UNITING THE SCOTCH COMMUNITY
World Class Academic Results
Edition 123 | May 2017
14 IB DIPLOMA PROGRAMME
16 LITTLE PIPERS
17 WORLD’S GREATEST SHAVE
20 YEAR 5L STEM
24 YEAR 6 D&T ROBOTICS
25 MIDDLE SCHOOL PRODUCTION
28 VET PATHWAY ASSEMBLY
29 COMMERCIAL KITCHEN
30 CREATIVE THINKING AND SKILL
Clan is a periodic news pictorial for the Scotch College community. Clan © Scotch College 2017 Editors: Kate Quinn, Kerrin Girando Design: PaperScout
In this issue… 3
Headmaster’s Report
13 Whole School
5 Chaplain
19 Junior School
6
Council Report
23 Middle School
7
Foundation Report
27 Senior School
8
School Captain’s Report
31 Residential Life
9
Student Council Report
33 Sports
10
Round Square Report
43 Archives
11 Teaching and Learning 12 Wellbeing
45 Old Scotch Collegians
Dr Alec O’Connell
Headmaster’s Report Approaches to Learning How to Learn not just What to Learn? – Getting the Balance Right At the time of writing this editorial for Clan, our College has just completed and released an extensive new internal website focusing on teaching and learning at Scotch. Why have we done this? The answer is simple; teaching and learning is at the core of what makes a truly great school. Students, parents and teachers should be able to easily access high quality information about our approach to teaching and learning across the grades and our current and future educational initiatives. Schools are complex and multi-faceted. For many teachers and parents, the philosophical and pedagogical priorities of their school’s teaching and learning programme can be at odds with what they perceive to be a priority. Balancing the constantly conflicting views of what others believe Scotch should focus upon is always a challenge; especially in teaching and learning across K-12. At the end of the day we should aspire to achieve balance in what we offer and how we prioritise these offerings.
The word balance is frequently used when referring to a great education. At times, the word balance is used at the detriment of educational rigour; hopefully not at Scotch. It is a fact that great schools find a way to balance teaching and learning with co-curricular pursuits. Furthermore, when introducing change to current programmes, one has to balance the sometimes held historical perceptions within schools of ‘the good old days’; which, when analysed closely can prove to be ‘the not so good old days’ from a teaching, learning and educational perspective. In many cases, long held assumptions by some people of what makes a great school, can simply be a nostalgic smoke screen to maintain a comfortable status quo at the expense of an agenda of improvement and renewal in teaching and learning.
Over the last twelve months, Scotch has been part of the Amplify project, facilitated through the Association of Independent Schools of WA (AISWA). The goal of this programme is to implement an innovation that may lead to whole school improvement. In determining a suitable project, we decided to focus on how our boys learn and how the skills of a learner can be taught. Unfortunately, in a number of educational arenas you hear these skills referred to as the ‘soft skills’; at best an insulting term which undermines just how important such skills are for the boys while at school and after they graduate.
The modern school also faces more and more complexity as a result of an ever-increasing government agenda of compliance and risk management, in many cases, to the detriment of risk taking, spontaneity and innovation.
According to the Australian Curriculum Assessment and Reporting Authority (ACARA), ‘students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school’.
Within the Australian curriculum some of these so called ‘soft skills’ are referred to as general capabilities and include, literacy, numeracy, CT capability, personal and social competency, ethical understanding and intercultural understanding (see figure 1).
Figure 1.
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Figure 2.
THINKING
RESEARCH
Builds and evaluates knowledge, clarifies concepts and ideas, and considers alternatives when solving problems. Reflects thoughtfully on their learning.
Can access, interpret and evaluate information and ideas gathered from a range of sources. Acknowledges intellectual property.
SELF MANAGEMENT
SOCIAL
Works independently and plans effectively to meet task deadlines. Is organised and prepared for class
Contributes positively and works collaboratively. Handles challenging situations constructively and shows leadership skills when appropriate.
COMMUNICATION Communicates ideas and opinions effectively. Modifies language to suit the context.
While the identification of general capabilities is commendable, the pressure to deliver curriculum content may put at risk the explicit teaching of these capabilities. The other concern with regard to where general capabilities sit as a priority, is that in the final two years of schooling, students and teachers are rewarded for how well they can play the content game; leading to focusing on what will simply produce a better ATAR; sometimes at the expense of teaching boys to understand more about how they learn. This will be an ongoing challenge until there is a change in the way students are selected for post school options such as university. As an International Baccalaureate School, we have decided to implement a focus on the teaching and assessment of the ‘Approaches to Learning’, (see figure 2) essentially our set of general capabilities. ATLs are not new and have always been a crucial part of the International Baccalaureate. As Peterson (1972) highlights: “What is of paramount importance in the pre-university stage is not what is learned but learning how to learn… What matters is not the absorption and regurgitation either of fact or pre- digested interpretations of facts, but the development of powers of the mind or ways of thinking which can be applied to new situations and new presentations of facts as they arise.” On our new website, we explain that: Through the Approaches to Learning (ATLs) in IB programmes, students develop skills that have relevance across the curriculum
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that help them “learn how to learn”. ATL skills can be learned and taught, improved with practice and developed incrementally. They provide a solid foundation for learning independently and with others. ATL skills help students prepare for and demonstrate learning through meaningful assessment. They provide a common language that students and teachers can use to reflect on and articulate, the process of learning. The Approaches to Learning skills are: •
Communication Skills
•
Social Skills
•
Self-Management Skills
•
Research Skills
•
Thinking Skills
ATLs are not a skills curriculum, they are a framework. They are not more content to be remembered, they are processes to be experienced and improved upon. These processes, skills, techniques and strategies should be inherent to learning within all subjects. The key to focusing on ATLs is to develop the boys into self-regulated learners; thus providing them with the skills required by the time they finish school and to be able to learn effectively and efficiently post school. When referring to the benefits of focusing on ATLs, King (2015) argues that: ‘by the time they finish school students should be able to learn effectively and efficiently from any person or any information source, in any format, at any time, in any place, under any conditions, through any media, using any
technology, for themselves or others and by themselves or with others. To have all the most important 21st Century skills of effectively thinking and learning at the highest level of proficiency, that is the self-regulated level, so they can be fully independent in all their learning should they want or need to do so’. Schools have never faced a scarcity of what to teach. Constantly changing government policy has led curriculum authorities to constantly edit, change, adapt, delete, and add to what subject content schools have to teach. Interestingly enough, the Lauriston school in the USA, one of the country’s most successful institutions, found that six months after graduation, their student’s average grade on the same set of exams went from B to F. As Einstein said ‘education is what is left once you have forgotten what you learnt at school.’ We hope that our College’s focus on a meaningful and rigorous teaching and learning programme, including a focus on the ATL’s, will ensure we develop in all boys an understanding of how they learn, not just the ability to regurgitate what they have learnt. Explicit and successful attention to the ATLs, alongside the many other teaching and learning strategies we employ, will continue to facilitate and encourage our boys to become lifelong learners and thinkers. In essence, our hope is to develop learners who know how to learn, no matter the context within which they find themselves long after graduating from Scotch.
Rev Chas Lewis
Chaplain
Happy 40th Birthday. This year on the 22nd June marks the 40th year since the ‘Uniting Church In Australia’ was formed. It was formed in services around Australia and celebrated the coming together of the Methodist, Presbyterian and Congregational Churches. These three churches had worked in cooperation for most of a century. I, in fact did my training at the United Faculty, Sydney University, NSW. It was only in our final year that we did a unit on ecclesiastical formation which represented the different forms of our daily practice. Each of these denominations had been founded in Great Britain. The Methodist was an off shoot of the Church of England, Presbyterianism from the Church of Scotland and Congregationalism from England. Congregationalism is Protestant churches practising church governance, in which each congregation independently and autonomously runs its own affairs. The major influence of Methodism was aimed at the working class with an emphasis on a high work ethic under Charles and John Wesley and less on ecclesiastical forms. The Presbyterian Church was first established in Scotland based on principles established during the Protestant Reformation in Europe. The King could appoint bishops so the government could control the church. At length this encroachment on the church’s charter as given by Christ was thrown off by the famous Glasgow Assembly of 1638, and in 1640 Parliament formally again recognised the Presbyterian government of the church.
Each Congregational church had the right to decide whether they entered into union and most entered union. Each Presbyterian church likewise had the right to decide its future. Approximately two thirds of all congregations joined. The Methodist churches were governed by a conference of all Methodist congregations and could only enter union if there was achieved a two thirds majority of all membership and a unanimous vote of all state Synods or conferences. Scotch College, coming from a Presbyterian tradition, voted to enter union and became part of the Uniting Church Schools under the Uniting Church in Australia. Scotch College is one of the few colleges that has one full-time Chaplain and one part-time Chaplain. We have major elements of each of the three traditions with strong emphasis on spirituality and the celtic theology, and the Christian foundations, proclaiming Jesus Christ as Lord, on Community Service and becoming global citizens with respect for all people. Scotch College community is one that we can be proud of and continue to be a part of for all our lives.
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Mr Mark Paganin
Council Report
We are mindful that there is something distinctive about Scotch which we have a responsibility to preserve and enhance. It is a privilege to be appointed to serve the Scotch Community as Chair of Council and to work alongside such committed and engaged Council members towards our common goal – the best interests of the boys. Our primary role as Council is to implement strategies in a financially responsible manner, governance and to be relevant to the needs of the College. The composition of the Council reflects what we believe to be the diversity of expertise required for our role. The Council is fortunate to regularly interact in such an open manner with Dr Alec O’Connell and his Executive on the broad nature of the Scotch Community. By that I mean the boys, parents and family members, grandparents, Old Scotch Collegians and the community in which the College engages both locally and internationally. Since the last edition of The Clan there have been some significant milestones for the College including the commencement of the Early Learning Centre and the amalgamation of the Parents Association and Scotch Auxiliary to form ‘Scotch Parents’. Congratulations to the staff and parents for the collegiate manner and leadership shown in each of those initiatives. Our Headmaster, Dr O’Connell and his wife Janny will embark on a well-earned sabbatical during Winter Term. It is testament to the leadership depth in the College that Alec’s sabbatical can take place with a smooth transition. The Head of Middle School, Richard Ledger, will take on the role of Acting Headmaster during this period.
Presented below is a summary of the College’s financial performance for the year ended 31 December 2016.
that there is something distinctive about Scotch which we have a responsibility to preserve and enhance.
The Council remains conscious of the challenges of the economy to the Scotch Community, which is reflected in the management of the capital works plan and keeping the most recent school fees increase to a minimum 1.9%.
I look forward to the opportunity to meet with members of the Scotch Community when walking around the campus or attending one of the variety of activities that the College offers. May I take this opportunity, on behalf of the Council, to record our deep appreciation of the significant contribution by Digby Stretch who retired as Chair of Council at the end of 2016. Thank you Digby.
