendous support provided by his wife, Janny and his family.

The College very much looks forward to his continuing leadership of Scotch.

At the time of reading this report, I know you are experiencing this extraordinary period arising from the pandemic. I hope this finds you and your family well and coping as best as you can during this challenging time.

I would like to recognise the manner in which all the staff of the College responded to the impact of the pandemic. In the lead up to Easter, it became evident that the boys would need to move off campus and into a remote learning environment. The SCOT programme, being the online teaching programme of the College, operated admirably as did the response from the boys with the support of their families for which we are most thankful.

The staff have never been required to work harder in preparing for the implementation of the SCOT programme in addition to their busy schedules. Fortunately, they then entered the April school holidays for a well deserved break.

Ultimately, teachers want to teach. They listen deeply, communicate emphatically and motivate adroitly. That can best be undertaken 6 | reports

in a face to face teaching environment with the students on campus. The College successfully welcomed the boys back in a cautious and staged manner earlier than what we originally expected being from the second week of Autumn Term. We continue to monitor and be cautious around being able to prepare and respond should there be a spike in the virus.

The College is well prepared in that regard.

The health and safety of our students and staff remain our primary concern.

As it is customary for this edition, I have pleasure in reporting on the financials.

The College finished the year in a strong financial position as it was able to offset some of the impact of a revenue decline by reducing costs. This placed the College in a strong financial position in being able to respond to the unforeseeable COVID-19 pandemic.

The first chart provides a breakdown of the income sources for the College in 2019. Other income like tuition fees and government grants declined not only in real terms, but as a percentage of total income in part due to the low interest rates which applied during 2019. The overall split of income remained relatively constant with tuition and boarding fees contributing 82%, government grants 15.8%, and other income declining to 2.2% of revenue. The Commonwealth Government is changing the basis of funding independent schools and moving to what it calls the Direct Measure of Income method which will result in a major reduction in the level of Commonwealth Government funding Scotch will receive. Fortunately, given the current pandemic, it is being introduced over a number of years commencing in 2022.

The second chart provides a breakdown of where the income is spent. For each dollar received, 70.2% is spent directly on teaching and, or boarding including salaries and curriculum related expenditures.

Administration and overhead expenses account for 10.7%, followed by interest expenses and depreciation at 8.9%, and then facilities at 7.5% producing a surplus of 2.7%.

Of this surplus, 2.5% is then applied to make principal repayments on loans.

The College is most mindful that the pandemic has had a financial impact on many of its families and the broader Scotch Community. To that end, the Council took into account the financial hardship impact on its families in identifying those of its co-curricular and operational expenses that would not be incurred during the period that the boys were off campus during the pandemic and credited an 18.75% rebate from the Autumn Term tuition fees. The College also extended to any families who had not previously expressed financial hardship that they could confidentially approach our Finance Director where the College was flexible in accommodating their financial requirements.

The Council thanks all members of the Scotch Community for their support during this extraordinary period in the College’s history.

2019 Income

82.0% Tuition & Boarding Fees 15.8% Government Grants 2.2% Other Income

2019 Expenditure

59.5% Teaching Salaries & On Costs 10.7% Administration & Overheads 7.5% Facilities 10.7% Tuition & Boarding Expenses 8.9% Interest & Depreciation 2.7% Surplus

Mr John Flecker

Foundation As I write this article, we are in extraordinary times for which there is no play book.

The College has responded with care and speed.

Foundation is engaged with the College’s Finance & Planning Committee and stands ready to assess any requests it receives to support the College in accordance with our Charter.

There is an obvious immediate impact on the value of Foundation’s equity investments as financial markets have been hit. However, our spread of local, global, hedged and unhedged investments have weathered the initial storm much better than headline share market declines might suggest. We are cautiously optimistic that the timing of some continued conservative investing will serve us well. We remain very confident of our

long-term financial strength which provides some certainty to the College in these challenging times.

Foundation will continue with all its existing commitments to Foundation Scholarships, and the College loan repayment holiday.

The Foundation also supports the Philanthropy Office, and with Andree McIntyre’s involvement in the school coming to a conclusion, I would like to thank her for all her work on the Boatshed Extension Campaign. Following a restructure, Kate Quinn has been appointed Director of Advancement and Philanthropy, working with Mel Colling. The Foundation looks forward to supporting Kate to achieve important outcomes for the College.

Foundation had some liquidity set aside to support the College’s medium-term capital works programme. Prudently, that capital works programme has been put on hold for now to conserve cash for the most

important educational priorities of supporting students and staff. Any donations received for a specific purpose will be quarantined for that purpose. Other general funds set aside by Foundation to support capital works will be held until such time as capital works recommence, a longer deferral is confirmed, or the College requests other forms of assistance within our Charter such as additional bursaries or investment in the development of new teaching methods.

Notwithstanding the challenges we all face, if there is a country to be in right now, Australia would be near the top of the list.

Similarly, if there is a school you would want your child to be in right now, Scotch College in Perth is right up there, globally.

Foundation will do its part to keep it that way, now and over the long term.

L E AV I N G A L A S T I N G L E G A C Y; C O N S I D E R A B E Q U E S T Make a real difference to the future of your School and the wellbeing of its students.

If you have already included the College as a beneficiary in your Will, you immediately qualify as a member of the Alexander Society.

Please contact us so we can acknowledge your generosity.

Alternatively, to confidentially discuss a bequest, contact Kate Quinn, Director of Advancement & Philanthropy on (08) 9383 6832 or kate.quinn@scotch.wa.edu.au reports | 7

Charlie Bevan

Captain of School In the first assembly for the academic year, I introduced the theme to the boys as decided on by the Year 12s: “Embrace the tradition, forge a legacy.” Our goal was to try and encapsulate what we thought was integral to the School’s values, and that was to involve yourself in the School tradition, and take actions that will have a lasting impact on others.

We started off the term with the Inter-House Swimming Carnival in Week 2, which never fails to provide a bit of fun, House pride and maybe a few too many sun-kissed faces.

Three Houses were neck and neck right up until the last relays, but by the end we had a clear winner. Alexander House managed to secure the trophy, and as an Alexander boy myself, it was well deserved after years of coming second and third. From there, the boys began training hard for the PSA

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Inter-School Swimming Carnival. Under the coaching of the new Head of Swimming, Mr Ryan Steenkamp, and Captain, Jesse Coughlan, we saw an immense cultural shift in swimming at Scotch. Hard work and dedication resulted in Scotch taking out third place at the Inter-School, narrowly missing out on second. It was the best result we’ve had in many years, and I congratulate the boys on their efforts.

Later on in the term, the Year 12s finally got to attend the much-anticipated Scotch Ball.

The theme was ‘Night Circus’, and there was never any doubt in our minds that the Scotch parents would put on a night to remember.

It was a long-awaited event where we got to relax, have fun with our mates and our dates, and bust out a bit of dancing here and there.

However, Mr Hindle’s surprise performance of “The Greatest Show” on vocals, accompanied by an electrifying electric violin was certainly the highlight of the evening.

Despite such a great start, the term got flipped on its head when the Coronavirus put a halt to all sport, events and ultimately school. Although we didn’t get to have our Cross Country, or our Drama Production, or all the other events planned for the term, the way in which the Scotch Community has responded to this challenge has been

fantastic. It was reassuring to know that when everything took a turn for the worst, the teachers, parents and boys took it in their stride and tried to carry on as normal.

Even though the Summer Sport season was shortened by two games, our 1st VII Water Polo team still managed to win the Dickinson Shield outright, being undefeated for the entirety of the season. This was an incredible effort by the boys, and they are to be commended on their efforts.

This term the College took part in the World’s Greatest Shave, with over 80 boys raising money towards the Leukaemia Foundation.

We managed to raise an impressive $33,000, as well as being one of the biggest teams in Australia. Unfortunately we weren’t able to all get together and shave our heads, but that didn’t stop us from getting our mates together and doing it individually.

Overall, despite its ups and downs, it was a fantastic semester, and even though we are uncertain of how this next semester is going to look, I’m sure the Scotch Community will remain as strong as ever.

Max Jones

Student Council The Student Council in 2020 comprise one boy from each House group, voted in by his peers, to be the representative of any boys’ views and ideas with the aim of driving positive change within the College.

The Student Council started Spring Term 2019 with a continuation of past traditions.

Live Music Mondays allowed the Senior School boys to turn a typically lethargic atmosphere during lunch, into an energetic and enthusiastic atmosphere. We had a tremendous display of talent on these Mondays with a few of the Senior School boys taking this opportunity to show some truly amazing musical skills. We thank all the boys who have played at these sessions up until this point. It is also worth mentioning that these lunch time events couldn’t have been achieved without the work of Camden LeFevre (Captain of Music), Arad Rad (Student Council Shearer Rep) and Max Shervington (Student Council Anderson Rep) and I want to thank these boys for what they have done in bringing this together.

For our second event for Spring Term 2019, the Student Council thought it would be only right to pay tribute to the Top Oval as it was getting excavated for the new Commerce and Maths building. The Top Oval has had thousands of Old Scotch Collegians place their footprint on the hallowed turf, from AFL footballers to a winner of the Fields Medal (the Nobel Prize of Mathematics). So the Council took the opportunity to hold a free golf chipping tournament for all students in Week 5. This event gave the Top Oval its final send off and thanked it for its services over the years in style. Sam McGinnis (Year 10 Anderson) came out on top and George Graham (Year 12 Keys) placed a respectable second. The day overall was a major success and I want to thank all Council members who helped with the running of the event, as well as Mr Jones. The day couldn’t have happened without you.

Our final event for the term was the Santa hat marching. As everyone donned a Santa hat on the last Friday marching of the Spring Term, the festive spirit was beginning to loom amongst the College. It was a nice way to end the term and it gave an added dimension to marching on that Friday. We had many spectators and the wider Scotch community come to watch and they seemed to really enjoy the event as the College began to wind down for the 2019 calendar year.

The Summer Term seemed to arrive in a blink, as it always does, and it was great to watch our Scotch community arrive back after an enjoyable summer break and ready to approach the 2020 academic year. This term so far has been something none of us could have predicted to happen. With the outbreak of COVID-19, there are many new changes that have to be faced by us all. With the new regulations around the pandemic, most Student Council events had to be abandoned. From the much anticipated “Bombie” competitions to Live Music Mondays, events had to understandably be put on hold. During this time, the Student Council has decided to take the approach of ‘control what we can’, and instead of closing the Council down during this time

of uncertainty we looked for opportunities to work within this new normal. In keeping with implementing the social distancing regulations, the Council is working to set up free online tutoring services whilst at home, during periods 5 and 6, for all students in the Senior School. This will be run by Year 12s online. The students will be able to take part from your House on the new teaching platform Microsoft Teams. This tutoring service is important, as it will help the students who take part, gain a better understanding of content for their subjects in which they may need help. The real worth of this new service will be that it will allow us all to keep a sense of connection and community, between all years within each House, during these uncertain times away from our school grounds.

As we neared the end of Summer Term the Council was faced with a challenging time, however the boys in the Council and in the School as a whole have managed the global pandemic situation amazingly well. I am constantly in awe of how our whole school community has adapted to the changes we have had to make and I can’t fault the boys who continually demonstrate resilience and kindness every day. On a personal note, a big thank you to Mr Jones who has helped me so much during the whole time I’ve been the Head of the Student Council so far; his efforts and support of me are a massive help.

This thank you also extends out to the boys in the Council as their efforts and support don’t go unnoticed by me either.

Despite these unchartered waters, I know we can continue our leadership as a Student Council to the end of the 2020 academic year and create positive change around the College. During this time I also wish everyone good health and patience and remind you to stay connected with your Student Council whilst not at school. We know this uncertain period will pass and we look forward to seeing everyone back at school as soon as we possibly can be all together again.

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STUDENT LEADERS

Patrick Eastough Captain of Residential Life

Gianni Kain Captain of Operations

Ronald Fellows-Smith Captain of Service

The Residential community has been quite active these past few terms with multiple activities that involve all years. We as a Residential leadership group are quite proud of what we have accomplished so far and hope to continue these activities. Some of the gatherings have included a variety of games and activities. Two of my favourites included the Touch Rugby competition at the end of last year and the Movie Night that was held where the Years 6,7,8,and 9 came to watch Happy Gilmore in the Big House with some older boys while munching down on some Dining Hall popcorn. It’s these sorts of moments that really accentuate the strong bond between the boys where they are comfortable in the presence of those older and younger than themselves.

The Operations boys who volunteered to assist in running specific portfolios have shown strong leadership over the first two terms, being heavily involved in organising and running their respective competitions.

So far in Operations we have successfully organised and coordinated six House Trophy events, with the results of these events combining with the first major competition of swimming, and marching results, to see Alexander House in first place after the first two terms.

This year, we have angled the Service portfolio around the College’s 2020 school theme, Embrace the Tradition, Forge a Legacy. In Service, the College motto is expressed through nurturing and developing existing service initiatives whilst also expanding and adapting the Service portfolio to support new charities and projects. Activities such as helping at the City Beach Bush Fire Swim fundraiser and Free Dress Day were put in place to support the devastating Australian bushfires. Additionally, activities such as the Maddington Lunches programme, Disabled Surfing, the Uniting Care West Christmas Appeal, Boardies Day, and All Abilities Cricket allowed the college to strengthen existing service relationships.

The design stage of our 2020 Leavers Jackets was recently completed before the end of term. A collaborative process, this activity involved a council of about 30 boys from all Houses to make decisions on design options, before these options were presented to the whole cohort. Congratulations must go out to Lachie Stephenson and Cooper Anderson, whose original design was the basis of the final product.

Whilst the work of Operations has recently come to an abrupt halt with the developing COVID-19 situation, the Operations boys were still keen to add to their legacy, during the period of isolation. A popular idea was to create a Senior School blog, with different segments ranging from cooking to exercise plans, and we were able to send these out whilst the boys were in isolation. We all look forward to our return to the normalcy with the House Trophy competition up and running again, an important activity enjoyed by many of the boys at the school.

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This year, the boys showed incredible commitment to the All Abilities Cricket Friday sessions, and this hard work paid off when we were able to invite the All Abilities team to watch the Perth Scorchers play. It was a fun occasion for all involved. Furthermore, last term the College participated in the traditional World’s Greatest Shave, however, due to difficult circumstances, the shave was not allowed to be held on school grounds.

