Congratulations
Class of 2024
From the Headmaster
A College such as Scotch has so many incredible stories of aspiration, challenge, passion, and success. In previous years, this annual publication has predominantly focussed on the Year 12 results across our three programmes, WACE (ATAR and VET) and the International Baccalaureate Diploma.
Experience tells us that where passion meets ability, the outcome is success.
While we are continuing to report on our academic success in the 2024 publication, we are also including more stories of growth that exemplify how our boys have flourished, not just academically but in so many other areas. The reason for this is to capture the breadth of what it is to be a success at Scotch College. A successful school and the achievements of students therein, can never be reduced to a single academic metric. In life there is no such thing as a single measure of success.
Notwithstanding that in the reporting of our academic stories we choose to celebrate the achievement of each cohort separately, it is essential to look at them collectively through the Australian Tertiary Admissions Rank (ATAR). This lens enables us to gain insight into the school’s academic performance and provides a valid point of comparison that includes both the Diploma and WACE students.
While we encourage all students to take the most academically rigorous pathway to provide skills for future study, not all students wish to use this preparation for university education. We are proud to share that many students have already successfully gained highly competitive scholarships or achieved entry into specialised colleges that require a different admission process, such as a portfolio of work, interview, aptitude testing or prior experience.
Our core driver as a College is to ensure that our boys have an opportunity to succeed in their chosen course. Experience tells us that where passion meets ability, the outcome is success.
While finishing Year 12 marks a seminal milestone in the lives of our boys, it is important to remember that all we have done is get them to the starting line in the best condition possible. So many experiences lay ahead, and while it is important to share the success of their schooling journey, we look forward to reading about the progress of our young men in the many years to come.
Dr Alec O’Connell Headmaster
2024 at a glance
VISION
A learning community with an international standard of excellence.
MISSION
To develop young people with strength of character, self-understanding, a passion for sustained learning and spiritual inquiry who will become active members of the global community.
Scotch is proud to offer its students a choice of three academic pathways – ATAR, AAP and the IBDP. With all results now in we are delighted to provide the combined results for the class of 2024. Once again, congratulations to all students for their hard work and dedication and to their teachers who have supported them in reaching their best both academically and beyond the classroom.
99.70
43
Top IBDP score Equivalent to 99.50 ATAR
88.53
Median ATAR
Combined WACE and IBDP
Top ATAR 99%
Graduation rate
Combined WACE and IBDP
91%
Eligible for at least one university
185
Total students
28 IBDP students
107 ATAR students 157 WACE students
46 Certificate IV awarded
ACADEMIC PROFILE
In total, there were 185 Year 12 graduates. Of the total Year 12 cohort, 137 (74%) chose to sit either the ATAR or the IBDP examinations; 107 students received an ATAR, and 28 students achieved their Diploma. 50 students studied the Alternative Academic Pathway (AAP).
Of this group, 46 obtained a Certificate IV.
WACE ATAR results
TOP PERFORMING ATAR STUDENT
David Walton | WACE Dux | 99.70 ATAR
WACE Certificate of Distinction
Scotch subject awards: Economics, English Literature, Mathematics Specialist, Mathematics Methods, Modern History and Physics.
WACE ATAR OVERVIEW
At Scotch College, 58% of Year 12 WACE students sat four or more ATAR subjects, with 74% of those students scoring an ATAR above 80.00.
Congratulations to David Walton Year 12 Dux of ATAR, on being our top-performing student with an ATAR of 99.70 – placing him in the top 0.3% of students eligible to sit the 2024 ATAR examinations.
Congratulations also to Santiago James who received a Certificate of Excellence in Chemistry and Rory Purser, who received a Certificate of Excellence in Geography.
We are pleased to share that Seth Abbott, Clancy Banfield, Thomas (Tom) Chalmers, Ari Coulson, George Di Prinzio, Archie Gilchrist, Santiago James, Jett Patterson, Declan Riordan, Hudson Smith, Ming Soo, Alastair Walker, Thomas Walwork and David Walton all received Certificates of Distinction in 2024.