Overall, Federal government funding increased 3%, however, only 1.1% of this was allocated to per-capita student funding, the Otherdirected Income to loadings remaining increase was for indigenous students and students with Government Grants disabilities. State government funding increased 1.5%. The breakdown of revenue Tuition & Boarding Fees from parents, government and other income remained almost identical to the split in 2015 which is reflected in the pie chart below. Overall, revenue increased by 2.3% in the year. Debt repayment and interest and depreciation expenses now account for 15.7cents of each dollar received in revenue. Other operating expenses as a percentage of revenue improved from 83.5% of revenue to 83.0% in 2016. This partially offset the increase in debt repayment and interest and depreciation but nevertheless the Net Contribution dropped 0.5% to 1.3% as shown in the chart below. We are grateful to Scotch Parents and the Old Scotch Collegians for their continued support in providing funding for various teaching and learning initiatives throughout the year. The Council, in conjunction with the Executive and staff, continues to challenge itself to support the College so it can deliver an education to meet the individual needs of the boys and provide an enjoyable and safe environment. It does so whilst learning from the global relationships that the College has and continues to develop. We are mindful
Net Contribution ( Debt Repayment
Interest & Depreci
2016 Expenditure
Facilities
Administration & O Teaching Salaries
55.1% Teaching Salaries & On Costs 9.8%
Administration & Overheads
7.9%
Facilities
10.2% Tuition & Boarding Expenses 9.1%
Interest & Depreciation
6.6%
Debt Repayment
1.3%
Net Contribution (Surplus) Other Income
Government Gran
Tuition & Boarding
2016 Income
82.3% Tuition & Boarding Fees 15.4% Government Grants 2.3%
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Tuition & Boarding
Other Income
Jon Stewart
Foundation Report The Foundation may be considered the collection point for financial support of the College and we, the Board of Trustees, are responsible for the maintenance of long term sourcing, investment and application of those funds. The Foundation has continued to operate with a long-term view to its own efficiency, sustainability and effectiveness. We consider it important to reinforce our belief that a strong Foundation offers the College security and a level of financial flexibility into the future. This may be of growing importance during times of political policy change. To this end the Foundation has, for a number of years, sought to grow its capital base and total assets presently stand at approximately $24 million. Of that amount, about 35% was at year end on loan to the College, down from 50%, as part of the funding of the Middle School development that occurred in recent years. That loan is being repaid over time in accordance with a schedule agreed based on cashflow capacity. We expect that this is a funding structure that will be repeated in the future to assist with future capital requirements. The Foundation was also responsible for the related Capital Campaign for that project. The Board continues to review regularly the role of the Foundation within the Scotch community and has recently participated in a major review of the source and application of funds of the College involving key stakeholders including Council, Foundation, Executive and Old Scotch Collegians. The conclusions of this review will be used to ensure that future planning is developed and executed in a coordinated fashion.
Celebrating the signing of the SAS Resources Trust Scholarship with Trust members
The Foundation also seeks to assist via scholarship arrangements and staff professional development. Most recently we were very pleased to have agreed an arrangement with The Special Air Service Resources (SASR) Trust for the joint provision of scholarship opportunities at Scotch College for the sons of fallen members of the SAS. The Scholarship is activated on the death or permanent disability of a soldier whose son wishes to come to Scotch. It is hoped that the Fund will be drawn on rarely. This will be my final report as Chairman of Foundation as I pass the baton to John Flecker. As both a Council and Foundation board member we are confident that John’s appointment will further develop the effective coordination of planning and funding arrangements at the College.
Thanks Jon Jon Stewart attended his first meeting of the College’s Foundation on 12 September 2005. It is always risky showing too much talent on any committee. Jon found out why, when, on 19 March 2007, he took over as Chair of Foundation from Sandy McKellar; he also assumed the Chair of JMF on 26 June. Since this time, Jon has led the Foundation and JMF with passion and commitment. This came as no surprise given the family’s association to our College and the wider community. Jon’s time as a student (OSC ‘78) was followed up by his three sons, Lachie (OSC ’08), Tom (OSC ’12) and Gus (OSC ’15). The family commitment didn’t stop there, with Caro serving two terms as the President of the Mother’s Auxiliary.
I would like to acknowledge and thank the support of past and present Foundation Trustees during my tenure and compliment them on their investment of time, experience and knowledge which has been considerable.
On behalf of the whole community, I would like to thank Jon for his personal commitment through the role he played in ensuring the financial viability of our College, both now, and into the future. On behalf of the Scotch community I offer our best wishes to Jon and his family.
Mr Jon Stewart Chair of Foundation Board
Dr Alec O’Connell Headmaster
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Andrew Burvill
School Captain’s Report
As the first semester draws to a close, we’re provided with the rare opportunity to reflect on what this semester has brought us.
Tim Reynolds, Vice Captain of Service, who discusses the success of this fundraiser in his report.
Opportunities are abound throughout the College and it’s very encouraging to see both the wide range of opportunities offered at Scotch and the differing types of people who seize on this potential. I encourage all boys to look back upon the semester and focus on their respective successes and shortcomings. Only with reflection can we truly develop achievable goals and focus on furthering our strengths and improving on our weaknesses.
Inter-House Events have received record attendance, with boys flocking to the sidelines of Junior Indoor Soccer, Debating, Theatre Sports and more. The recently implemented Staff v Student competition has been popular among both students and staff, with the students leading the competition 2-1. The Inter-House Cross Country Carnival displayed the grit and determination of many boys, with St Andrew’s successfully ending Alexander’s winning streak.
The summer sport season was a success for the College, with two of our 1st teams bringing home trophies for the season. The Scotch 1st Water Polo claimed the Dickinson Shield after their domination throughout the season. The 1st VIII Tennis shared the W.R. Corr Cup with Christ Church after a rained out Scotch home fixture. I would like to congratulate all the summer sport teams for their effort and commitment. Hopefully, we can continue this success in the Winter Season to come.
Only two weeks into the New Year, the annual Inter House Swimming Carnival was held at HBF Stadium. There was a fantastic sense of camaraderie among the Houses, particularly Keys, who never fail to show their pride by the poolside. The addition of the novelty events such as the Noodle, Chain and Staff v Student Race proved to be extremely popular and this tradition will hopefully be continued for years to come. In a tight competition, St
Scotch’s arts programme prospered this semester, with the Junior School Production of Danny the Champion of the World and Big Band 2 representing the College at the Mt Gambier Generations In Jazz Festival. Throughout the weekend, the boys were privileged to hear the best student bands in the country, as well as the various world-class musicians assembled by James Morrison. The band placed fourth out of 66 bands in
Andrew’s claimed victory narrowly defeating Shearer. This commitment in the pool was exemplified in the PSA Inter-School Swimming Carnival, with a staggering 90 personal best times being recorded on the night. In the stadium seating, the Year 12s are also to be commended for their tremendous amount of spirit and pride displayed throughout the night.
Division 3, a remarkable result for the band’s debut at the festival.
A definite highlight for the Year 12s was the School Ball. The Year 12 Ball Committee transformed the Dickinson Centre into an aquatic wonderland with the theme of ‘Oceania’. From the impressive yacht on display, to luminous jellyfish streaming from the ceiling, the ball was phenomenal in every sense of the word. The work of the Year 12 Parent Ball Committee (led by Carol Evans), Year 11 helpers and Year 10 waiters was immensely appreciated and did not go unnoticed.
Towards the end of the semester, an incredible 76 boys participated in the World’s Greatest Shave to raise money for the Leukaemia Foundation. Standing among the crowd of shaved heads on the steps of the Dickinson Centre, I could not have been prouder of the boys. The shave was led by
The School theme, Preparing Boys for Life, is a statement that accurately reflects the College’s intentions. Heading into the second semester, I encourage all boys to embrace the opportunities that they are given at Scotch and to continue pursuing success in all areas of the College.
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Mitchell Clarke
Student Council Report The Student Council is an elected group of student representatives from each House that gives all students a voice in school affairs and aims to improve the culture and atmosphere at the College. We meet weekly and organise events around the School and discuss ideas on how to improve things and how we can achieve these improvements. At the beginning of Spring Term 2016 the newly appointed Student Council eagerly met to discuss our plans for the coming year. One of the most crucial decisions we had to make was to elect the key Student Council roles. It was fantastic to see most members nominate for these positions and I am happy to advise that Sachio Ingrilli is our Treasurer, and Louis Miller and Will Coad are Co-Secretaries. Not many people realise the extra work that is required for these jobs so I would like to acknowledge and thank these boys for the huge impact they are having on the smooth and efficient running of the Student Council. Our next agenda item was to brainstorm various ideas and come up with goals for the year ahead. One of our major goals for the semester was to try to improve the involvement in the numerous activities around Scotch from all boys. This semester the Student Council has run two Free Dress Days. In Summer Term we tied our Free Dress Day into the Annual
International Cuisine Day. In Autumn Term we had the theme “Favourite Movie Characters” and alongside this we ran a Lip Syncing Competition. We had huge attendances and some very memorable (and not so memorable) performances from boys in the Foundation Theatre and Dickinson Centre. We won’t forget Harry O’Donnell and Chris Watts’ performance of “Don’t Go Breaking my Heart” in a hurry! Another goal for the Council was improving the culture around the School by introducing activities for boys to partake in at lunches and recesses. We introduced table tennis tables in the Cameron Quad and the Science Quads. Both tables have been a major success with many boys playing on them – there is rarely a time when the tables haven’t got some sort of competition going on. We have also placed much needed soccer goals on the top oval for boys to shoot at. These too have been a success for the boys, especially now that the risk of
breaking a window of the Science block has been significantly reduced. Now the new phone policy is in place, these sorts of activities will help boys connect and interact without the use of a mobile device. We have many boys of all ages approaching us with ideas or feedback for how things can be done better. Unfortunately, the idea of go-karting races that was generated in a brainstorming session has not gained traction but in Semester 2 we are hoping to introduce a few more exciting activities and competitions and we will continue to fundraise to assist our sponsored children, as well as other organisations. I would like to thank Mr Jones for his ongoing support and all the Student Council members for their enthusiasm and hard work. I look forward to working with you all in Semester 2.