Despite this, many of the Year 12s continued to support the event, instead shaving their own heads at home. It was amazing to see the way which boys were able to show resilience and still support the very worthy charity, despite the challenging situation.

Overall, the Service Council was very busy in Semester One, and I am looking forward to what we will accomplish in the new semester.

Mrs Cara Fugill

Teaching and Learning SCOT – Scotch College Online Teaching

At the beginning of the year, the concept of moving Scotch College teaching and learning entirely online would have been considered a radical move, yet within a three week period Scotch College achieved exactly that. This article provides some insight into how this was accomplished.

Scotch College Online Teaching, SCOT, was the outcome of unprecedented times as COVID-19 changed the way we work, socialise and educate. Ordinarily a move like this would provide exciting opportunities to explore education in a different mode.

However, the circumstances that forced this change, the relatively short planning time and the uncertainty of a rapidly evolving situation meant it was more important to emulate as much of our daily operations as reasonably possible than to redesign an exciting new model of education. Nonetheless, often innovation occurs in major upheaval and I have no doubt Scotch College will forever be changed due to this turn of events.

Having the technology to teach online has long been a genuine possibility for Scotch teachers with our ongoing focus on technology integration, a one to one device for students and our learning management system (SEQTA) that allows students to access the teaching material

anywhere, anytime. Teachers recording short videos explaining concepts, marking work and providing feedback online, testing understanding through simple online assessments and using iPads to share solutions outside of class time are just a few ways technology has already successfully integrated into our teaching model.

Students ought to feel connected to the College even when physically distancing and staff want to be able to support their students by checking their progress and providing immediate support. Lastly, parents have the right to expect their son is being held accountable in accordance with regular classroom standards.

However, social interaction, daily routine and congregating together in a physical space all hold a strong appeal for our students and staff, especially since the Scotch community is known for forging strong, lasting relationships that improve the wellbeing and outcomes for its people. Losing this feature would diminish an important cultural aspect that strengthens our community.

Therefore, the elements required to create a comparable online model needed more than the capability to share high quality resources and a programme of work for students to complete, it also needed to provide opportunities for face to face contact.

To add a level of complexity to our model, the College continues to offer much more than just teaching curriculum as we look to enhance our boys’ educational experience by expanding on their ability to think, research, communicate, self-manage and socialise.

Our lessons aim to engage the boys in meaningful tasks through designing activities and assessments that require students to develop important skills simultaneously, whilst acquiring curriculum knowledge.

For our students to successfully complete assignments, they have to be proficient in both the skills we are explicitly teaching and the content we are expecting them to learn. This

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added layer of our teaching, known as our Cognitive Curriculum, provides a framework from which the students are able to reflect on their methods of learning so they can work towards achieving independence in their studies.

Therefore, SCOT needed to find a new platform that would enhance our learning management system SEQTA, so that students could follow their timetable, attend classes in real time, connect with their teachers face to face and allow collaboration with classmates. It also had to be relatively intuitive and safe to use, since the training time for staff and students would be short and integrated into an already full timetable as regular school operations continued. Quite a complex problem to solve. The answer to this problem was Microsoft Teams, a facility of Office 365, a program that was already available at the College. To ensure all staff had the skills to transition smoothly, every staff member across the College attended three additional training sessions that introduced effective protocol for conference calling with a large group, effective methods of online teaching, techniques for online assessments, managing student behaviour and providing successful accountability measures.

When planning to move an entire school online, an added challenge thrown into the mix was that the system had to equally cater for a three year old learning about 12 | reports

play, through to an 18 year old preparing to transition successfully to the next stage of life. Children younger than Year 5 are yet to acquire important digital learning skills that would have guaranteed they could operate independently so, although Teams was partly the solution, we needed a more age appropriate model for Year 4 and younger.

Fortunately, the Junior School had long been working with Showbie, an interactive platform that allows teachers to share lessons with students through pre-recorded videos, mark and provide comments on work and chat with students online to offer support and assistance during the day. Since all our students from Year 6 down had been working regularly on iPads in class, they handled this transition with ease. The creativity our Early Learning Centre and Junior School staff used to ensure the material being delivered in the home emulated the experience the students would have had at school was outstanding.

Dress ups, dancing, short videos, story time and treasure hunts were just a few of the ways we all stayed connected.

It is hard to pinpoint exactly why this transition was so smooth but I would like to share a few observations. Our school culture has long been one of innovation and progressive teaching practice, therefore our staff and students are adept to change. Additionally, our students are taught the important skills through Scotch’s Cognitive Curriculum, that help them become independent learners and

therefore they have an excellent foundation from which to manage their own learning.

Our teachers are simply outstanding professionals, whose years of experience in teaching meant that they were able to focus on learning a whole new mode of delivery without skipping a beat, maintaining their day to day operations. This sense of calm is very comforting for students and parents in times of uncertainty and it was reassuring to see the College continue to operate whilst the planning and preparation occurred in the background. Finally, we have a culture of trust, support, kindness and gratitude. These elements meant our community understood that our students are our highest priority and that we would be doing all we could to care for them. This is not just in terms of their learning; it extends to maintaining connection and wellbeing while our lives were being turned upside down.

I would like to thank the students, staff and parents for their positivity, trust and flexibility during this challenging time. Maintaining the standard of education for our boys has been a commitment made by us all on some level.

It has been awe-inspiring to watch and a reminder that a strong community will find a way to support each other through adversity.

Mr James Hindle

Wellbeing

What Matters

What did we learn from the Coronavirus? While it is still far too early to answer this question, it will be interesting to watch and listen to the answers which get thrown up.

No doubt, there will be some people who tell us that we learned how important technology is to our capacity to communicate, that without it we would be engulfed in loneliness (a statement which depends very much on your definition of loneliness). Technology offers us many things, including a far greater capacity to monitor, manage and combat the virus, and we should be grateful for that. But hopefully we will hear other voices telling us that real, human-to-human, face-to-face contact is what is important; what matters are the thousands of minute daily interactions we have with others; what matters is human touch, human warmth, human compassion.

But also, what matters is preparedness – being prepared for the bad stuff, not just expecting the good stuff to happen. And what matters is the capacity to enjoy the little things, enjoy the moment. And what matters is the ability to endure; to be resilient; to push on and push through or go around whatever is in your way.

The Stoics What we have noticed during the past few months is the increasing emphasis on being grateful for what we have and for those who support us – and for the ability each of us has to support others. There has also been an increased emphasis on making the most of the current situation and also of taking time to think about what it is we want from life. Perhaps, most importantly, we have come to realise that there is really only one thing we can control – that is, how we respond to the circumstances in which we find ourselves.

These powerful lessons are taken straight from a school of thought known as Stoicism, founded in ancient Greece 2400 years ago.

I am not sure if it is comforting or disconcerting

how relevant these remain today; perhaps it is both. At Scotch, we have started to talk about these ides more during 2020.

What I think we will learn from the Coronavirus may in fact be nothing new – it may simply be a rediscovering of ideas which have been spoken about for thousands of years in different traditions. I have been saying much about it since I took on this role; indeed, I referred to a number of these points in the last edition of Clan. It applies just as much when things are good and all is seemingly well. In fact, that is when we should be practising things like gratitude and mindfulness and awe. So that, when we face another storm that appears to turn our world upside down, we are ready: we have the skills to deal with it; to make the most of that storm, to learn from it and to come out the other side of it in better shape.

Brain Reset I continue to write about our efforts to introduce the boys to our very own form of mindfulness because it is such an important skill to help deal with the pressures of the modern world.

Having the knowledge of how to stretch in order to remove the physical stress in our bodies, as well as having the knowledge of how to clear our minds so that we can concentrate more fully on the task at hand, are critical elements to wellbeing.

We use the metaphor of ‘cleaning the windscreen’.

Over time, our windscreens (or minds) get an accretion of dirt and grime on them. And then we turn the windscreen wipers on and the first few wipes seem to make things worse; it smudges everything and it might appear to make it harder to see in the short-term; or it seems as though we won’t be able to see clearly again. And then, once we have kept the wipers on for a while, we can see the world so much better. And we wonder why we didn’t put them on much earlier.

In the last four weeks of last year and the last four weeks of this term (prior to students being advised to work from home), we have had 79 Year 11 and 12 students attend a Brain Reset session. In Summer Term, we ran sessions on both Tuesday and Wednesday after school, with between 10 and 20 students attending

every session. As stress levels and anxiety rose, the numbers attending increased. For some, their exhausted bodies fall asleep; for others who have attended multiple sessions, they are able to get the full benefit of relaxation and focus.

We now have several versions of these sessions available online to students through Home.Scotch. We will continue to explore ways for younger members of the school community to engage in this practice. We have reworked our yoga programme for Junior School in the light of recent events – our Pre-K to Year 3 classes are taking weekly lessons during Autumn Term, and the Year 4s and 5s will do the same next term. We are also examining ways to have Middle School students regularly using this skill, whether they are working at school or home.

An Experiment – Straight from the Stoic School I once read about an experiment conducted on mice which I think applies to humans today.

The scientists wanted to know what conditions caused the brain to really grow. They took one mouse and put him in a cage with everything he wanted – food, water. They took another and gave him everything, but he also had to run on a treadmill. And the third mouse was made to go through a really difficult maze twice a week, which involved some risk to the mouse.

When they scanned their brains, they found that the mouse with everything didn’t grow a single dendrite. The mouse on the treadmill grew dendrites, but these weren’t connected.

And the one which had to survive the maze grew lots of dendrites and connected them all.

The one that suffered grew the most.

Whilst we do not need to spend our entire lives suffering, and we obviously hope that is not the case, it is important to realise that nothing is all bad or all good. And whilst the idea of searching for a silver lining may be somewhat clichéd in these COVID times, we should not dismiss it. Quite often, the things which make us a better person are those hard times when we have to work out what we stand for, decide what we can contribute and choose what we take from a situation. It is likely we will be better because of this, than if nothing challenging had happened at all. reports | 13

Mr David Kyle

Service and Citizenship

Man is by nature a social animal.

impact on our ability to serve the community and be citizens who contribute to a society enjoyed by all.

The handshake has a long history of projecting peace, friendliness, equality and trust. There are depictions of handshakes on Roman coins and the Quakers were firm believers in the handshake as a more egalitarian greeting than a bow or a tip of the hat.

At Scotch, we have managed to look outwardly and utilise our facilities and community for the good of as many people as possible. The staff and students reacted rapidly to the precarious position of our homeless population, hugely increasing our cooking programme and ensuring the meals got to those in need. As the students began to work online at home, the staff took up the slack, cooking hundreds of meals for The Salvation Army and UnitingCare West. The College Dining Room was able to donate large packs of ready-made meals that particularly suited the Tranby Centre in East Perth and we are now running an ongoing staff roster of cooking meals to get to those facing particularly difficult circumstances.

Many of us may recall scenes from The Simpsons where a handshake is anything but simple and others will yearn for the days when a handshake was a person’s word. Sadly, and similarly to the tradition of toasting good fortune and good people, the handshake is currently on hold.

The reason I raise this is because the first four months of 2020 have certainly challenged how we interact with one another, from how we work with our peers to how we greet one another, and this has a significant

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Another outstanding display of outreach was the College community’s contribution to Anzac Day. Over 50 students and Old Scotch Collegians performed on the day.

Many were playing trumpets or bugles at dawn and others played their pipes later in the day, including OSC pipers in Finland and Germany. Groups of pipers played at Wearne Aged Care in Cottesloe and St Louis, Mercy Care, St Ives in Claremont, and at

Acacia Living in Menora. We are extremely proud of all of those involved in honouring our defence forces, both past and present, and the immense sacrifices they have made for Australia. The quote below from a local resident gives a breadth of the worth in having our young men out serving the community at a difficult time.

“I am so extremely moved by their diligence and willingness to step up, it’s a cultural changing of the guard and I will never forget this morning, an ANZAC memory like no other. All these young people and some of them about the same age as the Diggers. Wow. Your professionalism, practice, authenticity, effort and willingness to offer your skills and instrumentalism to our morning was heart felt and you all shone.”

At a time when immense upheaval is upon us, it is important to note that what we yearn for most is human interaction. As well as his quote as the title of this article, Aristotle said that, “society precedes the individual”, and nowhere is this more evident than at Scotch.

We want strong communities, communities that look after the most vulnerable and honour those who sacrifice for others, and I am pleased to say that, when challenged, the College has again shown our ability to do this.

Performing Arts The Arts in Isolation As I write this Clan article, we’re undergoing one of the biggest times of change within the Performing Arts since World War II. And it all seems to have happened within the space of a few weeks.

The year got off to a great start, with production rehearsals for our 2020 musical We Will Rock You continuing in full swing. Led by Ms Sarah Combes (Director) and Performing Arts student leaders Patrick Eastough (Captain of Drama) and Arad Rad (Vice Captain of Drama), the regular Wednesday chorus singing, Friday choreography and Sunday full-package acting were places of excitement, laughter and joy, even after a late Saturday night or two. Of course, rehearsals are currently in hiatus, pending future developments of the pandemic and the Australian Government’s response.

In a bid to keep the momentum up and give students the opportunity to continue rehearsing privately, we’ve created plenty of online content to keep all cast members occupied. There are songs to practice parts for, lines to learn, choreography to get people dancing in their loungerooms, it’s all happening.

Music lessons began as usual in the second week of Summer Term, but no sooner were we underway in the traditional sense, lessons were moved online, with a great deal of success. Many boys have commented on how much more focused their practice times have been, as there are fewer distractions and detractions. The music staff have been delighted to hear the progress and enthusiasm being demonstrated and have implemented a number of new technological tools to assist students with their individual musical learning.

names in music. Wider across the Australian landscape, the Music for Mateship movement started in a bid to engage the community in honouring the ANZAC sacrifice. Many Scotch boys took up the challenge and played The Last Post standing on their driveway, on their balcony, out in a paddock, or on the steps of the rural homestead. Further afield in Italy, people who have spent many weeks in lockdown have begun coming out onto their balconies and terraces and joining together in song forming impromptu choirs. Boys involved in Drama and Media have been creatively dabbling in ‘iso-stories’ and using their spare time to create short films and dramatic works, completely of their own volition.

This all points to a desire for us as human beings to connect. When forced to spend extended periods in isolation, we come up with ways to maintain social connection and continue to build relationship. We have a deep and innate need to form bonds and connect. It’s no surprise that to do this, we turn to the disciplines of the Performing Arts for help and inspiration. A parent commented to me recently that it was lovely to hear the Pipe Band rehearsing again. Well, the band hasn’t restarted rehearsals just yet, and what this parent likely heard was one of our boys playing his pipes in his backyard.