99.70
Top ATAR
ATAR score
99+ 3% (3 students)
95+ 22% (24 students)
90+ 37% (40 students)
80+ 74% (79 students)
70+ 89% (95 students)
85.35
Median ATAR Scotch College (107 students)
99% WACE graduation
107 Candidates
91%
Gained university access to at least one WA university
14 Certificates of Distinction
27 Certificates of Merit
46 Certificate IV (Qualification for university through an alternative academic pathway)
STUDENTS SCORING AN ATAR OF 99+
STUDENTS SCORING AN ATAR OF 98+
Thomas (Tom) Chalmers
98.90 ATAR
Declan Riordan
98.00 ATAR
Alastair Walker
98.90 ATAR
Seth Abbott
98.50 ATAR
Santiago James 99.55 ATAR
Lachlan Dauth 99.10 ATAR
Flourishing through opportunities with ATAR
Educational excellence means offering students a breadth of opportunities to help them achieve more than just academic success. We take a quick look at how some of our Year 12s have grown throughout their journey at Scotch.
Year 12 students Archie Gilchrist and Marcel Michaud have pursued their passions in the arts while managing the challenges of the ATAR curriculum. Both boys have grown throughout this journey, developing skills that have prepared them for future challenges.
Archie describes Year 12 as the most significant year of his life...
Archie says he has thrived on the motivation that comes from being able to explore his passions. Despite the rigorous demands of his ATAR course load, he was able to star in the College Production of School of Rock, played for the Scotch Football Firsts, served as Captain of Keys House and Captain of Drama. The ATAR subjects he chose in Years 11 and 12 were the perfect combination which allowed him to indulge his love of Creative Arts alongside practical business studies. Archie achieved an excellent final ATAR of 96.75.
Reflecting on Year 12, Archie describes it as the most significant year of his life, teaching him to work under pressure
and overcome procrastination. Aspiring to further his career in the performing arts, he hopes to secure a spot at WAAPA, viewing this chapter as just the beginning.
Marcel’s journey took a pivotal turn when he auditioned for School of Rock at a friend’s urging. Landing the lead role transformed his perspective. He believes that being in the production taught him valuable skills, including how to deal with pressure and problem-solve. While performing with friends was a highlight, he feels the experience has significantly changed his life. Initially exploring Architecture as a career, he now plans to follow his love of performance, hoping to further craft his skills at WAAPA.
Tex Cross has successfully navigated the demands of being an ATAR student with the intense demands of an elite swimming programme. As Captain of Swimming, Tex was integral to the retention of the Tregonning Cup. Outside of school, Tex’s swimming accomplishments include National Age titles in the 200m, 400m and 800m and qualifying for the Olympic trials, where he reached the 400m freestyle final.
Above: Archie Gilchrist, School of Rock
Tex has thrived balancing academics with an intense extracurricular schedule.
Representing Australia in the Junior Pan Pacific Team, Tex made finals in the 400m and 800m freestyle and won silver in the 4x200m relay. Despite his demanding training, Tex maintained strong grades throughout his time at Scotch, gaining him an early offer into Engineering at UWA. He achieved a final ATAR of 82.70 which is an excellent result. Looking forward, he aims to continue pursuing elite-level swimming.
As he looks ahead, Ivan is well prepared to make a significant impact in whatever path he chooses
Since arriving at Scotch College from Kyiv, Ukraine, in September 2023 as a Year 11 boarder, Ivan Berdychevskyi has made remarkable strides. Initially speaking very little English, his journey to becoming largely fluent by Year 12 demonstrates his determination and work ethic.
Ivan has embraced his experience at Scotch, valuing the vertical tutor programme that fosters interaction across year groups and embracing being part of the cohort by working on the design of the Leavers’ jumpers. He credits English teacher Pippa Travaglione for her vital support in helping him pass ATAR English, a significant achievement given his initial language barriers. Inspired by Mr. Vlahov (BME) and Mr. Ninkov (Economics), Ivan achieved a final ATAR of 93.75 and has plans to pursue a Business/Commerce degree next year, ideally at Melbourne University.
As he looks ahead, Ivan is well prepared to make a significant impact in whatever path he chooses. His talents and dedication promise a bright future.
We are proud of all our students who have shown resilience, curiosity and growth throughout their Scotch Journeys. We wish them all the best.
Richard Spence Director of Teaching and Learning
Above: Ivan Berdychevski and Tex Cross, March Out
Alternative Academic Pathways (AAP)
TOP PERFORMING VET STUDENT
AAP OVERVIEW
In recent years the ATAR participation rates in WA have dropped significantly with TISC reporting that in 2024 72% of Year 12 students chose an alternative non ATAR pathway. At Scotch College, 50 of our 185 students selected an Alternative Academic Pathway (AAP). Students in Year 12 had the option to combine ATAR and General courses with vocational Certificate II, III or IV qualifications. At Scotch in 2024 46 of our students graduated with a Certificate IV, the highest certification level awarded through a school-based programme, which is equivalent to an ATAR of 70.00 and provides a direct entry pathway to university.