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Mr David Kyle
Round Square Report See the full photo gallery in Digital Clan
The Round Square Exchange Programme continues to thrive at Scotch College and in 2017 we will have reciprocal exchanges with 15 students from 11 countries. The exchange programme allows our boys to experience different cultures and Round Square schools while being hosted by a local family. As well as building friendships around the globe, the exchanges strengthen their understanding of how other people see our world, allowing them to realise the breadth of opportunities awaiting them when they leave school. The boys are also plunged into unfamiliar surrounds, gaining a deeper understanding of themselves and growing through increased resilience and independence. Below is an extract of Sebastian Barrett’s memories of his exchange to The Daly School in India. The Barrett family will be hosting a friend of Sebastian’s from The Daly School, Prashast Agrawal, from late May. MY TIME IN INDIA I was privileged to visit India on a Round Square exchange to Daly College in Indore, located in central India, for 6 weeks. Daly College was an incredible place full of friendly and inviting people. I went to a wedding, Jaipur, Varanasi, Agra, Maheshwar, Mandu and helped in two eye treatment camps (not much spare time for school). I was very lucky to be able to visit all these places in such a short time. The Indian syllabus was very different to the IB with learning being much more memory based. The IB is much more about learning and applying skills and strategies. I began to
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learn the tabula (a traditional Indian drum), which became one of my favourite parts of Daly College. The wedding was an incredible three-day affair full of bright colours, ceremonies and traditions. I enjoyed the dancing, music, people and food. At the Mehndi I got a henna peacock design on my hand and family members danced for the couple. During the Baraat procession the groom rode on a white female horse while friends and family danced in front of him. For the marriage ceremony the bride and groom made 7 vows and 7 circles around a fire, the purest form of the god. Finally, the reception where all the guests greeted the newly married couple. Daly College arranged a weeks trip to Varanasi with all the other exchange students which was definitely my favourite part of my time in India. Varanasi was an incredibly old city with so much culture and religion. My favourite parts were: The morning and evening Aarti (ceremonies for the day) which were amazing traditions of swirling smoke and fire. Walking through tiny alleyways with frightening cows, reckless motorbikes, old buildings and small shops. Touring the Ghats; which were amazing places of age old culture, ceremonies and traditions. And visiting temples; all so varied with many designs, religions and gods. The Taj Mahal is absolutely stunning. The huge solid marble structure and delicate semi-
precious inlay detail make it a work of fine art on a massive scale. It is a true symbol of love and a centrepiece of India. I was able to participate in 2 eye camps that gave out free eye checks, glasses, and cataract surgery. It felt very good to be helping the people in India; we checked over 16000 people. I found it incredibly rewarding to be able to deliver aid rather than just donating money and not seeing the end result. India has been such a cultural experience and if I had to sum it up I would say “it was different”. The difference between the rich and poor, the huge presence of religion, the small family businesses, the large families, the colourfulness and happiness of the people, the animals everywhere, the dirt, chaos, noise, and the crush of people, the bargaining, the history, age, culture and traditions of India turned what could have been 6 normal weeks at school into a life changing experience of amazing memories, people and places. Over this exchange, I have grown so much as a person. At the start, I was afraid of the chaos that I was in but at the end I felt stronger for my struggle. I had more confidence in my actions, I learned the reward that can come from taking risks and trying new things. I learnt to cope and adapt in a completely foreign situation, and to accept the many differences that surrounded me. I learnt to put my head up, get involved, and mix with people even when I stood out because It is the only way to experience and understand the exciting new world that surrounded me. Sebastian Barrett Year 10 student
Mr Peter Allen
Teaching and Learning
Beyond the College, 2016 Leavers Each year as a College we witness the transition of a group of Year 12 students as they pass through the small gate at the Gooch Pavilion and make the transition from a student of Scotch College to become a member of the Old Scotch Collegians. At this point in time, all of the boys are eagerly awaiting their examinations to start, and more realistically, finish. By January, the results are out and the dust has settled on the reality that come February, there will be no pulling on of that familiar khaki uniform. Instead, what next is different for every boy. As Health happens Sciecne Majors university offers arrive, enrolment days for TAFE come and go and the offer of employment becomes a reality for some, many choices are made on what will be the next step for these now 18-year-old men. The College proudly regards itself as a ‘community for life’ and in that vein we are keen to see what the leavers of 2016 ultimately decide in their first year after the College. Invariably, most of our boys will go on and study at university or TAFE, some will take up employment whilst others will opt to take a gap year. Interestingly, over the last three years we are seeing a shift in data in regard to what the boys are deciding to do, as well as where they are deciding to go for their choice. Within Western Australia, the range of universities that our boys are electing to attend is changing. In 2014, 63% of our leavers went on to study at UWA, in 2015 this was 49% and in 2016 it was 44%. Conversely, Curtin University was 9% in 2014, 19% in 2015 and 16% in 2016. We have also seen a growth over the last three years from 6% attending Notre Dame in 2014 to 16% of the 2016 leavers accepting a place in the Fremantle based university. ECU has also seen a growth in the number of boys electing to attend that university.
Forensic Science
Murdoch
Design
Overseas
What is evident is that our boys are now, with the steadfast advice ofEducation Mr Peter Frusher, making their decisions based on the quality of teaching Sports Science and learning that each university offers, along with the campus feeling andScience courses that they Health Majors feel will best place them in the employment Performing Arts market upon completion. Additionally, with increased access through technology, the Architecture geographical location of the university now Scienceare holds less importance.Biomedical Our students broadening their study options at university with Computer Science many taking on double degrees. Communications seeing a number
The College is also of students attend universities interstate and Other overseas. As competition for the best students increases, the market within is Medicaluniversities Science changing. Students are now offered incentives General Science to commence studying at one university or another. Scholarships are becoming more Engineering competitive and our boys are well supported (including Law) very in applying for these. InArts 2016, we were pleased that IBDP students James Naylor-Pratt Commerce received the Tuckwell Scholarship from the Australian National University and Drummond Orr was offered the Fogarty Foundation Scholarship from UWA, yet opted to accept the Chancellor’s Scholarship from Melbourne University.
ECU
Tertiary Destinations
Interstate
Notre Dam Curtin UWA
44%
UWA
16%
Curtin
16%
Notre Dame
11%
Interstate
7%
ECU
5%
Overseas
2%
Murdoch
Forensic Scie Design Education
Tertiary Fields of Study
Sports Scien
Health Scien
Performing A
Architecture
Biomedical S
Regardless of the path which the boys seek to embark on following their final days at school, we are sure that the next steps will be varied and indeed will change as they continue Health Sciecne Majorsto mature and refine what they want out of their future studies and ultimately their employment.
26%
Commerce
14%
Arts (including Law)
9%
Engineering
9%
General Science
7%
Medical Science
5%
Other
We wish all of the leavers of 2016 the very best on their chosen direction and we shall continue to support them through the OSC.
4%
Communications
4%
Computer Science
4%
Biomedical Science
3%
Architecture
3%
Performing Arts
3%
Health Science Majors
3%
Sports Science
2%
Education
2%
Design
2%
Forensic Science
Computer Sc
Communica Other
Medical Scie
General Scie
Engineering
Arts (includi Commerce
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Mr James Hindle
Wellbeing
See the full photo gallery in Digital Clan
The Importance of Feeling Connected
Year 8-11 Leadership lesson
The past six months have offered me a wonderful opportunity to explore some of the ideas and programmes that are being run successfully in other schools as we work towards a model that best suits our Scotch context. Whilst the amount of information out there is vast, and a little overwhelming, it has been comforting to recognise that the key ideas underpinning the research are not new, and have always been fundamental to good pastoral care.
In Week 10, Mr Gale (Head of Student Leadership) organised for the Year 11s to visit the Year 8s to talk about some of the ideas they had covered in Leadership. The Year 11s were in House groups, with each group taking roughly 15-20 Year 8s. There was a wide range of activities and some useful discussions. It was great to see the level of interaction and this too will be an ongoing activity.
One of these key concepts is the importance of feeling connected. We have been working to gradually expand the links between subschools, as well as within year groups, and this is something which we will continue to expand. This is what has happened so far this year: Laughter Yoga In Week 6, Zac Vinten came in to run two sessions of laughter yoga for a group of Year 8s and another group of Year 11s. This is a relatively new phenomenon and took the boys somewhat out of their comfort zones, although it was well received. This is a conscious attempt to remind students of the power of laughter (fake laughter has the same effect on the human brain as real laughter), combined with other mindfulness activities. The awkwardness of the fake laugh gave way to far deeper engagement as the session progressed. It was interesting to observe the changes in mood.
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Year 2-12 Get-together At the start of Week 7, we held the first of our Year 2-12 get-togethers. The boys were buddied up and headed off on a Treasure Hunt, with the 12s struggling to keep up with their wildly excited junior counterparts. This was followed by a breakfast burger. The morning was an opportunity for all of us to be reminded of the joy of seeing the world as a six-year old does, and to build connection with others – both critical factors in maintaining our wellbeing. Year 5-12 Leaders’ morning Andrew Burvill, our School Captain, organised for the student leaders in the Junior and Senior Schools to meet in Week 9. The boys participated in a communication activity and then got to speak and listen to each other about their respective roles in the School. It was a wonderful morning and I commend Andrew for this initiative, which will be ongoing.
Tackling Exam Stress In Week 9 and 10 of last term, and Weeks 1 and 2 of this term, in the lead-up to the Year 11 and 12 examinations, Helen Heppingstone came to school to run some after-school sessions aimed at giving the students some skills relating to attention training and controlled relaxation. These are critical skills for students in the busy world they inhabit; finding stillness is crucial to slowing down and appreciating life, as well as being able to process information. I have been really pleased with the attitude of the boys to this activity. I am always amazed and grateful for the politeness of our boys; they always say, “thank you” as they leave class, and it is not just relief at being allowed to leave! There is a sense of respect and gratitude for the opportunities they have. They smile and say hello, which are perhaps the most important links in connecting people.
Generations in Jazz 2017 The Generations in Jazz Festival, held annually in Mt Gambier, South Australia, has grown significantly from its humble beginnings where three local businessmen arranged an event to bring together some like-minded musicians to further their love of Jazz music. Now in its 25th year, the “Generations” event now hosts over 5,000 students from all over Australia and abroad. Students have the opportunity to hear and learn from some of the world’s best Jazz musicians as well as gain from the experience of performing and listening to each other. Generations in Jazz has now firmly established itself as Australia’s ultimate school event for Jazz ensembles, both instrumental and vocal. In addition to an adjudicated performance, students have the opportunity to listen to emerging and established bands and vocal ensembles and to learn from some of the great contemporary artists from the international Jazz scene. This year’s line-up of guests consisted of the Adelaide Symphony Orchestra, Composer and performer Gordon Goodwin (USA), Wycliffe
Gordon – trombone (USA), Jazzmeia Horn – Vocalist (USA), Marian Petrescu – pianist (Romania), Ross Irwin and Mat Jodrell – trumpet (AUS) and the patron of the whole event - James Morrison. These artists not only dazzled the audience in each of the three Concerts held over the weekend, but willingly passed on their advice in the Masterclass / Workshop sessions. Scotch College participated in the “Generations” event for the third time in 2017, having previously participated in 2013 and 2014. Eighteen students, who regularly perform in Big Bands 1,2 or 3 in our school programme, formed a Big Band specifically for this Festival and participated in Division 3. (There are five divisions overall). The boys performed extremely well and were awarded 4th place, out of 66 schools in their division.
In addition, adjudicators are asked to identify outstanding individual performers from each ensemble and place them in a “Superband” which is announced at the conclusion of the Festival. Prentice Shepherd (Year 11 Ross) was selected as a member of the trumpet section for the Division 3 Superband– an outstanding achievement. Prentice is the first Scotch student to be selected for higher honours at Generations in Jazz. The 2017 Festival was a memorable experience for all students who attended and we hope it inspires them to strive for excellence in their instrumental practice and performance in the year ahead. Congratulations and thanks to the staff who attended, in particular to Mr Tim Simpson for organising the tour. We look forward to Generations in Jazz 2018. Mr Chris McMillan Head of Performing Arts
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International Baccalaureate Diploma Programme Commencing university before you finish school
‘At the University of Western Australia (UWA), we understand that the International Baccalaureate (IB) Diploma focuses on inquiry, intercultural understanding and creativity. Given the rigorous, integrated nature of the IB curriculum, IB students are well prepared for university and will already be on an educational pathway consistent with UWA’s educational principles.’ – UWA Publication on the International Baccalaureate Diploma Programme (IBDP), March 2017 In March of this year the College finalised arrangements in regard to the International Baccalaureate Admission requirements with two of Western Australia’s most prestigious universities: The University of Western Australia and Curtin University. This major step forward in the Western Australian context for the IB Diploma Programme (IBDP) will result in an admissions process that truly reflects the nature of the education that our students receive by completing the Diploma. The University of Western Australia and Curtin University will now both admit our IB Diploma
students on the basis of their IB Diploma point score, a score out of 45. Previously, the Diploma point score had been converted into an ATAR, a system which the College believed was detrimental to the boys who enrolled in the IBDP. Furthermore, the point scores for a number of key undergraduate programmes have lowered, signalling the recognition of the Diploma Programme as a rigorous alternative to the Western Australian Certificate of Education. For example, admission to UWA Medicine previously required a IBDP point score of 42 points, this is now 40. Additionally, the major undergraduate courses of Commerce, Arts Science and Design all now require a score of 26 rather than the previous 29. Credit for IB Diploma courses Perhaps the greatest step forward has come from Curtin University which has completed a process of mapping the work completed by our boys in the Diploma Programme and comparing that to the standard of the Curtin University first year unit equivalents. The result was specific credit for first year units
being applied to all of the IBDP courses listed in the table below. The reality now is, Scotch College students who complete the DP programme will commence University before they finish school. This arrangement also exists with the University of Queensland, Griffith University, Stanford University and Harvard University, amongst many others. The importance is that the IBDP is now recognised in Western Australia. Testament to the Diploma Programme was the quote that appeared in the UWA publication from Bailey Banfield (’15), currently studying a Bachelor of Commerce (Economics and Finance) majors who stated ‘I really enjoyed the IB programme. It extends your thinking in more ways than one and thoroughly prepares you for university life. If you’re after a challenge, extension of your thought processes and an improvement in your critical thinking abilities, I cannot recommend the IB programme enough.’ We look forward to maximising this new arrangement with our Diploma students as they continue to graduate from Scotch College.