It’s that idea of connection coming through once again.

Late last year, we launched a new structure for Scotch Music which included a regular three yearly performance cycle. Although we haven’t been able to implement the plan this year due to the pandemic and many state and national events have been cancelled, the boys and staff are still hopeful that we’ll be able to revisit the calendar and work toward some opportunities for public performance. We’ll work together as a team

to bring some events to fruition, following appropriate guidelines. They make look a little different to what may have traditionally been.

One of the new initiatives in Performing Arts this year sees boys able to study Electronic Music through our Music Tuition programme.

The coordinator of this new course, Mr Luke Minness, is looking forward to growing the skills and knowledge of boys who demonstrate a passion for Music Production.

Several students are now enrolled in the course and take one-on-one lessons with Mr Minness each week. We’re seeing the demand increase in this area with the advent of the current climate.

Another initiative sees our Pipes and Drums team embarking upon a project to record all of the repertoire synonymous with Scotch College Pipe Band tradition. Spearheaded

by Mr Craig Bailey (Pipe Band Master), with excited input along the way from the Pipe Major, David Stulpner, this project is going to provide a wonderful educational resource for our developing pipers and drummers in future years.

We formally welcome several new staff members to the Scotch Performing Arts team this year: Mr Austin Castiglione (Drama) Mr Julian Anderson (Drum Instructor) Mr Lachlin Brooks-Crew (Music) Mr Matthew Walker (Music) Mr Scott Loveday Head of Performing Arts

Our Vice Captain of Music, Ethan Lamb, commented recently that he’s really missing playing together with other musicians, in person, in various bands and ensembles.

He was reflecting on just how much joy this brings him each day, to know he’s got a rehearsal or a jam session where he can catch up with other like-minded musicians, play music and “hang out socially”.

The interesting thing about our current paradigm is the phenomena that is taking place around the world with distancing laws in place. In little old Perth, a relatively small city on the world scale, musicians came together to record in isolation. Heal the World featured some of Perth’s household

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Scotch College’s new hub of Mathematics and Commerce

Andrew Pritchard Photography

Architects: Taylor Robinson Chaney Broderick

Since 1904, the top oval has been home to sport, games during lunchtime, as well as House Marching and Cadets.

As the years progressed and the number of students increased, Scotch added to the buildings of Senior School. In recent years, it was recognised that a purpose-built Mathematics and Commerce hub was needed to provide students with the resources and opportunities that would best serve them in today’s world.

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Working with the staff from the Mathematics Department, the architects designed a facility that comprises a variety of spaces including staff areas, multipurpose teaching areas and meeting rooms, all connected by ‘learning corridors’ that together provide a dynamic and flexible learning and social environment.

Mathematical designs are interwoven into the facility, both inside and outside. These include number sequences, unit circles, geometric shapes, interactive large scaling graphing facilities and more.

If you would like a tour, please contact the Admissions team on 9383 6810.

Andrew Pritchard Photography

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TEACHER FEATURE

Senior School | Oscar Burke

Middle School | Wayne Ramsay

Junior School | Terri Phillips

How long have you been employed at Scotch?

How long have you been employed at Scotch?

How long have you been employed at Scotch?

This is my third year working at Scotch in the Senior School Mathematics Department.

As I come to the end of my teaching career and start to reflect on that journey, the majority of my experience in the profession has been at Scotch. I’m proud to say this will be my 26th year, all of which have been rewarding, exciting and fulfilling.

This is my fifth year working at Scotch in the Junior School. I am part of the Academic Support Team, which is a role I am passionate about. I get to work closely with students, staff and parents and deliver specialised intervention programmes.

Initially, I was a Year 6 and 7 classroom teacher. I then had the opportunity to move into administration and fulfilled the role of Deputy Head of the Middle School until 2014. For the past 15 or so years, I’ve taught Support Mathematics to Years 6, 7 and 8.

My responsibility this year is with the Year 6s.

I work predominantly as part of the Year 3 and 4 teaching teams, supporting students in their Literacy and Numeracy development. I also run a Maths intervention programme and several Literacy intervention programmes. Our role is to assist class teachers in differentiating their programmes to support inclusiveness for all children.

What do you find most fulfilling about teaching?

The job is fairly expansive! My favourite thing is seeing students grasp concepts and get really stuck into the maths and enjoy it. The students at Scotch are fantastic, and it has been a pleasure to get to know them not only in the classroom but through volleyball, around the schoolyard and on various school trips that I’ve done over the years.

Always a treat to sing God of Our Fathers, accompanied by the Pipe Band - that song gets me every time!

From previous workplaces, what does Scotch do differently?

Previously I worked as an engineer for a building design firm. The technology and tech support here is unbelievable and on par with my experience. I find my job is more personable and varied at Scotch. I really enjoy teaching different grades and levels of maths to a multitude of personalities!

The Canberra ski trip made me appreciate how amazing our students are, and realise how fortunate I am to have the opportunity to attend such tours. I’m very lucky to be surrounded by experienced colleagues who have been super generous with their time, teaching resources and banter. I have also really enjoyed getting to know and working with the parents at Scotch, who have been tremendously supportive and go to a high level to ensure their sons get a great education.

What interest do you have outside of Scotch?

I play pennants tennis, I’ve been playing for a long time but have still been known to pull off the odd double fault hat trick, much to the chagrin of my tennis partner. At the moment I am enjoying AC Grayling’s Liberty & Rights, running and then waiting hours for my Garmin to sync, and spending time with my partner and the family.

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What do you find most fulfilling about teaching?

I am passionate about teaching Support Mathematics and more specifically the student who requires an alternative method of teaching. The challenge has always been to adjust or modify your teaching to accommodate the learning style of the individual. I also feel it’s essential to develop a student-teacher relationship that nurtures trust, compassion and caring. When you get this right, you will be privileged to have had the opportunity to observe a boy develop a new level of confidence and success.

From previous workplaces, what does Scotch do differently?

I credit Scotch for providing me the opportunities to further develop my skills as an educator. More importantly, the School has always had the confidence in me to enhance the academic and emotional wellbeing of the boys. This level of support has encouraged me to continue evolving approaches to learning that have a positive effect on those under my care.

What interest do you have outside of Scotch?

I have a number of outside interests, but I would have to rate crayfishing with a very good friend and colleague as my number one choice. I also enjoy tennis, which I play on a regular basis and I’m presently learning to play guitar.

What do you find most fulfilling about teaching?

Teaching is one of the most rewarding but challenging professions. Every child is different, every day is different and delivering the curriculum can be done in so many different ways. I enjoy the challenge of discovering new ways to assist children, I love the look of sheer joy on a child’s face when they understand and start to master a concept. I enjoy building relationships with staff and families to create a love of learning.

Seeing children become empowered and motivated is the reward at the end of the day.

From previous workplaces what does Scotch do differently?

Scotch has a very proud history of community and tradition, which I have not experienced at other schools. From a young age, it is a delight to see the boys engage in the Scotch traditions and aspire to be like the older boys. They take great pride in their school and all that it represents.

What interests do you have outside of Scotch?

Outside of school I love to catch up with friends and family, I love getting outside for walks and to the beach for coffees and the view. Just recently, I have started getting back into tennis with some refresher coaching sessions to improve my form and fitness!

I also love to arrange flowers and cook.

Scotch Parents We are facing challenging times. Now, more than ever, the vision of Scotch Parents remains committed to providing a vibrant engaged community actively helping each other to prepare our boys for life.

This community spirit and involvement was evident in the early weeks of the academic year beginning with our Welcome BBQ on the eve of Summer Term. Near perfect conditions saw a fantastic turnout of new (and old) families enjoying the food and refreshments on offer.

As always, the traditions continued with the Year 12 Ball held in February. Tireless efforts by the Year 12 parents and staff saw the Dickinson Centre transformed into a spectacular Night Circus allowing our boys and their partners an evening to remember.

Special thanks also to our Year 11 parents for

running the event and our Year 10 boys who waited on the night.

‘Scotch Parents’ has always been responsible for organising events throughout the year to bring boys and parents together. Thank you to all our parent reps who managed to successfully organise parent catch ups, in the first few weeks of term. The Middle School Sundowner and the Year 9 Parent and House Head Dinner were both highly successful and wonderful events before our world became a slightly different place. Unfortunately, given the current COVID-19 pandemic, we have had to cancel many of our (annual) events,

including the Year 11 Dance and the Scottish Banquet. Whilst this is disappointing, we are doing what needs to be done for the safety of our parents and boys.

Looking forward, we will be excited to hold our future meetings at various locations around the School, including showcasing our new Maths and Commerce building for parents to see. In the meantime, we have the opportunity to remain connected next term by hosting Committee meetings via online video communications, like Zoom.

On behalf of the Committee I would like to say a massive thank you to all our College staff who have made the transition to our online learning platform (SCOT) a seamless one. To our parents, stay safe, stay well and remember difficult roads often lead to beautiful destinations.

Ms Kate Reynolds President, Scotch Parents

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Ms Penny Hooper

Acting Head of Junior School 2020 is going to be a year to remember and from what we have experienced so far, there is very little like it in comparison.

It has been my privilege to be Acting Head of the Junior School in such a significant time, and like many reflections, there are positives and negatives for all aspects of our society including school. When you’re faced with this level of concern, I firmly believe that we can control what we focus on and what we make important. I have decided to focus on what we have achieved through this first part of the year, as opposed to what we may have missed out on.

Welcome Back and Commissioning At the beginning of the year, we commissioned the Captains and Class Representatives. The House Captains immediately got to work to ensure they had their House chant of choice and were ready to speak at the Inter-House Swimming Carnival, should their House win. The class representatives worked with Madame Vinton and tabled many issues that were raised. The Specialist Captains were proactive in getting themselves up and running during assemblies.

Excursions, Incursions and Freedom Our Year 3 students explored Penguin Island and also enjoyed Sculptures by the Sea. The Year 2 boys visited the Constable Care Centre and explored road safety which was reinforced through the school-based bike lessons. Our Year 4 students also visited Sculptures by the Sea before the halt of excursions. The Year 5 boys had a wonderful leadership day where they were able to experience and investigate the importance of leadership and its influence.

Music in the Junior School Mr Scott Loveday, Head of Performing Arts, has taken the music programme in a new direction for 2020. A new Year 3

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fellowship programme has been created and planning for and introduction of a Beginning Bowmeisters, Sinfonietta and Junior Choristers now complements the Junior School Vocal Ensemble run by Miss Phebe Samson.

Sporting Arena Summer Term saw a healthy rise in sporting activity. Through Physical Education, JPSSA sport, co-curricular sessions and external providers, the boys in the Junior School were able to access Monday Cricket Club, weekly swimming lessons, Minkey taster workshops, Water Polo, Volleyball, Basketball, Cricket, Tennis and Inter-House and Inter-School competitions. At the Inter-House Carnival, Gordon was the overall Champion taking out the Swimming title. Our Inter-School Swimming Squad represented the College proudly and whilst we didn’t place in the top three, the boys were champions in what they achieved in personal gains, in team spirit and in encouragement of each other.

Parent and Community Interactions This term we held two Parent Engagement Workshops (PEWs). Our first was a workshop for ‘Reading and Literacy in the Younger Years’ and Mrs Racquel Cumming (PP Teacher) delivered key messages to parents about the importance of early literacy development. Mr Warwick Norman, Dean of Teaching and Learning, ran the ‘New to the PYP’ workshop for new parents.

In addition to the PEWs, the Junior School ran coffee mornings for each year level and shared with parents what was happening in the Child Safe and Child Protection space for the start of the year. Mr Jon Marginis (JS Psychologist and Wellbeing Coordinator) shared his programme delivery of protective behaviours, whilst I shared the Wellbeing and Pastoral focus for parents.

Parents also had the opportunity to meet with their child’s teacher through Parent Teacher Interviews. This year, these sessions were brought forward to mid-term as a trial placement. This proved to be beneficial

and they were easily completed without the interference of restrictions that were later imposed on us towards the end of term.

Sub-school Connections A strong component of the Junior School is the wonderful cross school links firmly established for our Year 2 boys and Year 5 leaders. The Year 2/Year 12 Breakfast and Tower Challenge was completed in Week 7.

The premise of this collaboration is that when our current Year 2 boys reach Year 12, the graduating class of 2020 (current Year 12s) will return to school for their 10 year reunion.

The vision is to have the two groups meet and share their journey over the years.

Another wonderful Senior School and Junior School collaboration is the Year 5/Year 12 Leadership sessions. In Week 8, Charlie Bevan, our current School Captain, worked with the Year 12 leaders to run a session with the Year 5 Semester 1 Leaders. The boys shared their journey so far as leaders in their respective sub-schools and enjoyed getting to know one another.

Change in Educational Delivery There were many changes that took place from mid-March and updates to the School community were frequent as each change was implemented. Lots of opportunities and doors closed in order to keep our boys safe but this has helped in the preparation for other doors and opportunities to open.

Learning became online and getting everyone connected was a critical part of this process. To see the work of the JS staff and their commitment to reaching out to our students was truly remarkable.

This small era of time is something that will go down in history and I cannot thank our staff enough for their hard work and devotion to making this work for our Junior School students.

Child Protection The Importance of a Child’s Voice In line with the Commissioner for Children and Young People, the need for our students to have a voice has never been stronger. Within the Early Learning Centre and Junior School, the students have had this message emphasised to them through a range of different measures.

From our youngest students in our ELC to our Year 5 boys, the children have been included in conversations around the importance for us as a school and a society, of hearing their voices and opinions. For some children, this is a concept that they are familiar with and are excited to engage in. Whereas for others, it is completely new and comes with some feelings of uncertainty. Whilst going into the students’ classrooms, one of our main aims has been to promote and encourage them to feel courageous, safe and that their voice matters. This has particularly become important when discussing Protective Behaviours and Child Protection.