Our Dux of VET for 2024, Vincent Reed, completed a combination four general courses (English, Mathematics, Marine and Maritime Studies and Materials & Design: Metal), together with a Certificate II in Furniture Making and a Certificate IV in Business; demonstrating the range of non ATAR subjects available to our AAP pathway students.
50
Students chose an Alternative Academic Pathway
46
Students achieved a Certificate IV allowing them direct entry into University
7
Students completed a Certificate III qualification
40
Students completed a Certificate II qualification
Vincent Reed | VET Dux
YEAR 12 GENERAL PRIZE WINNERS
Noah McCreery Visual Arts
Kai Fujii Media Production & Analysis
Wesley Soares Mathematics Essential
Luke Bourke Materials Design & Technology: Metal
Chi Him Chan Design: Photography
Calum Mair Physical Education Studies
Balancing study and passion with the AAP
The Alternative Academic Pathway (AAP) is designed to engage students in a two-year programme that maximises their opportunities for success in both their learning journey and their development into well-rounded young men. This pathway prioritises student engagement in courses that align with their passions and skills, meeting graduation requirements and gaining access to tertiary education or apprenticeships. The pathway gives boys the opportunity to gain qualifications within the Vocational Education and Training sector through the completion of industry specific Certificate II, III and IV courses.
Will Duplock started Year 11 in the ATAR Pathway and was achieving good results, but he was not entirely fulfilled with the courses that he was doing.
Will was playing football for the Claremont Colts and found that he wanted a better balance between his studies and football...
About halfway through the year he started exploring the AAP Pathway as a possible opportunity for Year 12. Will was playing football for the Claremont Colts and found that he wanted a better balance between his studies and football so, after fully researching the options available, he made the decision to move to the AAP Pathway and complete the Certificate IV in Business, knowing that this still allowed him access to his chosen university course.
Will reflects that he has really enjoyed Year 12, with the added freedom that comes with completing the VET
qualification off campus. He believes the AAP Pathway has allowed him to study a mix of ATAR and General subjects of interest, while being able to be more involved in the football club. Will has secured an early offer to study Construction Management at Curtin University and plans to continue playing football with Claremont in 2025.
Miles Gaspar’s near miss at a personal best in a 2km ergo piece was all the motivation he needed to hone the work ethic that served him so well in Year 12.
Miles learnt to stand up for what he thought was right, to take more responsibility for himself and how to be a good role model.
After a summer holiday spent working hard to ensure he could break his PB, Miles, a member of the First VIII Rowing crew and Captain of Boats, knew the AAP pathway would allow him to have
Above: Miles Gaspar, Captain of Boats (right, with trophy)
ultimate success in Year 12. Miles has enjoyed learning how to work in and run a business and maintain high workplace performance. He also appreciated that the AAP pathway allowed him more time to commit to Rowing and developing his leadership skills.
Miles reflects that as Captain of Boats he learnt how to be more disciplined, to
stand up for what he thought was right, to take more responsibility for himself and how to be a good role model. He believes that the work ethic that comes with competing for a seat in the boat has flowed into all aspects of his life and he is looking forward to studying a Bachelor of Innovation majoring in Property Development and Evaluation at Curtin University in 2025.
Suzy Varley Leader of Pathways and Partnerships
Above: Will Duplock, March Out
Above: Charlie Gray and Will Duplock
Above, L-R: Billy Mahaffy, Miles Gaspar
IBDP results
At Scotch College, 28 students sat the final examinations and achieved an average IBDP total of 35.7, 6.5 points above the global average of 29.2.
TOP PERFORMING IBDP STUDENT
Ben Langdon | IBDP Dux 43 points (Equivalent to 99.50 ATAR*)
Scotch subject awards: Economics HL, French Second Language SL and Language and Literature SL
IBDP OVERVIEW
Australian universities recognise the Diploma points by converting them to an ATAR equivalent. Our students achieved an outstanding median of 35 IBDP points, equivalent to an ATAR of 91.15 at all universities except UWA, where it represents a median ATAR of 94.0.
Of our 28 students studying the IBDP this year, using the UWA conversion rank, four students achieved an ATAR of 99+, 13 students achieved a 95+ ATAR and a total of 24 students (or 86% of the cohort) achieved a 90+ ATAR, an exceptional achievement by this cohort.