Scotch College International Baccalaureate Diploma Program
CRL Credit Points
Curtin Units
Physics
25 credits
Specified credit for PHYS1006 Foundation of Physics
Chemistry
25 credits
Specified credit for CHEM1003 Introduction to Chemistry
Economics
25 credits
Exemption for ECON1000 Introductory Economics
Economics and Business Management
50 credits
Exemption for ECON1000 Introductory Economics (25 credits) and one unspecified elective (25 credits)
Mathematics
25 credits
Specified credit for MATH1013 Introductory Mathematics
Psychology (HL)
25 credits
Specified credit for PHYC1000 Introduction to Psychology
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Congratulations go to two of our 2016 graduates, Drummond Orr and James Naylor-Pratt who accepted two of the most prestigious scholarships in Australia. James Naylor Pratt: Tuckwell Scholarship The Tuckwell Scholarship at The Australian National University (ANU) is the most transformational undergraduate scholarship programme in Australia. Now in its third year, the programme currently supports 68 Tuckwell Scholars at various stages of their undergraduate degrees. The Tuckwell Scholarship is a unique opportunity for James. The scholarship allows James to study in any discipline offered at ANU for up to five years. As part of the programme, James will also receive a wide range of academic and emotional support from the Fellows, their peers and the staff of the programme. This gives James a well-being focused programme support structure during his time at the university, and helps to produce cohorts of well-rounded, experienced and inspired graduates. Drummond Orr: Chancellor’s Scholarship Melbourne University The Melbourne Chancellor’s Scholarship is awarded to talented undergraduate students in recognition of their outstanding academic achievement during their Australian Year 12 or International Baccalaureate (IB). This includes a guaranteed Commonwealth Supported Place in one of the professional masters degrees.
Little Pipers: A community for our next generation In February of this year something special happened at Scotch College – we welcomed our first baby. Before ideas of a staff member delivering on campus or an expectant mother going into labour during Friday Marching comes to mind, let us introduce our community project: The Little Pipers. Little Pipers is a free welcoming community programme aimed at supporting our youngest minds develop their love for learning. Little Pipers is a series of activities designed by an early learning specialist for boys and girls from birth - 4 years. All sessions are located in our purpose built Early Learning Centre and Junior and Middle School Library. The aim of the sessions is simple; to support young parents in developing the skills needed to support their children before they commence formal schooling whilst providing a fun, friendly environment for their children. Being a young parent is hard. Balancing sleep deprivation, work, household chores and potentially other siblings, is not easy. On top of that, current parents are bombarded with a raft of ‘experts’ who claim to know what youngsters need. Our belief is that engagement is key and that a non-threatening approach to have children coming into a school environment will ultimately make their transition into education easier. We aim to keep it simple for parents by providing support on what books are good
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for young children, how to read to young children, what is productive play, what toys are better than others and ultimately encouraging parents to relax about milestones and when they are reached. The Loving Literacy sessions on Mondays in the Junior and Middle School Library is a chance for our youngest tots to interact and engage with stories and rhyme by participating in Baby Rhyme Time for 0-2 year olds and Toddler Tales for 2-4 year olds. We also offer the opportunity to borrow a book to share at home as a part of our Little Pipers community. These sessions are run by our Dean of Teaching and Learning in the Junior School, Mr Warwick Norman, who can often be found coming into the Library with puppets, drums, music and a plethora of other props to make the sessions as engaging as possible for our toddlers. Ms Marie Grech runs the Baby Rhyme Time and specialises in engaging babies with the art of reading. She is also on hand to assist during our inquiry sessions on Thursdays. Our inquiring minds sessions engage children in fun and dynamic activities based
around Art, Physical Education, Music and French. The decision to have young children participate in these sessions is deliberate; the development of physical abilities, expression through art and music and the research supporting development through languages is key to early learning. More information on Little Pipers, including the latest session times can be found on the Little Pipers Facebook page. If you, or any of your family would like to attend, please meet our staff at the Early Learning Centre Carpark located at Stirling Road, Swanbourne during term time. No bookings are required. Session Times: Monday 9am - 9.45am (Loving Literacy Junior Library) Thursday 10am - 11am (Inquiring Minds - Scotch College Early Learning Centre) Mr Peter Allen Director of Teaching and Learning
See the full photo gallery in Digital Clan
World’s Greatest Shave This year saw all three sub-schools support the World’s Greatest Shave for the Leukaemia Foundation, which helps fund vital research so more people can survive blood cancers. The event began in 2016 and was inspired by PLC student Kate Sinclair who was facing her own Leukaemia challenge. This year the focus was closer to home as we heard from two of our own students and their experiences of living with Leukaemia. ViceCaptain of School, Tim Reynolds, interviewed two Middle School students Harry Clarke and Eli Blackburn (Year 7s) who have undergone treatment for Leukaemia. The main interview took place in the Senior School assembly and gave our community a first-hand account of
living with the cancer. The strength of Harry and Eli was clear and the senior boys left the assembly inspired by their resilience. Fundraising in Junior School saw many boys take part in ‘funky hair day’ by colouring their hair but the Junior families threw their support behind three male staff members and five boys who shaved their heads in front of a very enthusiastic and loud crowd.
Fundraising in Middle School saw two teachers shave their locks. Middle School boys gathered round to witness the shave of Mr Faint and Mr Tresise as Harry and Eli discovered whether they could use a pair of clippers. 100 Year 11 and 12 boys shaved their heads, making an amazing contribution to the fundraising drive. Congratulations to all the boys involved and the College community for achieving over the target of $5,000, raising $68,487.61. Tim Reynolds Vice-Captain of School
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Scotch Parents This is the first Clan article celebrating the joining of our two parent support groups at Scotch. The Parents’ Association and Scotch Auxiliary have successfully combined to form one parent organisation called Scotch Parents. We organise a variety of functions and events throughout the year that bring parents and boys together, to make memories and connections. We also receive parent subscriptions each term, which are used to fund grant requests from staff, boys or parent support groups for help in undertaking projects and purchasing items that will benefit the boys at Scotch. Every parent at Scotch is welcome to attend our open meetings. If you wish to receive meeting reminders, agendas and minutes please send an email to scotch.parents@scotch.wa.edu.au We plan to hold two meetings per term alternating between an evening meeting early in the term followed by a morning meeting. This gives all parents an opportunity to attend at a time that suits. During 2017 we will formalise our structure, guidelines and objectives prior to an Annual General Meeting at the end of the year. We are excited that the new structure will better deliver benefits to our boys during their experience at Scotch. A very successful Family Welcome BBQ, for all current and new Scotch families, was hosted by Scotch Parents on Monday,
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30 January. Due to the inclement weather this was held in MacKellar Hall and it proved a great venue for families to mingle and enjoy over 800 sausages, salads and refreshments cooked by Scotch Parents, their helpers and Scotch Catering. Continuing with our College traditions, in February we celebrated the 2017 Year 12 Oceania Ball, with Year 12 parents and staff transforming the Dickinson Centre into a marine paradise complete with boats, nets and floating fish. On the evening, Year 11 parents took the reins and our Year 10 boys waited on the Year 12s and their partners. We are indeed extremely fortunate to continue to hold this great tradition at our College. Scotch Parents also hosted a Gala Biennial Black Tie Ball for parents under a marquee on the Scotch playing fields on Saturday, 1 April – the theme was Fools Gold of course. Feedback was excellent and if the criterion of a great night was a full dance floor for the band’s last song, then it was a raging success. A very busy Scotch Parents committee has also been preparing for the Year 11 Dinner Dance on
Saturday 20 May and decorated to the theme of “Willy Wonka’s Chocolate Factory”. Scotch Parents organise an official Parent function for each year group from Year 6 –12 during the year, with off-site functions already held for parents of Year 6, 7 and 8 and a Year 9 Parent/House Head dinner at the Scotch Dining Room. Many of these events are held off campus in a fun and casual setting for parents to meet and share their sons’ experiences. The Grants Sub-Committee has approved two major projects for the year already. These include: • Café Style study booths in the Bunning Resource Centre ($19,000) • State of the art large screen and projector for the Dickinson Centre and outdoors ($36,000) On behalf of the Committee we look forward to an exciting next few terms at Scotch. Mrs Steph Debnam and Mr Ian Knobel Co-Presidents Scotch Parents
Mr John Stewart
Head of Junior School The first class of Kindergarten boys entered the School carrying school bags bigger than themselves. They looked very small but were very confident as they quickly engaged in the wonderful activities presented to them in the new purpose built Early Learning Centre. All concerns of the boys being reluctant to leave their parents were quickly brushed aside as they met their new friends and teachers and relaxed into what would prove to be a wonderful first semester at Scotch College. The efforts of Mrs Mazzuchelli and Mrs Locke to prepare the space for the boys as well as their welcoming natures, made day one, and every day since, a huge success. At the other end of the Junior School another special event was also taking place. We began a third class of Year 5 boys with a new teacher, Ms Irene Louden. 19 new boys started in the Year 5 and quickly settled into the routines, made new friends and met the expectations of being a Scotch boy. The first week of the year culminated with the commissioning of 34 new leaders and our Captain Alex Hudson as well as 20 class representatives. Alex gave a wonderful speech and beautifully articulated what it truly means to be a Junior School Captain. “I am Alex Hudson, your newly elected and enthusiastic Junior School Captain for 2017 and today I am honoured to be standing alongside our fantastic Junior School leaders for Semester 1 of 2017. Congratulations to all the Junior School captains and class representatives for this semester. To all boys who may not be a captain this semester, we should all remember that you don’t need a badge to be a leader because I know that every Scotch boy has the attributes to be a great captain. I think that a great role model displays the attributes of being open minded, caring and
committed. These are attributes which every Scotch boy upholds with great pleasure. Current leaders, future leaders, let’s all come together to make 2017 a great year.” A significant initiative designed to improve the boys’ readiness for learning, their emotional development and resilience was begun in Semester 1. Research suggests that mindfulness training can reduce stress and improve self-confidence, relationships with others, attention levels, optimism and self. Mindfulness is “The awareness that emerges through paying attention on purpose, in the present moment, and non-judgmentally to the unfolding of experiences moment by moment.” Jon Kabat-Zinn For a child trying to engage in the important task of learning, a small incident at a break time can impact any learning that will follow. We have been developing a meditation and reflection programme where we are training the boys to tune into their bodies and their mental state to develop emotional fitness, to be able to calm themselves, to assess the actual importance of what has happened and to reset their brain and emotions and get ready for the next learning task. Summer Term culminated with a wonderful event that showcased the kindness and empathy of boys not only in the Junior School but from across the entire College. The World’s Greatest Shave is a fundraising event to raise money for research in cures for blood cancers. Hair was lost and fun was had. Mr Norman, Mr Whiston and Mr Wells sacrificed their locks alongside Luca Wheeler, Hamish Byass, Marc Ricciardello, Lucas Marley and Charlie Roads. The College raised an amazing $68,487 with the Junior School families raising $9,000. The Junior School continued to engage with families through various events including Coffee Mornings with the Head of Junior School and Parent Engagement Workshops. Jordan Foster from ySafe presented on Cyber Safety. Information was shared on the risk of
unfettered access to the internet and games played by children and young people and plenty of advice was given. Kaylene Kerr from WA Child Safety Services shared with parents the other risks children face but providing a number of simple but effective approaches they could employ to teach their children to keep themselves safe. Early in the Autumn Term we gathered to remember the sacrifice of the brave men and women of the Australian Defence Force. Our Year 5 boys led the School through a moving ceremony the boys heard of the challenge the ANZACs faced at ANZAC Cove, the number who died or were wounded and learned about why we remember them and thank them over 100 years later. As the flag was lowered to half-mast and the bugle played, the boys stood solemnly and reflected on those to whom we owe so much. Lest we forget. May 12 saw another special annual event, Mother’s Day. Mothers were invited for afternoon tea and a special assembly. 5C presented a wonderful assembly celebrating their mothers and thanking them for all they do for them. In addition, Alicia Molik, a former professional tennis player and mother of Yannik in Pre-Primary, spoke about her career and being a mother as well as the role her own mother played in her development. Pitting yourself against yourself, trying your best and finishing the race. That is the challenge presented by cross country running. In mid-May, our boys gathered at the Gooch oval to test themselves once again. While the pain of last year’s event was a distant memory, the desire to do just a bit better, to be just a bit quicker was there for all. Each class, including our Kindergarten boys, ran with enthusiasm and House pride. All boys gave it their best Scotch boys try, setting personal bests, supporting their friends and earning points for their Houses. The first half of the 2017 school year was definitely an exciting one. I wonder what lies ahead of us for the remainder of the academic year?