As mentioned in my letter to parents earlier this year, my aim was to go into all classrooms multiple times to discuss Protective Behaviours. These sessions have been introduced to equip your children in how to protect themselves and what they should do if they ever begin to feel unsafe or uncomfortable in a situation. All lessons have been planned and use developmentally appropriate language. Due to the nature of these topics, the majority of students experienced some bodily sensations and feelings and were able to use these as cues to know when they felt safe or unsafe. The students were then able to successfully navigate through this in an effort to keep themselves or others safe. So far, the students have been able to identify five adults they feel safe with and have been able to differentiate between a safe and unsafe secret. Students did this by drawing, colouring and naming five people on a cartoon hand whom they trust. Students then learnt about the different kinds of secrets, by being read a story called “Some Secrets Should Never Be Kept” and/ or discussing as a class, a range of examples or scenarios that are considered “secrets”. This is in line with the views of the Commissioner for Children and Young People, as the students had a voice by choosing their own five people and came up with their own definition of what is classified as a safe and unsafe secret.

Throughout the rest of the year, we will continue to raise the profile and importance of children having a voice and instilling in them ways to stay protected and safe. This is something that we are looking forward to continuing and promoting within our Junior School for the safety of our students and community.

Mr Jon Marginis Junior School Psychologist Wellbeing Coordinator – Junior School

Leadership Day The Rites of Passage Framework aims to help individuals to strengthen their sense of self, learn critical life skills, discover their potential and create a healthy vision for the future.

It was only fitting to facilitate a leadership day for our Year 5 boys to foster a strong sense of spirit and self to begin an important year of learning around leadership for our cohort.

On Friday 13 March, our day began in MacKellar Hall with an ice-breaker, where we stood in an enormous circle and played an entertaining game to get to know our facilitators. We then split into smaller groups to complete a brainstorm activity, which was designed to get us thinking about the traits and characteristics that make a good leader. The groups then came back together to compare what they had decided on – it was interesting to watch the debate around which qualities a leader should possess.

The boys then worked back in their groups to create a personal shield, drawing images of what is most important to them in their lives. After recess the boys were involved in completing three rotations: 1. The ‘orange’ challenge, where boys had secretly been told a different directive they were to achieve with the orange – this station was about teamwork and communication.

2. The ‘hundreds and thousands’ challenge, where boys had to separate the colours under timed conditions – this station focused on understanding the different styles of leadership.

3. WA discussion circle – this station focused on exploring role models in their lives.

The final part of the day involved using clay to create a figurine which represented strengths, gifts and talents within all of them. The group finished with a powerful reflection where each member of the circle had the opportunity to “honour” each individual for what they bring to the world.

The Year 5s enjoyed being able to spend the day together, sharing their thoughts on leadership, reflecting together and most of all having fun.

Miss Renae Cirillo Year 5 Teacher

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Parent Engagement Workshop Developing Literacy Skills at School and Home for Pre-Primary and Year 1 Learning to speak and use language to communicate verbally is an innate skill which the majority of young children will learn by being immersed in oral language. Becoming literate, however, is an acquired skill. To develop the ability to use print as a means of effective communication is something we need to be taught. While some children appear to teach themselves to read or write, in order to become proficient in these skills, an explicit and systematic teaching programme is required.

Kids on Bikes This term, the Year 2 boys were given an opportunity to participate in a bike education programme.

This programme was run by ‘People on Bikes’ and funded by the Department of Transport.

The Department of Transport is running an initiative aimed at encouraging the community to get out on their bikes and enjoy the many bike paths around Perth, and in particular the new bike path that runs along the railway line from Swanbourne to North Fremantle.

The bike riding sessions supported the Year 2 unit of inquiry ‘Who We Are’ which was inquiring into personal and social health. Bike riding is a popular activity amongst the boys, so learning how to safely mount and dismount, fit a helmet, use hand brakes correctly while at the same time improving their cycling skills provided the boys with a valuable experience. The sessions consolidated and reinforced the concepts investigated during class and allowed the boys an opportunity to put into action the knowledge and skills they learnt during their unit which is the final phase of a unit of inquiry. This was transdisciplinary learning at its best.

The boys enjoyed two of their bike education sessions, zig zagging and zooming around the basketball courts before COVID-19 put a hold on our lessons. We are looking forward to getting back into our bike education when the students return to school.

Ms Rebecca Vincent Year 2 Teacher

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Advances in neuroscience have allowed scientists to better understand what the brain of a proficient reader is doing as it reads. This knowledge guides teachers to understand the most effective way to teach young children how to read. We have a greater understanding of the way in which the brain stores print based language and how the brain retrieves print when reading, through a process called orthographic mapping.

To develop literate young children and support their development of effective orthographic mapping skills, we deliver a learning programme which includes the explicit teaching of: • Phonemic Awareness – hearing and isolating single sounds in spoken words • Phonics – recognising letter patterns which represent sounds in written words • Vocabulary – understanding the meaning of words • Fluency – reading words fluently • Comprehension – understanding the meaning of the message We do this at Scotch through a variety of teaching strategies: • Delivery of a synthetic phonics programme.

• Daily short, fun games designed to develop phonemic awareness and phonics.

• Daily instructional reading using decodable reading books to develop phonics and fluency.

• Daily shared and guided reading using texts rich in vocabulary to develop vocabulary and comprehension.

• Inquiry based learning, integrated across all curriculum areas, to develop vocabulary, comprehension and expose our boys to rich language experiences.

Our parents are our strongest partners in developing effective literacy skills and are encouraged and supported to assist their child through the Parent Engagement Workshop. During this workshop we had the opportunity to share our knowledge on how young children become literate, and the most up to date, effective ways in which this can be supported at home.

Mrs Racquel Cumming Pre-Primary Teacher

Mr Richard Ledger

Head of Middle School

Wow, what a start to the year!

It is going to be hard to beat the last two weeks of Summer Term for challenge when the potential of going fully online became a reality.

Given the innovation required and the amazing response to online teaching and learning, we could fill these pages with just those stories: boys taking Maths classes from the cubby houses, boys learning French with a dog on their lap, boys filming cooking at home and submitting evidence of it for a Food Design assignment. Heaps of great stories and I have loved the trick shot videos from the Physical Education lessons.

However, it is important not to forget the other really exciting and recognisable moments from our first term.

140 new boys began Scotch College ‘careers’ in January, 16 of them as boarders from as far away as Derby and Esperance.

The boys had hardly settled in before we

hit the pool for the Inter-House Swimming Carnival – it was 42 degrees, and Andrew House took out the trophy in a tight finish that came down to the relays. Xavier Smith, Year 7, set new records in Freestyle and Butterfly, with David House Year 7 boys setting a new Freestyle relay record as well.

Impressively we ran four camps for Year 7 during the term, two at Moray and two reconvened at Scotch with abseiling, orienteering and shelter building happening around the ovals before the canoes came out on the river. The Year 8 Community Project launched in a blaze of guest speakers and boys were well into their groups of three planning their service event before COVID caused a rethink and a change of plans. As I write, the Year 8 boys are still working on their Community Projects that focus on a service to the community but are now doing it on an individual basis. The Showcase in our Winter Term is still on track. In Year 6 iPads continue to stretch the creativity and versatility of the students and teachers with the move to online learning highlighting the versatility of these devices.

It is worth mentioning what we missed out on too. Free Dress Day always heralds the end of term and we use the day to put a spotlight on a child health matter and organisations that work in that area. Once again, we looked at supporting research into leukaemia and blood cancer. Free Dress Day for this day centres on wearing a beanie. Xavier Risinger, Year 7, was to be the star of the day hanging onto his hair for as long as he could to go under the shears as our nominee for the World’s Greatest Shave. We’re hoping to bring you photos of that and Beanie Hat Day later in the year. One of the growth features we have seen this year the number of boys consistently riding bikes to school. This is brilliant. With access from the cycleway along the railway line then over the crosswalk and down behind the Chapel the route into school is so much safer and easier.

As Clan goes to press, we remain teaching and learning online. It is going really well, but if I could sum up the teachers’ sentiments in one sentence it would be: “it’s just not the same without you.”

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Digital Skills in Year 6 In Summer Term 2020, the Year 6 staff worked with external consultant Lou Cimetta to devise ways to use iPads in a transformative way to embed ATLs and creativity into our MYP curriculum.

Supported by the Dean of Teaching and Learning, Mrs Sophie Berry and ILT integrator, Mr Jared Faint, the staff reviewed current teaching practices in Year 6, pedagogy changes around ATLs and devised ways to enhance creativity with iPads. Each Year 6 staff member worked with Lou Cimetta on a fortnightly basis to develop key competencies and reflect upon our experiences teaching in a 1:1 iPad classroom.

A variety of creationary apps were selected for the boys to use across all subject areas. Applications such as Stile, Keynote, Clips and Numbers allow our students to express their understandings in a variety of ways and are used across all learning areas. These apps may be utilised anytime, anywhere and within a variety of contexts. Given the move to ‘remote learning’ this year, these apps have played an important part in capturing student understanding, beyond the four walls of the classroom. These reflections give our teachers clear evidence for assessment. This evidence can then be collected and collated for reflection and reporting.

In iLearn our focus across Year 6 in Summer Term was Natural Disasters. The key concept was ‘change’ and the boys worked to develop their understanding of the relationship between ‘causality’ and the ‘environment’.

Using the app Keynote, students demonstrated their understanding of plate tectonics and their movements via the animation feature. Voice recordings were also embedded into their projects for students to explain the ‘how’ (the types of plates they have created) and the ‘why’ (the plates were moving in a certain way) Students also enjoyed applying their digital skills to create cross sections of volcanoes using Sketches and Adobe Fresco.

In Mathematics, our Year 6 boys applied their digital skills to creatively display their knowledge and understanding of different types of angles and two-dimensional shapes, using Clips. The students have developed the skills required to create their own movies by using full screen posters with animated backgrounds to convey their message.

As the College transitioned to the Scotch College Online Teaching Programme (SCOT), the Year 6 team continued to devise ways to best deliver course content and resources remotely using iPads. Using the app ‘Clips’, staff developed short ‘how to’ instructional videos for students that explained key sections of the summative assessment task. These videos were made accessible to the boys, via a specific Year 6 channel in Microsoft Streams and have proved to be an extremely effective way to deliver key information and course content in a relevant, engaging and creative way.

Mrs Sarah Sekulov Year 6 Coordinator

Year 7 The iLearn ‘Statement of Inquiry’ theme for Summer Term has been ‘Human Ingenuity’.

In one of its forms, this means how humans can create solutions for various problems.

We looked in depth at the Shinkansen and how creative and innovative the Japanese had been in creating such an efficient and safe rail network. With the COVID-19 pandemic reaching Western Australia all our citizens have also had to show human ingenuity to solve a range of associated problems.

Firstly, the Outdoor Education Department had to create a ‘Moray at Scotch’ programme for four of our seven classes. Mr Shaw’s and Mr Tresise’s classes were on their way to the Moray buses when news came through from the WA State Government that all school camps were cancelled. The Middle School Outdoor Education Department, led by Mr Drew Templar, certainly showed human ingenuity by creating the amazing programme offered to Scotch students in under 24 hours.

Great job Mr Templar!

Secondly, all Scotch Middle School staff showed human ingenuity by creating online learning platforms in the anticipation that students would have to learn from home. Scotch College leadership showed great initiative in predicting the future ramifications of the pandemic and the Middle School classroom teachers all worked professionally and collaboratively to create an amazing on-line learning experience for our students. Feedback from parents, staff and students so far has been overwhelmingly positive.

Thirdly, our brilliant students have shown great human ingenuity in the way they have adapted to the on-line learning world. They have shown great initiative and problem solving with their IT skills and the work they are presenting to their teachers has been fantastic – even so late in a long term. The staff have been amazed at the students’ resilience and adaptability. Well done boys!

Lastly, our amazing parents have also displayed human ingenuity by adapting to the disruption in their lives. There are so many different, incredibly inspiring family stories to tell about balancing their new lives. As a parent to three young daughters myself, I take my hat off to all the Scotch College parents during this time. I look forward to hearing about your experiences when we all meet up again in person down the road.

Please all stay safe, love and support your families, and maintain a sense of humour during the COVID-19 pandemic. In the words of the Sufi poet, Rumi; “This too shall pass”.

Mr Peter Tresise Year 7 Coordinator

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Year 8 Changing Times With the arrival, and hopefully, prevention of COVID-19, our Middle School, along with many other schools, has seen many changes in the last few weeks in the way we deliver our teaching.

This has meant many things, one being the opportunity to learn about an abundance of new online programmes. I personally have learnt more IT in the last three weeks than I have for my entire five years at Scotch! One has to find the positives in these situations and if we all manage to survive potential lockdown or at the very least, these strict social and physical distancing measures, then we will all come out with a whole set of new skills!

On a more serious note, these new times are challenging for all involved. Parents are having to deal with working from home whilst at the same time, keeping their children on task. No easy feat to achieve!

Along with this, they are having to fast track their way around the various programmes that we are using: Seqta, OneNote, Microsoft Teams, Socrative, StyleApp, and so on. Let’s not even think about when it all crashes right in front of our eyes! Boys are having to come to terms with the true meaning of isolating, which often involves the loss of all they hold dear. Our collective mental wellbeing will be tested more than it ever has.

Luckily, we in the Middle School were able to participate in and enjoy some outdoor activities before all this happened. Earlier this term, we had the first of our Ramsay Cup tournament challenges – Table Tennis. What a hoot this was! Students and teachers both rallied to be the winners to start the year off well.

I’m glad to say that the staff are currently taking out the end-of-year trophy.

Even earlier than this, the Year 8s were given the opportunity to choose an excursion where they could have a taste of what community service looks like.

This saw boys spending a Thursday afternoon out and about on no less than 12 different excursion destinations. This was deemed to be a most valuable experience and all feedback was very positive, the boys getting the true idea of what would be involved in their future year-long projects. While online learning means the Community Project will look different from what many had originally envisaged, the needs in our community are greater than ever and the Community Project will hold an important place in helping many through tough times.

Mrs Tracey Fitzpatrick Year 8 Coordinator

Outdoor Education When news came that four Year 7 classes were not going to be permitted to go to Moray for their Outdoor Education Programme due to COVID-19, disappointment was unavoidable.

When we announced to the students there was no programme I personally became quite emotionally upset, for the disappointment on the boys’ faces was palpable.

The Outdoor Education team was not prepared to just give up. We value teaching our boys to be resilient and persevere in adversity. What better opportunity than to role model resilience and perseverance; these are two of our ever important Approaches to Learning (ATLs).