43
Top score (Equivalent to 99.50 ATAR*)
35
Median IBDP score (Equivalent to 94.00 ATAR*)
35.8
Average IBDP score (Global average 29.2)
100%
Graduation
28 Candidates
25
Grade 7s awarded (13 students)
2.5
Average bonus points (Global average 1.5)
*Converted ATAR scores are based on the UWA selection rank. The maximum IBDP score is 45 points, calculated from each student’s results in their six subjects (with a seven-point maximum for each subject, making a potential total of 42 points), including a compulsory language. Furthermore, students can earn three additional points in the Theory of Knowledge and Extended Essay.
OUTSTANDING IBDP STUDENT RESULTS
Jiahe (David) Shen 42 points (Equivalent to 99.00 ATAR*)
William (Bill) Eastman 42 points (Equivalent to 99 ATAR*)
James Winch 40 points (Equivalent to 98.00 ATAR*)
Adrian Garbowski 39 points (Equivalent to 97.50 ATAR*)
James Tan 39 points (Equivalent to 97.50 ATAR*)
William (Billy) Mahaffy 39 points (Equivalent to 97.50 ATAR*)
Xiang Tian (Alan) Zhang 42 points (Equivalent to 99.00 ATAR*)
Igniting intellectual curiosity through the IB
Now in its 15th year at Scotch, the International Baccalaureate Diploma Programme (IB DP) offers an engaging two-year journey for students in Year 11 and Year 12, designed to ignite their intellectual curiosity and prepare them for the adventures of university and beyond. This dynamic curriculum challenges students to think critically and globally, fostering a passion for learning and personal growth.
William (Bill) Eastman’s capacity to juggle his studies alongside elite baseball commitments grew with the IB Diploma: “You get better at balancing, and being able to accept that you have to balance tasks”. William (Billy) Mahaffy, who represented the College in rowing and rugby, reiterated: “I have learnt to stay in the moment and complete the work when you get the chance, and not let it consume you”.
It’s the first time that you have to make sacrifices. It’s up to you to make those choices, take responsibility, and to persevere.
The Diploma saw boys grow in terms of character as well. Ethan Buzza will march into the brave new world of artificial intelligence with a developed sense of maturity: “It’s the first time that you have to make sacrifices. It’s up to you to make those choices, take responsibility, and to persevere”. Adrian Garbowski, who hopes to
pursue medicine, reflected that, “You have to be able to take feedback and take it as an opportunity to grow, not taking it as criticism”, while Ben Langdon said, “I learnt how to work with teachers to improve my understanding”.
At an academic level, there is a lot the boys will take away. Adrian described a real shift in thinking, a “maturity toward critical thinking” and his “ability to take an argument, break it down, back it up”, a point echoed by Bill, who said, “I feel like there’s process…I felt like I got more efficient in terms of my ability to plan research”.
Xiang Tian (Alan) Zhang appreciated the strength of the group in supporting one another, noting, “There was a really strong sense of camaraderie”, a sense that, Adrian says, “You just want the best for each other”. Jiahe (David) Shen explains, “Your cohort is there tobe able to talk with, especially when you’re feeling stressed”.
Brendan Zani
IB Diploma Coordinator
Above: Ethan Buzza presenting at TEDx
“You have to be able to take feedback and take it as an opportunity to grow. I learnt how to work with teachers to improve my understanding.”
“There was a really strong sense of camaraderie. You just want the best for each other.”
Above: Ethan Buzza
Above: William (Billy) Mahaffy
Above: Adrian Garbowski, Pipe Major
Above: Xiang Tian (Alan) Zhang
Student achievements
Captain of School 2024
David Walton
Vice-Captain of School – Operations 2024
Angus King
Vice-Captain of School – Service 2024
Max Thorpe
Captain of Boarding 2024
Rhama Evans
Duces of Year 12
David Walton (WACE)
Vincent Reed (VET)
Ben Langdon (IBDP)
St Andrews Cross
Thomas (Tom) Chalmers
William (Bill) Eastman
Adrian Garbowski
Archie Gilchrist
William (Billy) Mahaffy
Aidan Marstrand
Hugo Silbert
James Tan
The St Andrews Cross is awarded in recognition of outstanding achievement in a breadth of areas. There are five areas of possible achievement: academic, arts and culture, community, service and citizenship, leadership and sport.