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Year 5 Leadership Conference Each year students in Year 5 at Scotch College are given the opportunity to participate in a leadership workshop. Lead presented the ‘Lead with Heart’ leadership conference for the first time within the School. The programme explored what it takes to be a respectful, courageous and positive leader in the community. Matt Kershaw, the CEO of yLead, delivered an enthusiastic and meaningful workshop which had the boys singing loudly and had them hooked on personal anecdotes.
Year 5L STEM Activity
Throughout the day, students explored the acronym HEART, which stands for:
Year 5L were fortunate enough to be given the opportunity to participate in an in-class STEM (Science, Technology, Engineering and Mathematics) activity provided by Sergio and Sara from Woodside Energy.
Helpful - looking out for everyday actions that enrich the lives of others
Sergio is a father in the Scotch community and he was able to share his passion for STEM learning with the Year 5L students.
Team player - the importance of working with others in an encouraging and supportive way.
The learning intention for the incursion supported the Central Idea for the current Unit of Inquiry - Sharing the Planet and how we can impact the physical characteristics of a biome. The students were prompted to look at how we collect and use our natural resources.
Students explored the idea that leadership is more than a badge or title. Matt was able to explain instances throughout his school life where his simple interactions made a big impact on the lives of other students. The boys were hooked by his stories, realising that they too have the ability to lead through courage, passion and integrity whilst serving others through their actions. They explored a range of activities that required them to work together, to use their individual strengths, and to ultimately achieve success for the entire group. A favourite activity involved assisting one another to move across a path using clues within a time limit.
The incursion began with a discussion about how the students travel to school and the essential need for energy to power our methods of transport. Further discussion led to examination of where oil comes from and how it is collected. The students participated in a hands-on, highly engaging activity using bread, Vegemite and sprinkles to create their own sea bed. The students used straws as their imaginary drills to discover oil (Vegemite). There were lots of oil pockets (Vegemite) across the sea-bed (bread) along with all the dead sea creatures (sprinkles). This made for very messy but fun and highly-engaging learning. The activity prompted questioning and risk-taking as they discussed the cost of one exploratory drill at approximately $50,000,000. This made the students really slow down with the activity and investigate where on the sea-bed they might find the oil. This led to further discussion around exporting and trade and how profit is made from trade with other countries. It also challenged the students to consider other ways of drilling for oil that made less impact on the sea-bed such as drilling at an angle.
Energetic - promoting and sharing positive energy Active and Aware - becoming more away of personal strengths and how they can be used to take positive action as a leader Resilient - the importance of having the courage to try new things, and learning to respond positively to challenging or difficult situations
The boys had to understand the importance of being themselves, being truthful and trustworthy, being open to the opinions of others and being supportive and encouraging. It was obvious from the smiles on their faces and their feedback that it was a wonderful day, filled with activities that were exciting, engaging and will hopefully empower them to be positive leaders within Scotch College and the wider community. Miss Renae Cirillo, Ms Irene Louden, Mr Andrew Wells Year 5 Teachers
It was wonderful for the activity to be delivered by two very knowledgeable specialists in their field; inspiring the boys to look at the future possibilities in the field of Science and Engineering. Ms Irene Louden Year 5 Teacher See the full photo gallery in Digital Clan
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Watch the video in Digital Clan See the full photo gallery in Digital Clan
See the full photo gallery in Digital Clan
Watch the video in Digital Clan
Year 5 Moray One thing students look forward to in Year 5 is our Term 1 journey to Moray. During week 10, all the Year 5 students accompanied their teachers to Dwellingup. Students walked part of the Bibbulmun Track, with one group getting slightly lost but they still managed to find their way to camp albeit slightly later than the rest! Three main activities were organised for all the students to take part in. They were: 1. Treasure Hunt with Orienteering using the short course near the ropes course. 2. Our Year 5 ‘Tough Mudder’ challenge. 3. Rafting The Treasure Hunt was tackled with eagerness and collaboration to work out not only the difficult clues but to unjumble word puzzles as well. Once completed, students then had the challenge of tackling parts of the short course orienteering using actual landmarks to find their markers. The ‘tough mudder’ challenge was new this year. Each group was split into two. Students were tasked with tackling an array of challenges with the ultimate goal of bringing back the most water in a bucket. Challenges included tackling climbing walls, mud crawls, setting up tents, walking blindfolded and the everentertaining rope swing. Groups took upward of 180 minutes to complete all the challenges. Rafting is always a hit with the Year 5s and this year was no different. Students had to work together to paddle their way down the river whilst completing a set of challenges. While paddling down the river, students looked at whether the river was healthy and the ecosystem was thriving, which linked to our current unit. Finally, some students may have fallen overboard during challenges and some may have been forced off by Dr O’Connell, but each time the students worked together to bring their peers back onboard! It was an excellent experience for all students. They were exposed to leadership and teamwork through every task at Moray, developing resilience, organisational skills, speaking, listening, acceptance of responsibility and conflict resolution when faced with challenges. All of these skills were demonstrated by the students and they should be very proud of themselves, as should their parents. A fabulous few days were had by all, but now it is back to reality! Mr Andrew Wells Year 5 Teacher
Reggio Emilia Early Childhood International Study Tour Reflective, inspired and re-affirmed are just a few words to describe the emotional gratitude I feel having returned from the Reggio Emilia International Study Tour for Early Childhood Educators in Northern Italy. It was a privilege to join over 450 early years educators from around the world to connect, reflect and consider the best practice model offered by the educators in the municipality of Reggio Emilia. Claiming to be ‘Reggio Inspired’ is far more than providing a beautiful building and a plethora of resources. It is, in essence, the profound and deep seated respect held by the educators of children which underpins everything the educator thinks, says and does to impact the learning within each child. The ‘Image of the Child’, a term coined by the educators in Reggio Emilia, views children as competent and capable coconstructors of their knowledge. This statement is one that has re-affirmed my professional understanding of the alignment the PYP shares with the Reggio Emilia philosophy and pedagogy. The synergy of these two pedagogies makes for a very powerful and best practice model of early childhood education and which we are extremely fortunate to be able to combine to offer our boys each day. The opportunity to see first-hand the experiences of the children learning in the infant toddler centres in Reggio Emilia has reinforced our drive as educators in becoming a progressive, 21st century best practice model of early childhood learning and teaching. Having completed our first phase of development in providing an outstanding structural model in our building design, we now can move into our second phase of development, which includes state of the art digital technologies in our ateliers, classrooms and outdoor learning areas. It is a wonderful time to be learner and educator in the early years at Scotch College and we are beyond excited in what we can offer our boys, the parents and ourselves in terms of high quality early childhood education. Mrs Sue Phillips Pre-Primary Teacher
IMAGE TBA
Swimming Carnival The Junior School Swimming Carnival took place in beautiful conditions at HBF Stadium on Wednesday 15 February.
Staying Cyber Safe Children can only be empowered online if they know they need to be empowered. This was the message that Jordan Foster shared with the Junior School parents when she presented in February. Jordan is a psychologist and director at ySafe, a Perth based cyber safety company which aims to give skills and knowledge to parents about the dangers that the internet presents. After sharing the current research on cyber safety, Jordan encouraged parents to set clear boundaries and make time to talk to their children about being safe when online. Scheduling time for a digital detox for the whole family was also encouraged. After speaking to the parents, Jordan spoke to each year level and shared the online safety message in an age-appropriate manner. Many boys love online games and gaming sites; some of the games allow for shared play and an online chat function where players can communicate to others they do not know. Jordan’s key message to the boys was: “How do you know who you are speaking to online if you can’t see and hear them?” This was particularly powerful for the younger boys, as many of them did not realise that people could lie about their name, age or gender. Jordan enlightened the boys with the importance of keeping their personal information private when online. The boys were asked whether they would advertise their name, family details, birth date, photo and phone number on a big sign outside their house. The boys were all horrified at the thought – many had not made the connection that this is what they are doing when they share too much information online. Boys were given key tips for staying safe: keeping profiles private and personal information offline, never posting photos in school uniform and treating other people online with respect and care. Cyber safety lessons are an important part of helping the Junior School boys become responsible digital citizens. Junior School teachers, using virtual classroom platform Edmodo, are helping the boys to learn about respectful, appropriate and responsible posting online and, with the help of Jordan, the boys are learning how to safely navigate the fast-paced, ever evolving online world. Mrs Amanda Ritchie ILT Integration Specialist
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Excitement was high throughout the School in the lead up to the day as the students looked forward to participating in one of the key sporting carnivals of the year. There were close races throughout the morning as the Year 3, 4 and 5 boys competed in freestyle, backstroke, breaststroke and butterfly events. The Carnival sees all the boys in the Junior School competing in a minimum of 3 events across the day with the aim of providing a fun day of participation and competition in a relaxed atmosphere. There were strong performances on display, in particular the Year 4 age group where Xavier Smith and Ben Marris produced strong swimming during the day. Ben broke the butterfly and backstroke records, whilst Xavier broke the freestyle record for their age group. A special mention must go to Jake Taboni in Year 4 who pushed both these boys in all of their races. The most pleasing aspect was witnessing every single boy in Year 3, 4 & 5 completing races in the pool to contribute to their House scores. The result of the Inter-House competition was in the balance right up until the final few relay races as Robert House managed to beat James House to the Shield. A big thank you must go to all the teachers and staff who contribute to the smooth running of the carnival on the day and to the boys who work hard during their Physical Education lessons to be able to perform to such a high standard at the carnival. Mr Scott Whiston Head of Junior School Sport
Mr Richard Ledger
Head of Middle School
“Hard work beats talent, when talent doesn’t work hard.” Tim Notke I’ve credited the above quote to Tim Notke a USA College basketball coach, and although there is some difficulty in determining exactly who said it or who made it famous, the message is the key point. Annually we have many conversations about giftedness or discuss students who have been described as gifted and talented as determined by a test score. As Notke suggests, being gifted is one thing, but having the attitude to apply that talent, a willingness to put in the effort, that is when giftedness kicks in and great things can happen. This semester 24 Middle School boys along with similar number of girls from PLC have been practicing, training and rehearsing each Friday afternoon after school, broadening their knowledge and improving their speed and collaborative skills in preparation for the World Scholars Cup (WSC), a global academic challenge competition. Challenge rounds for WSC are held all over the world and this year Scotch College hosted the Western Australian round. 360 students from across the state arrived for a weekend of
high adrenalin, highly interactive academic contests. Even as a spectator sitting on the edge of all the activity it was a lot of fun. World Scholars Cup draws in and encourages talented students from across multiple disciplines into teams to compete in four challenging events. Team Debate; 3 debates that can range from poetry to public policy and everyone gets to speak. Scholars Bowl, from multimedia challenges to analytical questions, this is a race against the clock competition. Scholars Writing; you get to work as a team, then as an individual, then as a team again on a topic. The catch is, everyone in the team has a separate topic. Scholars Challenge; a multiple choice activity where you can choose more than 1 answer. The more choices you make though the lower your score value. An activity that prompts some discussion, and generates a lot of debate! After a long weekend of intense activity all of the top teams are invited to move onto the next rounds, the Global Round, this year to be held in Thailand with the climax, the Tournament of Champions held at Yale University USA. The WSC draws in lots of talented students, but it is the ones who put in the effort in the weeks leading up to the event that really showcase their talent.