The team sat down to debrief what had just been announced and the effect it would have on our students. It became quickly apparent that Outdoor Education at Scotch is more than Moray, it is an Outdoor Learning Programme built on a strong foundation that links to the Round Square IDEALS and teaching of ATLs. If we consider the Year 7 programme in the context of the School’s vision, mission and values, along with the IDEALS and ATLs, it was clear that Moray is not our programme. Moray is the place, a key foundation stone that allows the students to touch, feel, engage and experience the nature effect. “Outdoor Learning” is our programme, no matter what space we are in. We just needed to be resilient, resourceful and student focused.

So that’s what we did, focusing on the students and within the new rules of social distancing, we delivered the Outdoor Learning Journey curriculum, here at the College.

When we announced this to the boys, we were able to turn disappointment to anticipation and excitement, still providing them with an Outdoor Education Programme. True, it was not the same as being amongst the Jarrah trees, floating on the Murray River and camping under the stars; however, boys still learnt about resilience, perseverance, helping others to succeed and to consider how their actions affect the greater world. In times like these, our boys need such lessons more than ever.

A massive thanks to the entire Outdoor Education Team for keeping the programme running and adapting with such short notice so our students were able to continue their learning un-interrupted, in a time of such interruption.

Mr Shawn Brogden Curriculum Leader – Outdoor Education

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Mr Peter Burt

Head of Senior School It has been an interesting start to 2020 and while there have obviously been challenges and disappointments, there have also been some outstanding achievements and the overall response to the COVID-19 situation from our staff and students is one of which we are very proud.

The situation we find ourselves in is a rare one, but we also know that there have been other times that our schools and communities have been heavily affected by far-reaching events. In the past we have endured hardship, worked through the difficult times and emerged as a stronger community.

Some of these times are referenced in our archives. Our 1919 Reporter mentions the impact of another pandemic, the pneumonic influenza or Spanish Flu. “While the present is a time for peace in many ways, it is a time for war in one way.

We have a new and terrible foe amongst us now in the shape of the pneumonic influenza germ. In spite of all precautions, the ‘flu has

arrived here and we must fight it as well as we can. The health authorities have given us plenty of advice upon which everyone would do well to act, but the great thing to do is to keep cheerful.” (The Scotch Reporter Vol. XII, No. 2, August 18, 1919. Page 6).

This was just after the end of World War I and it led to the cancellation of the football season, as any flu like illness was treated very seriously, and many schools were affected and unable to fill teams. At the time, Scotch was also short of a few ‘Masters’ as some who left for military service were not replaced, resulting in difficulties in terms of delivering aspects of the teaching and co-curricular activities at the time. In reading some of the materials in archives from this era, it is clear that the students, staff and community overcame these challenges by working together and acknowledging that while they faced adversity, others were also facing similar challenges or indeed worse.

The group mentality was to work hard and support each other, and this is clearly evident in some of the readings from the time.

Then in 1942, with World War II underway, Guildford Grammar School was commandeered by the military as a hospital and students were relocated to Fairbridge, returning to Guildford at the end of 1943.

Many schools were also affected by smaller numbers as students joined the workforce to cover the young men who left to fight in the War. A number of the Inter-School competitions were cancelled, while matches were still played in some sports. This was an uncertain time and while the War did not physically reach Perth, there were other changes to the normal routine that were undertaken to keep people safe. In his Speech Night address Headmaster P.C. Anderson stated: “The year 1942 will be remembered for several happenings. First of all, it will be remembered as ‘Black-out’ year. Together with the other members of the coastal community, we have had restrictions imposed upon us that have sometimes been rather trying. Our chief anxiety was not so much how to keep the artificial electric light from getting out as

26 | senior school

how to find suitable ways of letting the fresh air in. Where there are 100 boarders at every evening preparation and sufficient fresh air cannot be supplied to them, there must always be the dreaded risk of an epidemic of some sort; chicken-pox, influenza, measles, scarlet-fever, whooping cough breaking out and running through the whole company.

Fortunately, so far as we were concerned, no such calamity happened, and all the difficulties were overcome successfully.”

We know there will be a time when we look back on the events of this year and the impact of COVID-19 on our community, our nation and the whole world, but in the meantime, we all have responsibilities. We need to support those around us and keep others and ourselves safe. Our students have adjusted well to the changes we have made in moving our curriculum online. They have worked through the disappointment of the cancellation of some major events that were to be the highlight of the year for some, and we are proud of the manner in which they are supporting each other and moving ahead.

The staff across the whole school have achieved a tremendous result in setting up Scotch College Online Teaching (SCOT) and as we move into Semester 2, we hope to see the start of a return to our normal functioning soon.

In the meantime, I would like to acknowledge the efforts of our boys in the classroom and online, and in the co-curricular domain in Summer Term. The level of commitment to improve both individually and collectively has been clear and our Year 12 students have set a great example in this regard. Most have faced the frustration of a shortened Summer sports season or Debating competition, or the cancellation or postponement of a major event such as the Head of the River or the School Musical, however the leadership demonstrated by the students and staff in these areas has been exceptional. I would like to commend our students for the manner in which they have adapted to this new environment and thank our staff for the way they have embraced the move to online learning and the passion they have shown in developing and delivering our programmes.

Mr Richard Ledger

Residential Life

One hundred and thirty-eight boys handled the transition from different Houses and rooms into their new digs at the start of term and then got straight back into routines of sport, study, and getting clothes to the laundry in time.

Patrick Eastough, our Captain of Boarding, led the Senior Boarders in their orientation of new boys to Residential Life and headed up the first Boarders Council meeting, setting the theme of unity as the challenge for not just for the year but for life in Scotch Boarding. Pat then ended up in hospital having his appendix out, returning just in time for the Year 12 Ball. It was a big start to the year, as big as Mr Templar’s start to the year who dived whole heartedly into leading the Year 7 & 8 House with the move of Mr Scott Siekierka to Scots College in Sydney.

Over the Christmas break we also farewelled Mr Marcus Wilkinson who moved to Cairns in Queensland. As you will read, we also farewelled Mrs Kim Whetters as one of our much loved House Mothers, who combined with Mr Siekierka and Mr Wilkinson, have left a significant imprint on the culture and ethos of Scotch Residential Life. I am particularly pleased to announce the new Director of Residential Life is a former OSC in Jordan Owenell who most recently was the Head of Noonan Boarding House at Aquinas College.

Brief articles from each of our Residential Heads of Year describe some activity and events in what has been a really unique first third of the year.

Yours sincerely Roger the Dodger Acting Determinator of Reasonable Lobsters

Year 7 & 8 Wow, what a term in the Year 7 and 8 Boarding House. We welcomed 16 new students in orientation week. The new boys have settled into boarding life fantastically well and this is largely thanks to the returning boarding students showing them the ropes and our wonderful House Mother Mrs Kim Whetters.

Sadly, we had to say farewell to Kim after her retirement. We sincerely thank Kim for her

commitment to the Boarding House over a long period of time. Her care for boarding students and parents has been nothing short of amazing and she is going to be truly missed by all involved in Scotch Boarding.

The weekend recreation activities have been highlights of the term. The first was a trip to Adventure World. This was a great chance for students to meet new friends and to get to know each other better. Other highlights include having PLC Boarding girls over for a BBQ, Kings Park and Fremantle Markets visits, mini golf and many beach trips.

Mr Drew Templar

Year 9 What a First Term of Year 9 we have just experienced! Yes, it was very different and something we have not ever seen before.

Collectively, you made such an impressive start to the term. You learnt some new routines and embraced the challenges of Senior School, you had successes, you made mistakes, but you dealt with everything in your stride and moved on. You were simply outstanding on the Year 9 Camp to Rottnest Island. You made new and different friends and you built strong relationships with all the awesome staff here at Scotch and in the Boarding House. You met and were cared for by an outstanding House Parent, Mrs Hannington (and of course, “Indie”), you put up with my bad jokes and you enjoyed an icecream sandwich or two during Prep time.

You have already faced different challenges, I know I talk to you about RESILIENCE and it’s not something we are born with, it’s something that we build. Each time we do something tough, hard or challenging, we build a little bit more resilience and we get stronger, in body and mind.

‘There is something special about being a boarder. It doesn’t matter what country town you come from or if home is local or overseas,

that ‘Country Spirit’ is always strong and it always stands up when being challenged.

Mr Sean Mecham

Year 10 The goal for this group at the start of Year 10 was ‘Safe and supportive relationships that develop each boy and engenders trust’.

This was in the form of ‘Actions not Words’, ‘Clear Communication’, ‘A Growth Mindset’ and ‘Feedback’.

The boys have made a seamless transition into the Big House, and the efforts of Mr Mecham and his team in the Year 9 House in 2019 must be acknowledged.

The boys have set a great tone in their behaviour and demeanour when interacting in a Residential environment. A quote by George Bernard Shaw, “The single biggest problem in communication is the illusion that it has taken place,” is so true in terms of teenage boys. In a Residential environment, communication is about the responsibility of the student in letting their parents know what they have been up to, and of parents having the conversation with both the Residential Head of Year and their son in regard to their movements or concerns.

The academic focus for the start of this year has been around managing increased expectations and workload. When meeting as a group twice a week, part of our conversation is around taking ownership of their own learning and setting a routine, coupled with self-discipline to use tutors, which will assist in improving their results over the next few years.

Recreation has been in the form of utilising increased freedom, independence and time to explore what the Western Suburbs has to offer. Some of the boys have been taking full advantage of this by hitting the beach during the summer months. It’s great to see them getting out and exercising or going for a wave.

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Our cultural theme this year is Fremantle, so next term the students will enjoy the sights, sounds and cuisine of our multi-cultural port. Due to COVID-19, the Tomorrow Man sessions have been suspended, but hopefully will resume when all are back on deck to continue what is a significant step in their journey to manhood.

Mr Ash Keatch

Year 11 The Year 11s have come a long way over the last year and a half. They are becoming good young men with positive attitudes, who are ready to handle the world. It’s a bit like the caterpillar evolving into a butterfly. The boys are starting to push their wings out from the pupa. What develops is often not what you expect, as their real character starts to appear from behind a façade. They become less selfish and more caring of others. Some of this development may have been put on hold for some by the current lockdown, and yet they will emerge more resilient.

The virus has been disappointing for the boys George Purser is a rower, who had been training in the 3rd VIII. They had a good chance of performing well at the Head of the River, only to be denied four days before the big event.

I have witnessed from my balcony overlooking the Claremont Football Oval, the football training of Muddy Sgro, Joe Crowley,

James Holtham, and Raquell Bin Rashid, ready to have a successful season. Ben Nixon was aiming for First XV, while Maxx Della Franca was due to travel to Melbourne with the Country Under 18 basketball team.

Justin Sweet was regularly travelling down to Rockingham for his electrical pre- apprenticeship, while Jake McIntosh and Max Mead were enjoying their work experience with a builder and a mechanic respectively. These opportunities will be there again but in the short-term patience is required.

Academically there have been signs of significant progress as the boys are now working at a level that suits them. In these testing times I urge the boys to stay connected.

We will recover but patience is required.

Kia Kaha Mr Richard Hales

Year 12 What a start to the year for our leaders in the Residential community! The boys returned from holidays eager to consolidate the work that they had initiated in developing a culture of inclusivity and involvement. The fortnightly meetings were revamped with random seating plans, insightful interviews, entertaining sports reports and an outline of events that the Boarders’ Council had scheduled. The boys are to be commended on their enthusiasm

and organisation in running a range of activities including a round-robin soccer competition, tennis tournament, and movie night, as well as gym and pool sessions. The Ball was a highlight; the boarders and their families descended on the annual pre-ball function at the Cottesloe Civic Centre and needless to say, the group scrubbed up well and enjoyed the fun and fanfare that the evening always delivers.

The culmination of the past five years of blisters, mosquito bites, ticks, hutchies, freeze-dried food and terrible banter finally paid dividends for the 15 boarders who successfully completed the walk from Kalamunda to Albany. Ms Webster-Blythe and I very much enjoyed the opportunity to have walked with this group of young men; their good humour, commitment, perseverance and resilience certainly hallmarked their approach to the Track.

The group entered unchartered territory to meet the new challenges created by COVID-19. The certainties and routines of College life were abruptly ended; however, I am sure that this group of young men will continue to lead with the same level of commitment and determination to improve the culture and cohesion of our Residential community, and forge a lasting legacy for the boys that follow in their footsteps.

Mr Matt Bradley

Bibbulmun Track “End to Enders” On 29 February 2020, 15 Year 12 completed their final steps of an incredible journey.

They began this journey as Year 7s in 2015 as a group of 32 young boys. They put big packs on their backs and began trudging south from the Northern Terminus of the Bibbulmun Track in Kalamunda.

Over the next three years they continued to make their way south, scaling the hills of the Darling Range, before finding themselves in Balingup. It was then they were faced with an important decision, to continue walking or quit. To their credit, showing high levels of commitment, a large portion of the boys made the choice to push on.

Making it past the halfway point in June 2018, the group had already overcome many hardships including long warm days, cool nights and many a sore blister. Enduring these hardships, the group began learning about themselves and their peers, creating strong bonds and developing important life skills.

The Bibbulmun Track has the ability to test even the most experienced walker. Over their 1009km journey the members of this group have demonstrated exceptional leadership, perseverance, problem solving and resilience. The staff who have accompanied this group along their journey have frequently commented on the maturity, care and respect they show to each other, things that can be difficult to conjure after walking up to 30 kilometres in a day laden down with your home on your back.

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As the boys made their final steps towards the Southern Terminus in Albany, they were met by an excited group of family, friends and staff, there to acknowledge the exceptional achievement of the young men. Of the 15 that set out this year, 14 completed their “End to End” Bibbulmun Track journey, a truly remarkable achievement. The fact that such a large group have stuck together over the last six years is incredible. The memories and skills this group have developed will stay with them forever.

Mr Jacob Miolin Outdoor Education Teacher

Captain: Charlie Bevan

Basketball

This season saw a team of fresh faces, with nine boys representing the Scotch 1st V Basketball for the first time.

The 2019-2020 Basketball season commenced well before our first game, with extensive preseason training in the latter half of Winter Term. After weeks of hard work, we were all eager to kit up in our newly designed uniform, and represent the College with pride.

Our first game was one of much excitement against a competitive Wesley team. It was neck and neck the whole game, and when we had an injury during the game to one of our players, we were left a man down. This made us more determined than ever to win, sending the game into overtime where we came out victorious.

One of our biggest games of the season was against Hale in Summer Term. After losing to them in First Term at a home game, we were eager to prove our worth on their home court. We came out fierce, hungry to knock them over. After playing with intensity and commitment, we won the game by 10 points.