Graduating with Honours
Cameron Schirmer (Athletics)
Archie Gilchrist (Drama)
Thomas Lambo (Rugby)
Luke Megson (Rugby)
Tex Cross (Swimming)
Will Upson Award
Alec Prendiville
FG Medcalf Proficiency
Lachlan Dauth
Santiago James
FG Medcalf Proficiency, Biology HL (IBDP), Business Management
HL (IBDP), Chemistry SL (IBDP), Chinese Language B HL (IBDP), Mathematics: Analysis & Approaches SL (IBDP)
Jiahe (David) Shen
FG Medcalf Proficiency, Business Management SL (IBDP), Mathematics: Analysis & Approaches HL (IBDP), Physics HL (IBDP), Spanish ab initio SL (IBDP)
Xiang Tian (Alan) Zhang
FG Medcalf Proficiency, Chemistry – ATAR (WACE)
Seth Abbott
FG Medcalf Proficiency, Human Biology – ATAR (WACE)
Thomas (Tom) Chalmers
FG Medcalf Proficiency, The Raven: Year 11 & 12 Prose
Alastair Walker
Accounting & Finance – ATAR (WACE)
Max Thorpe
Arts Purchase, Visual Arts – General (WACE)
Noah McCreery
Biology – ATAR (WACE)
Rhama Evans
Business Management & Enterprise – ATAR (WACE), Drama – ATAR (WACE)
Archie Gilchrist
Design: Dimensional – ATAR (WACE)
Alexander Buswell
Design: Graphics or Photography – ATAR (WACE)
Luc Hellier
Design: Photography – General (WACE)
Chi Him Chan
English – ATAR (WACE)
Jett Patterson
Film HL (IBDP)
William (Billy) Mahaffy
French Background Speaker SL (IBDP), Global Politics HL (IBDP)
Alec Aubé
Geography – ATAR (WACE)
Marcus McKie
Language & Literature HL (IBDP)
William (Bill) Eastman
Literature HL (IBDP)
Jack Sandwell
Materials, Design & Technology: Metal – ATAR (WACE)
George Di Prinzio
Materials, Design & Technology: Metal – General (WACE)
Luke Bourke
Mathematics: Applications – ATAR (WACE)
William Salom
Mathematics: Applications & Interpretation SL (IBDP)
Aidan Marstrand
Mathematics: Essential – General (WACE)
Wesley Soares
Media, Production & Analysis – ATAR (WACE)
Thomas Mengler
Media, Production & Analysis – General (WACE)
Kai Fujii
Physical Education Studies – ATAR (WACE)
Brodie Donkin
Physical Education Studies – General (WACE)
Calum Mair
Will Upson award
The Will Upson award is named in recognition of the contribution made to Australian Music by pianist, composer, and bandleader Will Upson (OSC 1962).
The award is presented to the student who completes the most outstanding recorded music performance during his Year 12 journey at Scotch College and is independently adjudicated by a skilled musician.
In 2024, the award was adjudicated by New Zealand based musician and educator Mr. Glyn MacDonald (BMus, MMus, Grad Dip ed). Mr MacDonald has had a very successful career as a musician (pianist, trombonist, conductor and composer), recording artist, and educator and along with freelance performance work in both New Zealand and Australia, Mr MacDonald currently teaches at Hagley College in Christchurch.
Alec Prendiville (2024 Captain of Music) was adjudicated by Mr MacDonald as the student who completed the most outstanding individual live music performance during his Year 12 journey. It was Alec’s flute performance of Wave Dance at the Winter Soirée that saw him achieve this prestigious award.
Final comments
As I alluded to in my foreword, this 2024 edition includes more stories of growth that exemplify how our boys have flourished, not just academically but in so many other areas. The reason for this is to capture the breadth of what it is to be a success at Scotch College. A balanced schooling approach is crucial for several reasons.
While academics are important, focusing solely on them can lead to burnout and stress. A balanced approach ensures students have time for rest and recovery, which can improve overall academic performance. Balancing school with other activities helps maintain mental health. Engaging in hobbies, socializing, and having downtime can reduce anxiety and stress, leading to better emotional wellbeing. Schools that offer a balanced education help students develop essential life skills such as teamwork, responsibility, and good manners. These skills are important for personal growth
and future success. Incorporating physical activities and breaks into the school day promotes physical health, which is vital for overall wellbeing and academic performance. Balanced schooling provides opportunities for students to interact with peers in various settings, fostering social skills and relationships that are important for personal and professional life.
In essence, a balanced schooling approach nurtures the whole student, ensuring they grow cognitively, emotionally, and socially.
I trust you have enjoyed reading our success stories across so many areas.
Dr Alec O’Connell Headmaster
Above: Alec Prendiville