A new service initiative running in Middle School this semester is the Student2Student reading programme. This is a programme whereby our volunteer students get matched up with an unknown student who requires support to learn to read. In most cases the young reader is in an ESL family unable to offer their child literacy help. The reading is done over the telephone with our boys listening, encouraging, prompting and supporting their buddy through a series of books over 18 weeks. The initiative is coordinated by the Smith Foundation with over a 1000 beginning readers receiving help each year. We have only just started but this looks to be an activity we must be involved with again. Ride2School: This is an activity that we have run for the last 2 years that has really gained some traction. In an era when getting a lift to school is more the norm than making your own way to school, it has been really heartening to see boys seize the opportunity to ride to School. For the May event our Quad area was full of bikes with over a 100 riders across the two days. The Town of Claremont and the Post Newspaper also took a keen interest in the event and the numbers of boys getting involved. In the afternoon listening to the boys gather in pairs or groups to ride home, discussing their day, their bikes, the route home and their enjoyment of the freedom to ride was a delight. Similar to watching the boys group together and head off to catch the bus or the train each day, seeing boys take the chance to be independent and manage their own transport is heartening. The reduced congestion around the College at peak time is a bonus too. Mr Richard Ledger Head of Middle School
Fairbridge Festival
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Yr 6 D&T Robotics This year there has been a change in the Digital Design course for our Year 6 and 7s. They are getting their first taste of our brand-new Coding and Robotics programme. With the rotation nearing completion we are seeing many of these little Edison Robots coming to life and growing appendages to try and solve the given challenge.
Middle School Pipes The Middle School Bagpipe Programme commenced formally in May 2013. Before this, with the help of past member of the Scotch College Pipe Band Nick Lolev, some lessons were given to a few Year 7 boys to get the ball rolling. It began as just an earlier start time to piping, as the new structure within the School saw the formation of Middle School. Advice from the then Headmaster, suggested Year 8 would not be a likely intake year for the Pipe Band anymore, and perhaps Year 9 would be better. This was not suitable as Year 9 would be far too late to commence. The better option was to start the programme earlier; therefore giving the chance for boys to be fairly competent performers by the time they reach Years 10–12. How successful has it become? The intention initially, was to provide an earlier commencement to piping, and an opportunity to start learning over Years 6,7 and 8. Boys are introduced to piping, and should it not work in the first year, the opportunity to try again the next year is there, or perhaps a change to drums might be preferred. This has been I feel, the most successful part of the programme. Lessons are conducted in groups initially, in a purpose built ‘pipes room’, a small, but an extremely functional, acoustically designed room with plenty of space for serviced instruments waiting to be issued, and uniforms for the pipers. While the plan was not to provide a Pipe Band as such for Middle School, this seemed to happen as the programme took its course. Solo pipers are now provided for each assembly, and a Pipe Band for Middle School functions and Speech Night. Nineteen pipers and drummers were able to perform as a Pipe Band for the final assembly in 2016, with similar numbers expected this year. Mr Norm de Grussa OAM Middle School Bagpipe Programme
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The Edison is a simple robot that is programmed using a block language which means it is visual and not text based. This gives the students the conceptual understanding of how programming works without having to know the specific language of code. It allows much more complex structures as the students are not limited by the amount of coding language they know. The challenge presented to the students is one based on real life situations. We have recreated a rescue robot situation where the students have to navigate the maze to get to the ‘bomb’ and depending on the level of the challenge they selected; sound an alarm, return to base, call in the cavalry, pick up the bomb or any mix of these. The Edison Robots have a number of sensors which the students are using to navigate through the maze while detecting obstacles and noticing changes in surfaces. The fantastic thing about this programming is that there are immeasurable paths that can be taken to achieve the same goal. Our students must use problem-solving skills along with perseverance and lateral thinking to complete their challenge. Mr Jared Faint ILT Integration Specialist
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Danny the Champion of the World The world marked 100 years since the birth of Roald Dahl in 2016, and I was quickly reminded of my own childhood love for Dahl’s imaginative, larger than life stories. Choosing Danny the Champion of the World for the 2017 production allowed for a strong male protagonist but more importantly, the character of Danny epitomises the Scotch boy, bringing him to life for the audience to celebrate. Danny is a risk taker, but he also is principled in his beliefs and a caring member of his community. His ability to be successful in his endeavours is due to his courage and the unwavering support of those around him. Roald Dahl’s gloriumptious stories and characters are immortalised in his books, yet
each of the cast was challenged with the task of breathing life into Dahl’s magnificent words through performance. Since its beginnings in 2013, the Middle School Drama production remains a powerful enrichment opportunity for students and has continued to grow in popularity. Performing or acting is only one element of this rich task. Students delve into the world of the theatre for 8 weeks and they are introduced to a variety of production roles. Cast members
worked collaboratively with their parents and staff to assist in the construction of the set design for the production. As the Foundation Theatre was transformed into an imaginative playground for the characters, students were able to gain first hand experience in stage management, lighting and sound design. Many of the cast discovered an interest in directing or an innate passion for live performance. The creative journey undertaken by all illustrated the inherent value of connecting with others through a shared vision and appetite for communicating stories through theatre. Mrs Emma Cooper Drama Teacher
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Year 8 – Kings Park On February 23, the Year 8s participated in a crosscurricular excursion to Kings Park. This provided the students with an array of unique opportunities to not only experience Kings Park from the perspective of different subjects (Humanities, English and Mathematics), but also apply skills they had learned in class to the real world; furthermore, students were required to apply the knowledge gained from the excursion to their first Humanities assessment of the term. It was great to see the boys working in teams to complete the orienteering and mathematics activities. They also demonstrated their field sketching skills, using the city skyline and Swan River as the main sketching subjects. Under the shade of the beautiful Kings Park trees, students wrote creative pieces of writing from the perspective of nature. Although it was a school activity that had curriculum requirements attached to it, an enjoyable time was had by all. Some were heard to say, “I really enjoyed orienteering around the park “and “I really liked applying what I learned in the classroom to a real world setting“. This was a rich learning experience for the boys and it was fun to take learning into the outdoors. Ms Tracey FitzPatrick Year 8 Coordinator
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Summer Sport The Middle School Sport programme was quickly underway at the beginning of Summer Term. In Week 2 we held our Inter-House Swimming Carnival at HBF Stadium. The event was officially opened by our MS piper, Tom Lynch (8C) who did an outstanding performance leading the School in a march around the pool.
Gordon House made Middle School history, being the first House to win three Inter-House carnivals in a row.
The event consisted of two parts; students swimming in their chosen event heats in the morning session and the afternoon session dedicated to novelty events, House finals and relays.
A large number of Middle School students went on to represent the College at the PSA Swimming Inter-School which was held during Week 6 of Summer term. The results showed that almost every Middle School student swam a personal best time on the night which is an excellent effort.
It was evident on the day that all boys competed with great effort and sportsmanship, congratulating each other after races and cheering for their Houses all day. There were outstanding performances on the day with two records broken. Marco Ghiselli (6T) broke the 2016 Year 6 Breaststroke record with a time of 43.22 seconds. Nicolas Le Page (8T) broke a longstanding Year 8 Backstroke record, which was set in 2003, swimming 33.03 seconds in his final. Congratulations to these students. The performances out of the pool were just as pleasing. The House spirit was on show throughout the day, most notably during the House finals and 4x50m relays. It was great to see so many boys support not only their fellow House members, but all swimmers in the pool. Final results from the day were: 1st Gordon : 2659 2nd Bruce : 2359 3rd James : 2222 4th Andrew : 2171 5th David : 2134 6th Robert : 2105
A very impressive feat, which will no doubt be tough to beat.
The Summer Sport programme ran throughout Summer Term and students competed with great effort and sportsmanship. All sports experienced success and some losses which is all part of sport. It was pleasing to see the development of the students in their chosen sports. Congratulations to the Middle School students Ryan McConkey, Sam Weir and William Hudson who represented the First VIII Tennis team. Another notable achievement was from Daniel Bower, Henry Townes, Raffael Torre and Harry Williams who are members of the Senior Sailing team who have the opportunity to be selected to compete at the National Sailing Championships during the July school holidays. Mr Michael Brinsden Physical and Health Education Teacher See the full photo gallery in Digital Clan
Mr Dean Shadgett
Head of Senior School
I wrote in my first Thistle article that “Education is opportunity”. It is an opportunity to change one’s life, improve one’s social status and the opportunities which, as a result, may present in one’s future. Education has, in general, been the vehicle to achieve this throughout the broader society for many years. Once secondary graduation alone was seen as the key to future opportunities for employment. With changes towards a knowledge economy, a university education, or at the very least a tertiary education, is now seen as the standard. Students at Scotch College are very fortunate to have a plethora of opportunities. We often make mention of those in the co-curricular domain and laud performances in sport, music, art, drama and activities such as debating, mock trials, Philosothon and the World Scholar’s Cup. Of course, one of our main priorities, and most simplistically, is that of a school where education takes place. Where the creation of opportunity takes place. Being an International Baccalaureate (IB) World School we are committed to more than just the teaching of facts. We are committed to a number of approaches to learning, teaching students how to learn. We use the Australian Curriculum as the basis to develop these skills. In Years 11 and 12 Scotch students have a unique opportunity. That is, they attend a school which allows them the choice to follow one of three pathways to further education and further opportunity. They are the IB Diploma programme, Western Australian Certificate of Education (WACE) ATAR and WACE VET (Vocational Education and Training). These pathways will suit different boys for different reasons. Our
Year 10 students and parents are currently going through their Year 11 course selection
Academic success, achieving one’s personal best, should be the aim of all students,
process, during which time they will hear the virtues of each programme. I can safely say that there has been a great change in this space over recent years. The one which has been the greatest is probably the one we have heard least about. That is, the change in the WACE VET domain. No longer is this the domain of trades alone and should be appreciated for the opportunities it provides. The VET pathway now offers access to university, should the student wish. This means students need not be forced into an ATAR programme through a perceived lack of opportunity beyond Year 12. What is most important is that what Scotch College aims to do, teach the boys how to learn and to develop a work ethic to be successful. This way, whichever pathway a student chooses, the most appropriate pathway will be met with the right attitudes and attributes. We were very fortunate to hear from Jared Stone (OSC 09) at Assembly in Week 9 of Summer Term on the virtues of the VET pathway. Jared was named Western Australian and Australian Apprentice of the Year 2015. Jared shared his pathway through the VET system and his experiences and opportunities this system provided. Ultimately, Jared’s advice was about choosing the right study programme, the one that suits your abilities and passions and then working hard to achieve success. Great advice which quite obviously translates across whichever pathway you choose.
parents and staff. At Scotch this fortunately involves enrichment through sports, the arts and cultural opportunities. Enrichment has taken on a different connotation in recent years. No longer do we consider the previously named activities as enrichment at Scotch or in like schools. This year Scotch College has specifically addressed the desire for greater academic enrichment through the appointment of Mr Sam Sterrett to the role of Enrichment Coordinator of Years 6 – 10. This formalises a role the Mr Sterrett has been successfully fulfilling in Years 9 and 10 over the past few years. Mr Sterrett, who will again be leading the student tour to Stanford University this year, is charged with looking for broadening opportunities for our most capable students. This complements the differentiation which occurs in all Scotch classes to support and extend our boys. We, as a College community, should be proud of the ongoing commitment of all staff, including Mr Sterrett, for the commitment to every boy being challenged to achieve his personal best in the academic domain. Mr Dean Shadgett Head of Senior School
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STEM In 2014, Pricewaterhouse Coopers published a paper stating that Australia is heading for a skills shortage in the fields of Mathematics and Science.