Despite playing some great games, we finished 5th on the ladder, a result not as great as we had hoped for. Considering the majority of the team were playing in the Firsts for their first season, it was a great effort, and should set the team up well for next year.

This season also saw twelve boys get to take part in the US Basketball Tour – an unforgettable experience that not only improved us as players, but also taught us many life lessons. It was a fantastic tour, and I would like to thank all the people who were involved in making it as memorable as it was.

On behalf of the 1st V Basketball team, I would like to extend my thanks to coach CJ Jackson and assistant coach Mr Sean Mecham.

Their dedication and passion were unfaltering, and under their guidance we all improved drastically as individual and team players.

Our thanks must also extend to Mr Richard Foster, Mr Michael Brinsden and Mitchell Clarke, who helped us out with their knowledge and experience of the game, whether it was at training or fixtures.

Finally, I would like to thank our parents, who baked, scored and supported us for the entire season.

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Captain: Alex Chew

Cricket

The 2019/20 season brought about lots of improvement and success, an excellent sign for the future of Scotch cricket.

Congratulations must go to our 1st XI, who finished their Darlot Cup campaign in a respectable third position.

The 1st XI squad began their quest for the Darlot Cup in early September with a productive pre-season training schedule. This included practice matches against Scots College from Sydney, Hale School, and Belridge Secondary College.

The first three matches of the Darlot, saw the 1st XI defeat Wesley, Aquinas, and Christ Church, which helped Scotch to top the ladder at the halfway mark of the term. The fourth match against a powerful Hale team saw two outstanding performances from Alex Chew and Lachlan Simpson, scoring 108 and 52, respectively. Their exceptional efforts led the team to a well-deserved victory.

The next match was against our old rivals, Trinity. The boys were determined and fought hard all the game; however, lost to the better side on the day. The final match of the term was against Guildford.

The boys were clinical and bounced back with a resounding victory.

Benji Melville scored his maiden Darlot 50 and showed a calmness and maturity beyond his years.

At the conclusion of Spring Term 2019 fixtures, Scotch found themselves on top of the Darlot table, along with Hale and Trinity on five wins apiece.

Unfortunately, a loss to Trinity in the first game of Summer Term 2020 was a significant setback for the team. In the second game against

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Hale, the boys bounced back well again. Scotch put up a hardfought performance, which resulted in a draw, thanks mainly to the determination of Alex Osborne and Jack Beazley on Saturday late afternoon in fading light.

The boys managed to maintain the focus and drive to win the Darlot, which saw a fantastic win against a strong Aquinas side, which kept us within reach of the Cup. Special mention must go to Riley Waters on his amazing bowling performance, taking 7 for 5 off 9 overs in Aquinas’s first innings. The next week saw us come up against Wesley. We decided to declare early on Saturday morning and try to push for an outright victory. Credit must go to Wesley for their resolve and determination during their run chase, which allowed them to pass our score and ending Scotch’s Darlot campaign.

In unusual and unfortunate circumstances, the season was cut short due to COVID-19, a disappointing result for all the hard work throughout the year.

Many thanks must go to those who made this season possible.

I want to thank all of the parents who provided tremendous support. To our bowling coach, Ken Lilly, thanks for all the help and laughs. To Wade Wingfield, our assistant coach and team manager, thanks for all your help and guidance throughout the year. Your passion for the game certainly rubbed off on many of the boys.

Finally, thanks to our head coach, Dean Holder, who has built a strong culture at Scotch Cricket over several years, and also helped build good young men.

To all the younger Scotch Cricketers, I wish you all the best for the upcoming years. To the leaving Year 12 cricketers, it has been a pleasure to play alongside you since Year 5 and I hope you enjoyed our final year as Scotch Cricketers.

Captain: Fraser Webb

Rowing

This year the Boat Club enjoyed a talented and successful senior division, with both the 1st and 2nd VIIIs bringing home silverware on occasion.

As usual racing was incredibly competitive. Despite the cancellation of the Head of the River, for the first time in history, the season had been one of immense challenge and success.

With a pre-season that began in August last year, the 1st VIII found itself in good shape coming into the October Albany Rowing Camp, at which we found speeds that were not typically hit until racing season. The boys began to realise that we had a real chance of a top two finish this year.

It was this solid work ethic that enabled us to win our race at the Trinity Regatta, where we won comfortably. The win was somewhat unexpected, however each boy simply did his job. It was a moment wherein nine men found the fruits of labour, wherein all our bodies knew what had to be done, and swiftly we moved the boat with such precision and flow, that ran the boat down the course effortlessly, in one of our greatest rows to date.

The season that was, or should’ve been, cannot be attested to being cancelled by COVID-19. It was something far greater than that, and to draw the conclusion that the season was ruined by the cancellation of Head of the River, is one that can’t be done. The season was filled with so many amazing moments, hardships that we faced and overcame together as a Boat Club.

I would like to make special mention of the 2nd and 3rd VIIIs who raced brilliantly at all the regattas. The 2nd VIII looked set for a win on Head of the River day. However, I would like to congratulate all our crews on their efforts through the season. I would also like to acknowledge the coaching staff of the Boat Club, were always there for the boys, and prepared our crews well for every regatta.

The race will never truly be over, and it will never truly be known who would’ve won the 1st VIII or any of the other races, but I know that the eight other men in my boat would’ve given everything they had for that race, and a little bit more.

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Captain: Jesse Coughlan

Swimming

The year of 2020 saw the Scotch Swim Team achieve the greatest result of any team in over a decade. And I know for certain that the Year 12 cohort is proud to have led this particularly successful year.

Out of all the events that have occurred within my time at this College, I truly believe that the night of March 12, 2020 will be the one I will remember most vividly. For over three and a half hours, uncertainty wavered over the positions of 2nd, 3rd and 4th between Scotch, Trinity and Hale. I would like to especially praise the team for even when we didn’t position first in any event, we still cheered the loudest and proudest in the stadium. As the results were read, and they declared we had indeed come third, I tried very hard not to let out a huge grin. But the reaction of the entire team, Cheer Squad, staff, parents and swimmers alike, was so incredibly loud and invigorating, I couldn’t help but smile ear to ear.

This monumental achievement would have not been possible without the support of both staff and parents. Thank you especially to Mr Ryan Steenkamp. It is no coincidence that the College performed so well the very first year you have acted as Head Coach.

And to the parents: without your support and help with such things as the time keeping and the cooking of sausages on the barbecue, the season would have been nowhere near as successful as it was.

Lastly, to the swim team, thank you for providing such a memorable final year for us Year 12s at this College. I know personally that all the Year 12s in the Swim Team and the Cheer Squad will not soon forget the night of the PSA carnival. I hope this year establishes a healthy precedent for many to come. Many of you already are aware of the strength of the upcoming Year 12 cohort. I know that within no time, we will once again retain that trophy.

I look forward to seeing what is to come for the team.

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Captain: Tom Graham

Tennis

The season started with the appointment of a new team manager, Mr Ryan Foster, after Revd Chas Lewis’ 31 year reign over the 1st VIII Tennis Team. With a new manager and under the guidance of our coach Jack Dowland, the boys were eager for success going into the season.

The season started against Wesley at home which provided a huge advantage as the Gooch grass courts delivered unpredictable bounces and sudden wrong ’uns that even baffled the entirety of the Scotch team. At the end of the fixture, Scotch had produced a dominant performance against Wesley. The statement was made clear, Scotch are well and truly in contention for the Corr Cup. The following week Aquinas experienced the same fate as Wesley, only driving and motivating the boys in what they knew would be a serious contest the following week.

Going into the fixture against Christ Church, the game plan was to hold both sets in the doubles and if anything break even, as this was an area last season that saw us fall short by one set. Although skill execution is very important against a highly talented side, something that we prided ourselves on was communication and voice. The team narrowed it down to support and encouragement that would help us win the tight points.

Every match played against Christ Church that day was of a very high calibre and the voice generated from the Scotch 1st VIII and the supporters was just as impressive. Sadly, after four hours of intense game play, Scotch had once again fallen short by one set, losing 13-11.

The rest of Spring Term was a clean sweep for Scotch and left us in a comfortable second position.

2020, Summer Term’s fixtures were announced. Christ Church was scheduled for Week 8, allowing plenty of time for preparation.

The boys continued to stay focussed and trained hard, pushing each other on the training courts.

Every fixture was played, except Christ Church and Guildford Grammar due to COVID-19. This was a devastating end to the season as the team had spent hours training in the hope of squaring the ledger against Christ Church and winning the Corr Cup. Personally, this season was one of enjoyment and great mateship amongst the boys and gives great hope in the near future that Scotch will take home the Corr Cup. It has been an honour to captain the side this year and I wish Scotch Tennis every success in the future.

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Captain: Lachlan Hyndes

Volleyball

The pre-season kicked off with a divisional win in the Western Australian Schools’ Cup, a good start to the season. It was a humbling experience to witness the quality of volleyball on show at higher divisions, a place we could only aspire to at the beginning of the season!

The season started with the assembling of the new firsts team.

We welcomed some boys who transitioned from different sports, bringing their various skillsets to the game.

Spring Term brought home victories against Guildford and Christ Church, unfortunately coming short against Wesley in the first round.

Matches against Hale and Trinity demonstrated the team’s promising potential. There was strong optimism this progress would be carried into the next half of the season.

Summer Term saw some nail-bitingly close matches with powerhouse schools like Hale and Aquinas. Taking a win from Wesley was a major accomplishment for the boys, especially after last term’s result. An unfortunate end to the season meant both games against Christ Church and Guildford were cancelled, which would have been a nice finish to the season.

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To our Coach, Dylan Wood – thank you for all the hours you poured into the team. Dylan, we were getting a little fed up with doing yet another blocking and setting drill! But you made our training visible, with our blocks and sets going from our team’s weaknesses to our strengths. I believe this to be one of the strongest teams that Scotch has produced, so well done!

Thanks to all the spectators, friends and family who came down to support the team. It made those wins a little more special, and those losses a little more tolerable. Thanks to our Manager, Mr Burke – you were there for every training and were always free to jump into a game to even up the numbers…whether it was evening up the sides is another story!

To our parents, thank you for the early morning drop-offs, Saturday matches, and for the continued support through the season.

Looking back to the start of the season, we knew we would be facing significant competition, and that we had to build a strong team culture. I am happy with the match experience and skill development gained from this season. I look forward to seeing the next line of leaders continue to represent Scotch College.

Co-Captains: Campbell McAullay and Julian Kyriakou

Water Polo

The Scotch 1st team finished the decade claiming the Dickinson Shield in an undefeated season.

Over the past five years, the First Team has not placed outside the top three position, with the 2016/17 team claiming the Dickinson Shield.

We endeavoured to continue these pleasing results and bring home the shield.

Spring Term was dealt with effectively, going through undefeated.

Round 2 against Aquinas College was the closest by margin, displaying the grit of the team, becoming eventual victors 12-8.

The following round against Christ Church Grammar School would prove a pivotal game in deciding the final standings. A strong start ensured a comprehensive lead 6-1 at quarter time. This led to the final score 17-8 in favour of Scotch College.

Summer Term saw a growth in depth for the team as new boys from the junior years joined the squad. Nonetheless, the team was faced with a new challenge to remain undefeated without the starting goalkeeper who broke his wrist weeks before the second half to the season began. Once again, the match against Aquinas proved to be the toughest in the term, only winning 10-8, which highlighted the consistency and determination of the team. Following this, due to external reasons, the season was cut two games short, meaning that there would be no rematch against Christ Church Grammar School or Guildford Grammar School.

Although it was unfortunate that the games weren’t played, this secured the Shield for the team, showcasing the hard work and dedication that was put in during the season. The team finished the season with a perfect record of 10-0.

The Year 12s were able to effectively step up, showing strong leadership capabilities in the water as the team successfully went through the entire season undefeated. With hope, this has set the tone for the younger boys in the team to follow and has laid the groundwork for the team to retain its success for future years.

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Archives Donations 2018

Terry Gale OSC1964 21.9.2019

Peter Melsom OSC1948 26.9.2019

Rodney Gifford 3.12.18

Terry Gale donated an extensive collection of memorabilia spanning his time at the College during the 1960s. The suite of photographs features training and playing games for the 1st XVIII Football Team, including many action shots of attempting to mark the ball during PSA home games on the Memorial Grounds.

Peter Melsom kindly donated a West Australian newspaper clipping dated March 28th 1955. The clipping titled ’Air Balance – He’s Head of the Air’ signifies a flying race Peter won, arranged by the Royal Aero Club of WA called ‘Head of the Air’.

He also donated an original photograph in front of the winning plane – a De Haviland Chipmunk aircraft.

Rodney Gifford donated a portrait of Charles Vernon Birch OSC1909 in full military uniform.

Charles Vernon was Rodney’s great uncle and a direct ancestor of Stewart Gifford OSC2023, a current student in Year 9.

2019 Thomas Buechler 9.9.2019 Swiss national Thomas Buechler donated photographs of an ANZAC ceremony he attended in Bullecourt, France on the 24th of April 2004. He recounts, “I attended the ANZAC Day at Bullecourt, Northern France.

There I met the pipes and drummers of Scotch College. I was deeply impressed how the young people showed their skills. It was a moving ceremony and the members of the Band played tribute to the fallen Australian soldiers in a worthy way. For me it was an extraordinary day which I will never forget.”

John Wilson OSC1955 10/19.9.2019 John Wilson kindly donated a personal character reference letter written in 1952 by Headmaster Maxwell Keys. Keys mentions in the letter that John possesses first handedly “conduct that has always been excellent and invariably we have found him willing, reliable and of good character.” John remembers in the 1950s his peers humorously nicknaming Headmaster Maxwell Keys as “Buncha”, referring to a “Buncha Keys”.

The signed letter presented in its original stamped envelope adds to John’s recent donation featuring a hand stitched Scotch College Flag.

The photographs feature images of Saturday crowds filling the Gooch Pavilion and camaraderie between team members.

A suite of images, feature a dinner held at the Gooch celebrating the 1964 Alcock Cup win, including never before seen images of guests – Headmaster Maxwell Keys, Master Ray Gamble, Coach Austin Robertson and Benefactor and Old Scotch Collegian Gordon Gooch OSC1912 enjoying the joyous occasion.