VET Pathway Assembly There are a number of opportunities for Vocational Education and Training or (VET) at Scotch during Year 11 and 12. Each semester students in Year 11 and 12 have the option to attend work placements one day a week to gain experience in their chosen trade or service industry. Placements are available in areas including Design, Hospitality, Recreation, Office and Administration, Automotive and Trades. These work placements allow students to develop an awareness of the relevance of school to employment, assist in career planning and often help to develop communication and social skills. Students in the VET Pathway, also have the opportunity to complete nationally recognised qualifications at one of the many TAFE campuses around Perth. It involves TAFE style learning away from the school campus as well as on-the-job learning. These certificate courses also contribute to the WACE graduation requirements. The VET pathway provides some students the opportunity to gain part time or full time employment from the businesses they attend during their work placements. It is also possible for students in the VET pathway to gain alternative entry to some universities by completing a Certificate IV course in Year 12. At the end of last term, we welcomed one of our former students, Jared Stone, back to Scotch to address the Senior School Assembly. Jared was named the WA and Australian Apprentice of the Year for 2015. Jared shared his VET Pathway journey to becoming a qualified electrician, which began in studying music when he left school, undertaking a preapprenticeship course in electrotechnology, and finally being accepted into the Western Power Apprentice programme. Jared spoke passionately about the benefits of pursuing a career in the VET pathway, he raised awareness of the VET pathways available at the completion of school and hopefully he has inspired our students to believe in themselves and to follow their passions in whatever career they choose.
The reasons cited: lack of qualified teachers, students illprepared to cope with the demands of taking these subjects into Year 11 and 12, students fail to see the benefit. Fortunately, these are hardly the reasons Scotch College would take an interest in such a paper, with strong numbers in all areas of Mathematics and Sciences. However, what sparked an interest, was the growing number of students exiting school without the skills required to be creative and innovative in these areas. When the economic future of Australia is reliant on innovation, it would seem remiss to leave the acquisition of these skills to chance. Across Australia, a vast majority of schools teach mandated science and mathematics curriculum in traditional silos. The technology that’s integrated, performs a specific function that assists students with learning and understanding the curriculum. This style of education can lead to outcomes where opportunities to transfer knowledge between disciplines are limited and impedes most students from being creative with the content or see it through to application. The outcome for the students at Scotch is a state of the art STEM elective designed to specifically address these issues. The boys have access to contemporary technology such as 3D printing, coding Arduinos, drones and laser cutters, yet perhaps what is more unique, is the way the course is constructed to develop the boys’ skills in the areas of; Communication, Social, Self-management, Research and Thinking. The boys are asked to use the design cycle and work collaboratively to solve real world problems, for example, creating an autonomous vehicle. By avoiding the traditional method of teaching them how; we ask them to use the resources around them to figure it out for themselves. This is particularly challenging for the boys initially, as they find the lack of visible structure and the teachers’ approach of facilitating inquiry, difficult. However, the outcomes for the students far exceed their own perceived capacity. The course is team taught by three specialist teachers, allowing our staff to support the boys in all key areas of Mathematics, Science, Engineering and Technology (STEM). Together the staff are able to reflect on the boys’ skill development and design strategies to move them along a learning continuum. Mrs Cara Fugill Dean of Teaching and Learning
Mr Aaron Gale Workplace Learning Co-ordinator See the full photo gallery in Digital Clan
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Commercial Kitchen Opens See the full photo gallery in Digital Clan
Emergency Service Cadets Congratulations to Senior School teacher Howard Loosemore who was invited by the Department of Fire and Emergency Services to attend the WA Volunteer of the Year Awards Gala Dinner in May, in lieu of his 10 years’ voluntary service to this great cause Howard represented the five denominations of cadets: • Volunteer fire and rescue • Bush fire brigade • Volunteer fire and emergency services • State emergency services • Volunteer Marine rescue services The Scotch Emergency Service Cadet programme provides a unique opportunity for boys to develop and demonstrate student leadership, learn practical life skills, develop initiative, teamwork skills and a sense of responsibility to the greater community through service. The Emergency Service Cadets at Scotch College has a long and rich history since 1909 and to this day forms a valuable part of the ethos and founding beliefs of the College. The Cadet Unit has taken many forms over this hundredyear period ranging from Air Force to Army Cadets. These groups have long since been disbanded and today the unit is run through the Fire and Emergency Service Authority of Western Australia (FESA). ESC’s seeks to empower young people and prepare them for a life of active citizenship. It does this through providing practical life skills and exposing students to community service opportunities. It is with this that the Emergency Service Cadets both enhance and further mirror the International Baccalaureate and the College’s overall ethos.
The opening of the new fully equipped Commercial Kitchen in the Senior School has given Scotch students the opportunity to develop a wide range of important career and life skills associated with the preparation and serving of food in both commercial and domestic situations. Year 9 students choose Food Design as a semester elective and start their course by learning the importance of safety and hygiene in the commercial kitchen. With the basics under their belt they move on to simple recipes, learning to operate state of the art equipment and the teamwork and awareness required to work effectively in a commercial environment. As the semester and the students’ skills and confidence progress they move on to more sophisticated recipes presented to restaurant standards. The course is practical and hands on, with the students learning how to prepare and serve healthy savoury meals, as well as the occasional dessert treat. The students enjoy sampling their culinary skills and are immensely proud of their improvement week by week and their transformation from nervous novices to assured and accomplished cooks. Lessons finish with cleaning competitions with the stainless steel always left sparkling. Year 11 and 12 students study Food Science and Technology as a general level course, covering both the theory and practice of food science while working in a
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commercial environment. The course provides valuable experience for students who may wish to work in the industry as a career, as well as providing students with an invaluable edge in gaining part-time employment while at university or when travelling. Menus and recipes prepared are wide ranging across different cuisines, with students also learning the importance of nutrition within a healthy lifestyle. Year 12 students also get to develop their barista skills. The course provides a wonderful practical experience which prepares the boys with valuable life skills for the world beyond Scotch College. With hospitality and tourism being major growth areas worldwide, the course can lead towards a wide and expanding range of job and career opportunities. Future plans include extending food technology courses across the whole of the Senior School as well as enhancing the range and scope of courses available – watch this space. Mrs Marie Bloodworth Senior School Food Technology Teacher
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NIDA Tour 2017 Scotch Drama students embarked on a journey of theatrical discovery these April holidays, experiencing the varied and vibrant Sydney theatre scene and a week of intensive drama workshops at NIDA, the National Institute of Dramatic Arts. NIDA has long been recognised as a centre for excellence in training for theatre, film and television, with many famous alumni; including Cate Blanchett, Baz Luhrmann, Hugo Weaving and Sam Worthington. This inspiring environment set the scene for the expansion and development of skills in acting technique, voice, movement and improvisation led by NIDA tutors with professional industry experience. The week culminated in a group devised performance around the theme of ‘Hyperreal’ in the NIDA Playhouse Theatre, showcasing work of the two workshop groups which combined students from John Paul College, Presbyterian Ladies’ College and St Mary’s Anglican Girls’ School. With an emphasis on collaborative and self-directed work, the devising process proved both stimulating and enriching, as students were empowered by the opportunity to find their own artistic voice and make creative choices as a team. The process of developing original work drew upon techniques of contemporary theatre directors and current trends. Each workshop group showcased performance work that was highly imaginative and thought provoking, while exhibiting an impressive level of student talent. The experience will prove especially beneficial when students undertake their own self devised work at the culmination of the Year 12 ATAR Drama course. After a day of exercising their creative muscles, students spent each evening indulging in the variety of world class shows on offer. From the lavish Broadway musical Kinky Boots, at the grand Capital Theatre, to new contemporary offerings from Australian playwrights Kate Mulvany (The Rasputin Affair at Ensemble), Brendan Cowell and Lally Katz (The Cat/The Dog at Belvoir St Theatre), students came away excited and inspired by funny, daring and cutting-edge theatre. The NIDA Tour exposed Scotch Drama students to Australia’s most prestigious and acclaimed arts training institute, while providing total immersion in a culturally rich environment. This unique and rewarding experience is sure to remain with students for many years to come. Ms Sarah Combes Head of Drama
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Inspiring and Sustaining Creative Thinking and Skill “Creative ideas disturb the status quo… students need to learn how to persuade people the value of their new ideas and creative thinking” Transforming schools Miranda Jefferson and Michael Anderson (2017) The notion of creativity may be difficult to grasp, however, increasingly, it is definable, knowable and teachable, essential to 21st century learning. 21st century education articulates a paradigm with students as different type of learners to previous counterparts; whose thinking processes should be made visible and the ability to transfer skills a requirement for success in further education and life. Can creativity be acquired through instruction and delivery of other curriculum outside of the Arts? Absolutely. But what could be argued as a point of difference for a student in the Creative Arts, is not the focus on the speed at which a student can generate a creative idea, it is an emphasis on flexibility and originality, variation and novelty which leads to innovative thought and practice. It is instilling the belief in putting an idea to work and creating art that has value and holds meaning for its maker and audiences within a specific social context. This is the philosophy and value of learning for a Creative Arts student. Film, Media, Graphic Design, Photography and Visual Art is where students test the merit and value of the idea by witnessing how their intended audiences engages intellectually and emotionally with the artworks they produce. By teaching how to restructure artwork and elaborate on aesthetic detail, students engage with transferable processes of creativity. The last semester has seen students explore a diverse range of art-forms in which to translate their experiences. In the Visual Arts, year 8 have been exploring the representation of human emotion and gesture through ceramics, while year 9s have created self-portraits as a form of expressing cultural changes. Year 10 Media students have researched style and aesthetic in genre examining how historical contexts influence narratives in horror and action films. In our Year 11 and 12 arts WACE and IB programmes, students are asked to consider the interrelationship between society and production of the art-form being examined. Graphic Design and Photography students look at stylistic elements and principles, and create a portfolio based on a design brief. They work through all the design stages replicating an industry approach and construct art work using real-life scenarios. Likewise, Media and Film students follow a similar production processes to create unique short films showcasing personal expression and offering a social or political comment on the world around them. Later this year, the Scotch community will be invited to come and view the work of all Creative Arts students during our annual Arts week celebrations in September. Mrs Celena Mecham Curriculum Leader – Creative Arts
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Mr Marcus Wilkinson
Director of Residential Life
Residential Wellbeing Programme Wellbeing and Recreation at Residential Life Scotch College is all about our boys adjusting from their academic day-to-day schooling and achieving a sense of balance between study and personal life. Our Programme is based around the Five (5) Dimensions of Health. The boys are introduced to the Five (5) Dimensions of Health throughout the year and touch on each one to gain a well-rounded experience while they are in our care and within their boarding journey. We feel that generally the boys are exposed to the majority of the dimensions through living day-to-day within the College, but feel we need to spend some more time with our boys on the ‘Emotional’ aspect of Wellbeing.