Additionally, Terry donated professional school photographs including the 1962 1st XVIII Football Team starring coach Austin Robertson. The image states the team was undefeated and regarded as one of the “best teams to ever represent Scotch with ten members going on to play League football after leaving Scotch”.

The donation features photographs ranging from 1962 to 1964, capturing Prefects, Sports Captains, Athletic Teams, Cricket Teams, Football Teams, Boarders and portraits of Mal Brown OSC1964 and Ross Banfield OSC1963.

The donation also includes a 1960s Scotch College flag and a range of winning trophies awarded to Terry from the College. The donation highlights the enormity of his sporting ability and contribution to the College, whilst still preserving sentimental moments, including friendships with peers, captured through the lens of black and white photography.

The event was a play on PSA events likened to ‘Head of the River’ and held at the Maylands Aerodrome – Perth’s early light airport. Former students from Collegiate schools such as Hale, Scotch, Wesley, Aquinas, St Louis would take part in the race which spanned three laps of a triangular circuit of eleven miles, with two turning points located away from the aerodrome. Peter states “the only aircraft we could then buy were World War II Tiger Moth training aircraft, all of which were acquired from the Federal Government and post war De Haviland Chipmunks, a further development training aircraft. Several years later when radio communication became mandatory, the cost of each radio well exceeded the original cost for the purchase of each Tiger Moth.”

Adding to the donation is a handwritten letter from Headmaster Maxwell Keys congratulating Peter on his win as ‘Head of the Air’ for Scotch College, dated the same day as the West Australian Newspaper front page headline of the win.

1963 Prefects School Ball

2004 Pipe Band playing at the ANZAC ceremony held at Bullecourt, France

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1955 Peter Melsom OSC1948 ‘Air Balance He’s Head of The Air’ The West Australian 28 March 1963 Sports Captains

Brett Townsend OSC1969 11.10.2019 Brett Townsend kindly donated a 1969 Football 1st XVIII team trophy, signed by all eighteen players of the team. The trophy was presented to Brett as Captain of the team, with the trophy originally named the ‘Broadhurst Trophy’. The trophy was presented to the team in 1969 for winning the PSA Alcock Cup. In late 2019 Brett donated the trophy marking the momentous win to the Archive, after the team’s fifty year anniversary reunion celebrations.

“The 1969 1st XVIII Football team won the Alcock Cup, as Premiers of the 1969 Public Schools Association Football season. The season consisted of six qualifying games against all other schools plus two finals.

The names of all players during the season are listed on the Broadhurst Trophy, and I felt that it represents the achievements of the whole team in winning the 1969 Alcock Cup, though it was a Captain’s Trophy.”

was much appreciated.” Roy Stall, Staff member of Scotch College 1984-1988 and Member of the UWA Historical Society.

Gordon OSC2001, James OSC2006 and Clive Davies 22.11.2019 The Davies donated first edition volumes of ‘The History of the Great European War – its causes and effects’ 1914 by W. Stanley MacBean Knight. Clive Davies, father to Gordon and James, stated he “purchased the edition twenty years ago in the Trinity Arcade’s bookshop.” The donation in its entirety is of particular interest, adding to the College’s antiquarian book collection, held under the Archives, which focuses heavily on service and ward editions.

Elizabeth Louise Thomas 4.12.19 Elizabeth Thomas donated eight Reporter editions belonging to her Uncle Archibald Thomas OSC1921. The editions range from 1917 to 1922.

Ian Campbell OSC1967 1.3.2020 Ian Campbell donated a selection of photographs from his time boarding at the College. The 1960s photographs include Ian Saggers OSC1950 coaching the First XI Cricket Team using a practice bowling machine, boarders relaxing in the afternoon sunshine of the Memorial Hall verandah, images of the Science block which opened in 1962, Athletics Carnivals held at the Gooch Pavilion, lunchtimes at the Top Oval, and hanging out the window of M-block dorm featuring the sporting noticeboard below “which was posted on Thursdays.”

The photographs feature boarders and day students - Dave Bruce OSC1965, Ian Campbell OSC1967, Kerry Roden OSC1966, Rodger Richardson OSC1965, Bill Sounness OSC1967, John Carter OSC1966, Jim Edwards OSC1966, Lloyd Horn OSC1966, Robey Jones OSC1967, Keith Ford OSC1966 and teachers Ray Gamble, Harold Broadbent and Frederick (John) Cornish.

Roy Stall 19.11.2019 Roy donated a photograph of young musician Joseph Shore, playing Scotch College’s Archival Bugle, at the Sunset Ceremony held at Whitfield Court University of Western Australia. The event was organised collaboratively by the UWA Historical Society and the Royal Western Australian Historical Society.

Joseph, who studies at the University’s Conservatorium of Music, volunteered to play ‘The Last Post’ and ‘The Rouse’ after laying wreaths. Roy states, “The contribution of Joseph and the Scotch College Archives

Margaret Puzey 28.1.2020 Margaret Puzey, daughter of Hector Price OSC1922, donated a book titled ‘Algebra for Beginners’ 1916 by H.S. Hall M.A. and S. R. Knight B.A. The inscription inside the cover states “W.L. Price – Scotch College” and “Hector Price – Scotch College Claremont”.

The book links to previous donations made

by Margaret relating to her father Hector.

“W.L.” refers to Hector’s younger brother Wilfred Lesley Price OSC1926, with whom the book was shared, adding to donations made in the 2019 May Clan.

Simone Janney and Matthew Rayner OSC2024 2.3.2020 Simone Janney and son Matthew Rayner (Year 8) came across a selection of items belonging to Simone’s great uncle Lawrence Charles Motteram OSC1937, known as ‘Laurie’.

Simone and Matthew donated a selection of items belonging to Laurie including 1936 -1937 Reporter editions, photographs of the 1936 1st XI Cricket Team, 1936 and 1937 Football Team 1st XVIII, a 1950 Invitation to commemorate Old Scotch Collegians

2019 Joseph Shore playing at the Sunset 1937 Blazer Pocket and Colours Lawrence Motteram OSC1937

1969 Scotch College Football Premiers Trophy Brett Townsend OSC1969

1964 Boarders Ian Campbell 3C

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Archives who fell in WW2 to be unveiled at the Dining Hall on Anzac Day 1950 and a well maintained woollen blazer pocket featuring hand sewn gold colours for football, cricket and swimming. Both Simone and Matthew were thrilled to leave objects to the Archive “allowing for Laurie’s memory to live on.”

James Hindle OSC1985 2.3.2020 James Hindle donated memorabilia from his time as a student of the College, including two enamelled badges – one Senior School student badge featuring the School crest and the other awarded for Junior School Prefect.

He also donated his Year 12 summer uniform shirt which he wore on his final day of school.

The shirt is heavily marked with signatures and statements from his peers during their leaving year in 1985.

Angus Hamilton OSC2008 16.3.2020 Angus Hamilton kindly donated an XD60 Olympus oral history interview tape which he made at the College in Senior School, as part of his Year 10 HASS Project. Angus donated the tape to the Archive in March at the celebration of his grandfather Dallas Hamilton’s 104th Birthday party. Coincidentally the 2006 recording investigates the oral history of Dallas’s experiences during the Second World War.

1931 ‘The History of the First Battalion A.I.F. 1914-1919’ by Lieut.

Col. B. V. Stacy

The Hamilton Collection The College has been extremely fortunate to acquire a significant collection of military history books, which have been donated by Neil Hamilton OSC1969, on behalf of the Hamilton family. The historical books have been collected over the last twenty years.

The collection comprises the individual official histories of every unit in the Australian Army in World War One and World War Two, which are almost exclusively first editions, together with collections of the works of Charles E. W. Bean, Australia’s official war correspondent, responsible for writing the official history of Australia during the First World War.

The donation made by Neil has been made to recognise the service and sacrifice of all Old Scotch Collegians and particularly Neil’s father Murray Hamilton OSC1937 and his two brothers, who served in World War Two. Murray’s brother, Beverly Hamilton OSC1935, was killed in action at El Alamein, Marsa Matruh, Egypt on the 31 October 1942. Murray’s other brother, Dallas Hamilton OSC1933 is the oldest living Old Scotch Collegian, having turned one hundred and four in March this year.

The school intended to hold an official ceremony to mark this generous donation on March 13, coincidentally, Dallas’s birthday, however the ceremony has been postponed. The function is expected to take place once life at the College returns to some level of normality. The function will be held in the Scotch Heritage Centre followed by a morning tea. We hope to have several members of the Hamilton clan in attendance at the ceremony.

The collection is intended to be available to current students and Old Scotch Collegians to explore, as well as being a valuable resource for the general public.

More information will be provided to our Old Scotch Collegian community, welcoming your attendance, with a firm date to follow. Access to the collection can be arranged through the school Archivist, Yasmin McDonald.

1936 Football Team Eighteen XVIII

1914 The History of the Great European War

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1916 ‘Imperishable Anzacs’ book by Pte. H. W. Cavill

1917 ‘The Troops at Brighton’ Bert Hill [left] and William ‘Bill’ Hobson [right] on The Palace Pier Brighton, U.K.

Alasdair Courtney B.A., Dip Ed., M.A.C.E. OSC1953 Donation 19.6.2019

1916 photograph of William ‘Bill’ Hobson pictured in his AIF

Peter Rothery OSC1964 uniform wearing his DCM medal donation of ‘A Collection of Photographs belonging to William Crookston Hobson OSC1907’ Peter Rothery has donated photographs from two albums belonging to his grandfather William ‘Bill’ Hobson OSC1907. Bill attended Scotch College for his finishing year in 1907, aged sixteen. The albums span eight years from 1911 to 1919, carefully documenting his life, before and during World War One. The photographs portray a youthful adult working on the land at Arthur River, enlisting for service in World War One, travelling through Egypt including the Suez Canal and Cairo on his way to the Western Front, hospitalisation in England, living in London and returning home via Cape Town South Africa.

On return to Australia in 1919, Bill documented his time at Albany’s tented quarantine station during the Spanish Flu Pandemic. The images further document his wedding to Vickie Hamel at St George’s Cathedral Perth and honeymoon at Caves House, Yallingup.

Bill’s time in action on the Western Front was short but distinguished.

In 1916 he served with the 53rd Battalion, 14th Brigade, 5th Division, in the first major action by the AIF on the Western Front at the ‘Battle of Fromelles’.

During this campaign the Division of around 7,000 servicemen suffered 5,533 casualties, with almost 2000 deaths. The assault has gone down as the worst day in Australian military history. Bill survived the battle but was wounded and evacuated to England. He was a stretcher bearer and awarded the Distinguished Conduct Medal (DCM) for his bravery, in bringing wounded in under very heavy fire for twenty seven hours while suffering a large shrapnel wound himself.

Alasdair Courtney has made a significant donation to the Scotch College Archive. A lifetime’s collection of memorabilia and personal mementos, relating to his time at the College, has been donated. The diverse collection holds great significance to Alasdair, who joined the academic staff in 1958. Alasdair held various roles at the College including Senior Resident Master, House Master of Keys House from its inception in 1968 to 1987, Commanding Officer of the College Cadet Unit, Teacher of Latin and other subjects, Organiser of the Highland Games from its inception in 1976 to 2001 and Archivist.

The donation features albums of the Army Cadets from 1961 to 1980, The Highland Games from 1976 to 2001 and Keys House from 1968 to 1987. A Pipe Chanter belonging to his father Dr C. W. Courtney in appreciation for his service and loyalty to the band of Scotch College WA in 1950 was donated, alongside a 2007 leather bound framed Service Commemoration certificate from the School Council presented at retirement, signifying ‘Fifty Years of Service’.

Important medals including an Australian Cadet Forces Service medal awarded to Major A. W. Courtney from the Australian Cadet Corps has been issued, as well as various medals commemorating his service in the Australian Cadet Forces, Australian Defence Force and National Service. Photographs, books, VHSs, CDs, programmes and personal letters make up the remainder of the donation.

The School community and Archives are extremely appreciative to receive this overwhelming donation, demonstrating his major contribution of service to Scotch College.

The first album dated September 1917 was made as a birthday gift for his mother Lillian. The meticulously curated album features time living in London, following discharge from hospital. The album covers the 1916/17 winter of ‘The Big Freeze’ and captures moments of the summer living in London alongside his best friends and fellow soldiers Bert Hill and Charlie Rowsell.

On reflection the photographs displayed in the album of servicemen on their way to World War One is a poignant reminder of Australia’s innocence at that time. However, as one examines the albums closely, you are overwhelmed by an authentic first-hand view, sensing the excitement of a young man travelling the world.

The Scotch College Archive is thrilled to receive this unique donation documenting the life of Old Scotch Collegian William ‘Bill’ Hobson OSC1907. The College is extremely appreciative to Peter Rothery who arranged the donation of photographs to the school. The collection in detail is available to view on the Scotch College Archival website.

1966 Army Cadet and N.C.O.’s Photograph 2017_1296

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Mr Michael Silbert

OSC President Report

As I write this (in April), the COVID-19 virus is making its impact felt. We are so disappointed that this pandemic has completely turned our plans for 2020 OSC events on its head.

Unfortunately, we have had to defer all of our upcoming reunions, dinners and other events until we can identify a time when it is safe to reschedule. As tentative forward planning, reunions will be spread over the last few months of 2020 as well as spill over into 2021. This means that for some cohorts, you will celebrate your ‘decade+1’ reunion. As you will see in the OSC Calendar of Events in this Clan, we have scheduled some of our events for the remaining months of 2020 – these are very much subject to change and will be dependent on what is happening in the external environment.

OSC is taking its lead from Scotch College on its response to the Coronavirus. This allows us to access the best evidence-based advice available about how we can keep all our members safe and prioritise your health.

I note that OSC is dependent on the College for staffing support and on its catering for many of our events, and these will not be readily available in the near future. We will keep you all regularly updated about OSC events in the future as things develop.

I note with some pride that our current WA State Health Minister, the Hon. Roger Cook (OSC ‘82) has been instrumental in guiding our state through this crisis, and that so far, we seem to be achieving strong results with low rates of Coronavirus infection, hospitalisation and mortality. Roger has been working tirelessly with his colleagues in government, and we salute them, together with the countless of our Scotch family who work in front-line services, and who often expose themselves to risk in doing so.

Thank you all.

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We are so disappointed to have cancelled our very popular Seniors Lunch, which would have been held on 22 May. But we are working hard to try to extend our support and fellowship to OSCs in different ways.

We have reached out to our senior alumni and provided care packages including food and wine, letters from students, pastoral messages from the College Chaplaincy and some good books to read. And they have been so well received, with some lovely notes of thanks coming from recipients and their families.

This has obviously been a turbulent and uncertain time. At a time where social distancing and isolation is the new norm, we recognise that a lot of people might be struggling to adjust. We have engaged our College Psychologist and any OSC who would like to have a chat is urged to contact us for advice or assistance – it’s not unusual to feel additional pressure and stress, and it’s good to talk it though with somebody. Our entire Scotch College community – students, parents, staff, alumni – have banded together to support each other, to adapt and to change. However, I really believe that we can be more resilient and stronger as a result.

Recent Graduates To our OSCs who have recently graduated or are nearing graduation from tertiary education – please let Old Scotch Collegians know if you want us to identify industry mentors or contacts in your chosen field of endeavour. We have a vast network of accomplished alumni in a range of different careers, who would love to hear from you!

Now is the perfect opportunity to utilise online platforms and not be constrained to meeting face to face, and instead virtually meet with other Scotch alumni from WA and around the world.

If you are working remotely, on a rural property, in a trade or beginning to find your way in business, science, the arts or other fields of endeavour – contact us to see who we can introduce you to.

International and Interstate OSCs Over the past few years, there has been an increase in activity for our interstate and overseas alumni. We have held reunions in Singapore, Sydney, Melbourne and most recently, Canberra. This will continue during 2020 and beyond.

We are calling out for volunteers who are keen to get involved in setting up international and interstate ‘chapters’. This would involve assisting in contacting members in your area, as well as coordinating reunions and activities. Please contact the OSC office if you are interested.

OSC Business Spotlights We recognise that a number of OSCs with small businesses will be doing it tough at the moment. We also know that our Old Scotch Collegians community is keen to support alumni businesses where possible. In light of that, we will be rolling out a campaign to shine a spotlight on OSC businesses. Keep an eye out on the OSC Facebook, Instagram and LinkedIn feeds, as well as emails. If you are keen to be involved, please contact the OSC office.

As a final request, please try to make sure that we have your current email contact, particularly if you have been relying on a university email or work address. We are increasing our communication in the digital space, and want to stay connected with you!

Keep Safe In closing, we hope you are able to keep safe and healthy during this extraordinary year. If there are suggestions you have about supporting the Scotch College and OSC communities, please contact us.

We wish you well and hope we can see you soon, for a firm handshake, a hug, a coffee or a glass of wine, and most importantly, to share the fellowship we have as Old Scotch Collegians, as we begin to repair and resume our “normal” lives.

Mr Michael Silbert President, Old Scotch Collegians

OSC Calendar Friday 16 October March Out Scotch College Friday 16 October Class of 2000 Twenty Year Reunion Friday 23 October Founder’s Day Marching Founders’ Day Dinner Scotch College Wednesday 11 November Remembrance Day Service Scotch College

Friday 13 November Seniors’ Lunch Scotch College Dining Room

Celebrating Lives Norman Jenkins Rankin

1939

Donald Collett Bosisto

1942

William Francis Richardson

1947

Lindsay (Robert) Tweedie

1948

Roy Watson

1951

Monday 30 November St. Andrew’s Day Vale Service Scotch College Chapel

Colin Murray

1952

Ross William Campbell

1953

Michael Paul Terry

1954

Friday 4 December Class of 1960 Sixty Year Reunion

John Roland Dickson

1956

Harry Michael Weedon

1958

John McCombes

1960

Malcolm John Sinclair

1965

William (Bill) Burns Sounness

1967

1969

1980

Brett McGillivray

1996

Friday 20 November Class of 1970 Fifty Year Reunion Claremont Yacht Club

Please save the above dates for OSC events over the rest of 2020. Old Scotch Collegians are monitoring the environment and staying up to date with government restrictions and guidelines. We are hopeful that the above reunions and events will be able to go ahead on the prospective dates as planned, but please be aware that we may have to make changes depending on what is happening. If you have any concerns or queries, please contact the OSC office.

Roslyn Mackinlay Past Council member

Births Kodie and Joel Paris (’09) celebrated the birth of Emmie on 28 January 2020.

(1996 - 2003)

Old Scotch Collegians

Founders Day Dinner 2020 Friday 23 October 2020 Scotch College Dining Room Please save the date in your diary for our annual signature event, the Old Scotch Collegians Founders Day Dinner.

The OSC is one of the few remaining PSA schools to host an annual dinner of this nature and the tradition of marking the

foundation of Scotch College has been undertaken for generations. As a reminder, Founders’ Day Marching will also take place in the morning at Scotch College.

It is so important, now more so than ever, that we stay connected as Old Scotch Collegians. We hope that many of you will take this opportunity to reach out to your friends and old classmates, get a table

(or two!) together and attend the 2020 Founders’ Day Dinner.

Please note that Old Scotch Collegians will adhere to the government advice regarding events, and there is a possibility that we may need to postpone the dinner or move to an alternative format.

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Events Class of 1999 Reunion

Beers and Bites Sundowner

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Class of 1954 Reunion

Class of 1959 Reunion

New Members Drinks

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Events Founders’ Day Dinner

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What have they been up to? the WA Turf Club. Currently, I arrange organ concerts for local and overseas artists who perform across Australia and New Zealand.

My wife, Anne, and I have three daughters and four grandchildren.

Graeme Cockram (’70) After leaving school and spending 12 months in what would now be called a gap year, I joined the army in 1972 to study Cartography. I was medically discharged in 1977 with a dodgy heart and spent the next 5 years working as a draftsman in the oil industry.

I had married by this time to Lyn and had two girls. We moved to Newman in 1986 to work for BHP and after 6 years moved back to Perth and back to the Oil & Gas industry.

I had got involved in CAD and continued to grow with computers to become an instructor in my field, traveling FIFO to Jakarta to teach the program to draftsman. I eventually took a role with a new Japanese company in Perth in Oil & Gas and spent almost 20 years working for them. I was lucky enough to travel with them around the world in my role and retired in 2017 as GM of Business Services.

Rodney Coleman (’60) For many years I have been installed in France, in particular in Grenoble, in the French Alps. I am married to a sociologist, who is active in local politics, and have a son, who has studied political science, so we often have animated discussions in the family.

Personally, I continue to do research in mathematics at the University of Grenoble. Since leaving Australia I have travelled extensively. Before coming to France to do my doctorate I studied in California and London and spent some time in Latin America, notably in Costa Rica, where I spent a year. Naturally I have visited many parts of Europe and often go to Spain and Germany, whose languages I speak. Living close to the mountains, although I am no alpinist, much of my free time is occupied by walking in the mountains. However, for many years my main sporting passion is bicycle-riding and I have ascended many of the mountain passes in the region.

One final remark. Whenever I hear bagpipes - and not only Scottish bagpipes - I recall my days in Scotch College.

John Fuhrmann (’60) Following nine years teaching physical education, I joined the state government Community Recreation Council and was Acting Chief Executive Officer of the Department of Sport and Recreation for two years. Concurrently in 1989 I was appointed WA Football Commissioner and remained so for ten years. Upon leaving the public service and having completed two Masters degrees, I lectured part-time at the University of Notre Dame for ten years and operated a planning consultancy business. The strangest role ever undertaken in my working career was that of running the apprentice jockeys’ school for

Harry Bardwell (’70) After matriculating from Scotch in 1970 I completed an Environmental Studies degree at UWA. Along the way I became totally sidetracked by film making, something that still takes up much of my time.

In 1977 I moved to Adelaide to work on some great movies and documentaries with the SA Film Corporation.

I met my wife Chris there and we have two children, Celeste and Tom, both of whom also work in the arts.

Needing a pay cheque, I joined the ABC in Sydney in 1983, and stayed there for nearly 20 years making dozens of documentaries and current affairs shows. I was lucky to help create the science show Quantum and the documentary strand True Stories, co-produce Sylvania Waters, produce a bunch of Four Corners shows and cover many major international events.

We came home to WA in 2005 to look after the family farm near Williams and head up production funding at Screenwest. Some memorable productions, amongst many, included Desperately Seeking Sheila, Cloudstreet, Lockie Leonard, Red Dog, Bran Nue Dae and Who Do You Think You Are? Since ‘retiring’ I’ve made a few more shows but these days mainly concentrate on family, travel and avoiding criticising the next generation.

My wife and I have three wonderful grandies and are now into the gypsy stage of our lives.

We are 44 years married and still in the same family home after 38 years. My interests are now in classic cars and coin collecting and I have two Morgans that I enjoy.

John Crowhurst (’80) Since leaving Scotch in 1980 I studied Surveying and eventually after much working and travelling in different parts of the world I established my own Surveying practice over twenty-five years ago. These days I mainly do small to medium urban and rural subdivision with lots of Planning and Strata Title issues.

I live in Perth and am married with two children at University who continue to keep me poor!

Unfortunately, I have had little contact with the lads that I was a boarder with and it would be good to catch up with them sometime.

Devon Gilmour (’90) 30 years since I left Scotch College… Last 15 years I have been Dealer Principal with McIntosh & Son, Katanning, Albany, Kulin and Esperance branches. I thoroughly enjoy my workplace and the mix of a rural urban lifestyle with the family residing in Perth for education/work purposes whilst I travel the Great Southern during the week. I feel extremely fortunate finding a career and company that I’m passionate about. Family wise; Remarkably still have my first wife, Karen, who puts up with me and together we have three of the most delightful daughters one could wish for. All three went to St Mary’s and are growing up fast, aged now at 20, 18 and 15 with the two eldest now at Curtin University. Still hold great memories of my time at Scotch! old scotch collegians | 45

John Hill (’90) After Scotch I went to UWA and studied Industrial Relations then Safety and HR at Curtin and Murdoch, obtaining my Masters in HR and MBA in 2010. Currently I am the Head of Human Resources for Southern Cross Care having mainly worked in the resources industry. I have been married to Larissa for eight years and have two children, Kieran (five) and Allegra (two).

I played club rugby at Associates with quite a few OSCs for a few years and then moved into refereeing which I did for 24 years, amassing over 200 Premier Grade games as well as officiating nationally and overseas in places such as Thailand and Dubai. In 2017 I suffered a severe brain aneurysm and was fortunate to survive with no impairments.

I am now back to full health and enjoying spending time with my family.

Kenlee Gan (’00) After leaving Scotch I attended RMIT University in Melbourne. Upon completing my studies, I spent time in Kuala Lumpur, Beijing and now Singapore where I have lived for the last ten years. I currently work for Accenture where I lead the South East Asia Sales team for our Resources business group.

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Matthew Beaver (’10)

Fletcher Ehlers (’10)

After graduating from Scotch in 2010, I worked for Perth Social Club, managing pop-up bars and other large-scale events with an emphasis on liquor licensing and logistics. I also freelanced as an audio engineer with some highlights including events such Southbound and Falls.

When I left Scotch in 2010, I was certain that I wanted to follow a path in science and it took me five years of studying chemical engineering to realise that my sideline, electronic music, was really what I wanted to be doing fulltime. I’d been quietly working on a music project with the (ample) time I had as a student and, over the course of a few years, I carefully transitioned away from the ‘safe’ world of engineering to building a career in the music industry.

During this time, I also studied Sound Production at WAAPA. This opened up world of possibilities for me in terms of career options, as well as consolidated a lot of my on-the-job experience. After a few different roles, I am now the Venues and Events Coordinator, back at Scotch College.

I coordinate approximately 300 events each year, both internally for Scotch and externally for other organisations who hire the venues and facilities. These events range from intimate keynote presentations to large scale conferences and expos.

I’m looking forward to catching up with everyone at our ten year reunion, when we are able to meet without social distancing!

I’ve since been fortunate to spend the last five years touring both domestically and internationally under the artist name SLUMBERJACK, playing at festivals including Lollapalooza, Splendour in the Grass and Ultra Music. The last couple of years have been especially rewarding as we transitioned from playing DJ Sets to developing our own ‘live’ show, incorporating a full visual and lighting programme and a range of electronic instruments. It was a gratifying process to custom build the performance rig and work on a 75 minute visual piece to be played alongside the show.

Unfortunately, COVID-19 has put a stop to our touring plans meaning I’ve left LA and moved back to Australia for the time being.

Although new opportunities to perform have opened up through online streaming, I’m excited to get back on the road for real when I can.

Old Scotch Collegians During COVID-19

While COVID-19 disrupted a lot of the events and initiatives planned for Old Scotch Collegians in 2020, it has also brought our community closer together in many ways, both between our alumni as well as with the current students.

Care Packages Old Scotch Collegians is not just a social association, it is also an avenue of support for our alumni, especially those who may not receive it from other areas such as family, friends and workplaces. We reached out to some of our senior alumni, and produced, packaged and delivered over 40 care packages. While the recipients appreciated the packages, for many the highlight was

the personal touch and the contributions from the Junior School students. Each care package contained a letter from the OSC President, food items supplied by the Scotch College Dining Room, a prayer card from the Scotch College Chaplain, a bottle of wine, a book, a drawing from one of the Pre-Primary boys, and a letter from a Year 4 student. They were personally delivered by a member of the Scotch College staff or a member of the Dining Room team.

We have received a number of thank you letters from the Old Boys and their family members, which although wasn’t the reason we did this, was still lovely to receive.

Letter Writing Programme The extensive off-site Service Programme that Scotch College is involved in has not been possible as the boys interact with some our most vulnerable citizens. With this in mind, the students and staff worked with Old Scotch Collegians to implement a letter writing programme in order to connect

with the alumni. The students used the comprehensive online archives to research individual Old Scotch Collegians, before reaching out to them with letters offering support and memories of their time at the College.

Many of the boys took the initiative to include photos they found in past editions of the Reporter in the letters, while others sent through the sporting statistics and score sheets which will no doubt sparked memories, both good and bad!

Anzac Day A number of our alumni participated in the Music for Mateship initiative on Anzac Day, both here in Western Australia, interstate and overseas. Past pipers, trumpeters and more around the world played The Last Post and Amazing Grace. It was both humbling and inspiring to see our alumni honouring Anzac Day in such a way, and we tried to share all the photos and videos on our social media channels.

76 Shenton Road Swanbourne WA 6010 T: +61 8 9383 6800 F: +61 8 9385 2286 E: mail@scotch.wa.edu.au W: www.scotch.wa.edu.au CRICOS PROVIDER CODE: 00449M