Spiritual
Academic
5 Dimensions of Health
Social
Physical
Emotional
To assist us in producing a meaningful and beneficial annualised programme we have engaged 3&3 and Beyond Blue to develop the following:
Year 7 – 3&3 Programme “Growing Up in Boarding” Our boys are participating in a three-part workshop series that is designed to help our Year 7 boarders settle into Residential Life and prepare them for their journey ahead. They will cover topics like Mind over Matter, Hygiene, Dealing with Stress, Navigating Friends, Identifying the Benefits and Barriers of a Boarding Lifestyle and how to Manage Expectations. This programme has been organised to include the other boarding schools in Perth, so it also provides a terrific opportunity for them to share and discuss their challenges with people who are experiencing the same emotions and feelings as they are.
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Year 8 – “Getting to know yourself” We believe that before we can expect our boys to develop long lasting relationships, understand the dynamics of living within a residential community and of course resilience they need to develop a strong sense of self and sense of purpose. During this programme, the boys are engaged in topics that include developing an awareness of self-image, building self-esteem and are introduced to tools that they can use to regulate their emotions and assist in stress reduction. These sessions are being delivered both in and out of the classroom and the boys will work individually, and in small groups, to build skills designed to increase resilience and promote emotional well-being.
Year 9 – “Getting to know others; getting along with others” This programme develops skills which contribute to building a strong sense of belonging with further emphasis on sense of control. The boys are introduced to topics which include forming and maintaining relationships, effective communication within relationships, managing feelings and thoughts in relationships and social problem solving. These sessions are delivered in classroom components working individually to build skills designed to deal with issues and manage these relationships.
Year 10 – “Getting along in the world and planning for the future” Our programme acknowledges the increasing maturity of our boys and the need for them to accept greater responsibility. They are entering a phase in their lives where they will be required to make some important decisions about their future and our aim is to provide them with the skills to make ‘informed’ choices. The boys are watching a reality TV series which follows six people’s journey through adolescence. It focuses on the six senses that are required to form strong emotional wellbeing as well as the topics of resilience, belonging to a group and managing stress and relationships. Our overall aim is to develop boys who, through knowing themselves, have developed the resilience to overcome the many challenges that they face as not only being a young adult, but, a young adult who lives in a community with many different personalities, expectations and decisions that they must navigate daily. This would be a challenge for anyone, let alone a boy who leaves home at 13.
Captain: Mitchell Clarke
Basketball
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This year was a series of ups and downs which ended in a decent 3 wins and 3 losses. Luckily for us we can claim that we came Second, as all the teams we lost to, tied to share the Blackwood Cup. We opened our season with a comfortable win against an undermanned Guildford team. We had strong performances from James McCormick and Brynn Teakle. We then faced a tough series of 3 games in a row against the top 3 teams of the comp; Hale, Aquinas and Wesley. These three teams proved to be a challenge for the Scotch boys and were all very disciplined and driven to beat us. Nonetheless, the boys responded after these three matches and bounced back to our true Scotch style. In our fifth game of the season we were able to beat, Christ Church, by 36 points. The season was wrapped up with
another high when we took it up to Trinity and won in their home gym, something that has been very rare for Scotch teams in the past. From all the players, I would like to give a huge thanks to CJ and Mr Mecham for coaching us this season. CJ we have all really valued your guidance from young Year 8s and 9s right the way through to Year 12. And Mr Mecham you have been awesome to have as a coach this year, your enthusiasm and ability to motivate and drive us to work hard and pump us up has had a major influence on our performances this year.
I would also like to thank all the boys who played basketball this year. In particular, I’d like to thank the boys who played in the Firsts. It has been really special to share this season with you and I have enjoyed the friendships and memories we have shared together. I’d also like to thank the boys in the Seconds for the trainings in Spring Term and continually pushing us for our spots. Playing basketball for the School is really special and I hope that all the boys playing in the younger years continue to work hard and really enjoy Scotch basketball. Mitchell Clarke Captain of Basketball
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Captain: Charles Russell
Cricket
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Scotch College Cricket experienced another successful season through all year groups in 2016/17 with all players developing their games with a sense of purpose and enjoyment. Over the 43 games played from 2nd XI through to Year 7 in Summer Term, Scotch enjoyed a ratio of 20 wins, 20 losses and 3 draws which put us well ahead of all other like schools and third only behind Hale and Aquinas who have much greater school numbers and cricket representation. It will be our goal in coming years to become the number one cricket school using this performance indicator whilst also obtaining success in the Darlot Cup. This positive result is a reflection of the rejuvenated programme in place this year under James Bridle, with a strong focus of creating a positive learning environment for the boys. The expertise, enthusiasm and commitment of year group coaches Wade Wingfield, Burt Cockley, Mark Gale, Nick Guard and James Bridle paved the way for creating this environment.
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Great assistance and energy was provided by all coaches and it is terrific to see the high number of Scotch Old Boys assisting with the cricket programme whilst developing their own coaching skills. The performances of the Year 8 and 9 A, B and C teams were particularly pleasing as they won 75 per cent across their 24 games played with some excellent team and individual performances reflective of the great development undertaken throughout the year. The First XI played very good cricket at times, but inconsistency proved to be their undoing. After very encouraging Spring Term performances, the First XI under coach Dean Holder started their Darlot preparation with a tour to Melbourne in December to compete in the Presbyterian Schools cricket tournament. The boys performed exceptionally well against strong opposition with three excellent victories out of the five games played.
The Darlot campaign was on the back foot from the start when the opening clash against Guildford was unfortunately rained out. One win, two losses including an agonising four run defeat against a very strong Hale outfit and three hard fought draws in an extremely even and fiercely contested competition provide a good but frustrating snapshot of the team’s season. The team would often play great cricket to get in strong positions but were then unable to push on to the success they craved. Thanks to coaches throughout the year, Dean Holder, Elliot Raiter and Mr James Bridle, who also led the Melbourne tour, for their guidance and creation of a positive environment which the boys thoroughly enjoyed. All Scotch cricketers are to be congratulated on their exemplary attitude, growth mindset and fine sportsmanship throughout the course of the season. Mr Dean Holder First Cricket Coach
Captain: Lucas Ferri
Golf
Golf at Scotch College is a great programme that allows boys from different levels of golf to practise their skills under the guidance of a golf professional and improve their all round golf game. We are fortunate enough to use the facilities at the beautiful Cottesloe Golf course. This is what occurs every week in the summer season‌ Monday is one of the days that the students most enjoy as they get a lesson from Cottesloe Golf Club’s teaching professional Matthew Elliott. He teaches the boys the basics of the golf swing, chipping and putting. This allows the boys to be looked at by Matt for his opinion and advice on how to improve their swing. He also teaches the boys the values of golf and the etiquette that is appropriate at golf clubs and on the course. Wednesday is a time where the boys can reflect on what Matt has said about their swing and put it into practice on the driving range, chipping green or the putting green. We are sometimes able to get on the course to play some holes depending on what is happening at the golf club.
On Fridays the boys get to go on the course and play nine holes. At Scotch the Year 7, 8, 9, 10 boys get to the course around 1:30pm and the Year 11 and 12 boys have one more period and come to the course an hour later. All the boys really enjoy getting on the course and using what they have learnt during the week on the course. At the end of the season you get to see how much the boys’ games have improved but as always with golf it is a constant learning experience. Thank you to Matthew Elliott, Mr Jones and Mr Burt for the work that they have done for the boys and also to Cottesloe Golf Club for allowing us to use their facilities and their immaculate golf course. Lucas Ferri Year 10 (Cameron House)
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Captain: David MacKinnon
Rowing
The boys came into the rowing season strong, with many attending pre-season training. Crews worked on fitness and technique before the first rowing camp in Albany near the end of the October school holidays. The five day camp was focussed on technique and stamina in preparation for the Spring Term head races. It also presented a great opportunity for the boys to get to know each other and come closer together as a boat club.
At the start of the summer break a large group of the senior rowers travelled to Adelaide on the Rowing Tour. They competed at the Berri Regatta on the Murray River. The boys got to experience a typical club/school regatta, racing in all boat categories.
Spring Term with its long strenuous rows in VIII’s and smaller boats, heavily focused on developing endurance and correct movement. Mastering the lower rate technique led to moving on to higher pace and more intense workloads.
Summer rowing camp came and went, and finally it was the racing season. Crew combinations became more stable, however changes still occurred due to injury and an increase in work ethic and technique. The results for each regatta were promising
for the boat shed, and the boys should be incredibly proud of what they achieved. Six regattas took place with the final being the Head of the River the pinnacle of PSA rowing. The achievements of the day were outstanding and should be commended. Overall, the season was a huge success and I’m sure that the Year 12s can look back on the season with great pride along with the other boys in the boat shed. David MacKinnon Captain of Boats
See the full photo gallery in Digital Clan
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Captain: Benjamin Walsh
Sailing
See the full photo gallery in Digital Clan
Scotch Sailing off to the National Teams Racing Championship The Scotch College Sailing programme began in Spring Term last year, with training for various year levels every afternoon at Royal Freshwater Bay Yacht Club. It was decided to put two teams into the State Schools Teams Racing Regatta. Scotch Gold (Firsts) and Scotch Maroon (Seconds). Very little separated the two teams and both went into States with excellent chances of success. Gold Team Ben Walsh, Yr 12 Ferguson Adam Brenz-Verca, Yr 11 Stuart Marcello Torre, Yr 10 Cameron Rory Blackley, Yr 11 Ferguson Lachlan Norcott, Yr 9 Anderson Rhys Williams, Yr 9 Anderson Harry Williams, Yr 8 David Maroon Team Tom Hodge, Yr 10 St Andrews Raffael Torre, Yr 8 Bruce Henry Townes, Yr 8 Robert Joshua O’Dea, Yr 10 Brisbane Hamish Watson, Yr 10 Ross Grayson Downes, Yr 9 Brisbane
The boys trained very hard under the watchful eyes of Head Coach Will Boulden. Many other coaches were involved in preparations and our thanks also go to Cameron Seagreen, George Boulden, Emerson Carlberg, Mike Davies and Andrew Briggs. To determine the make-up of the two teams, a series of mini-regattas were held. This race series resulted in the two squads above. Both teams were incredibly evenly matched and this was demonstrated by the results. During the heats of the State Regatta, both teams did exceptionally well. Scotch Gold was only beaten once and this was to the eventual winners – Shenton College. Notably this was the first loss by Scotch Gold since 2014. Both Scotch teams ended the heats in the top four, with Scotch Gold at the top of the ladder. Unfortunately, due to the final placings, the Scotch vs Scotch derby was to be in the semi-finals, making a Scotch first and third the best possible outcome. There was a major upset in the semi-finals and Scotch Maroon took Scotch Gold to a third race to win a place in the finals. Scotch Gold went on to beat Christ Church A to secure third place.
Scotch Maroon then had the daunting task of tackling Shenton College for the ultimate prize. The finals are a best of five races and Scotch Maroon won the first two races convincingly, leaving Shenton with the daunting task of winning three races in a row. To Shenton’s credit, they did exactly that and won the shield for the first time in eight years. Ultimately, Scotch College came second and third, compared to first and third in 2016 and first and second in 2015. Both teams have qualified for the Nationals although a second team from the same school can only enter if places are available. This is quite likely and we are looking forward to the National Schools Teams Racing Regatta that is being hosted in WA this year at Nedlands Yacht Club July 6-10. Congratulations to Shenton College on their thoroughly deserved win in 2017 and to all of the boys in the Scotch teams for their efforts and their significant achievements. Mr Brad Watson Teacher in Charge of Sailing
Daniel Bower, Yr 8 James
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Vice Captain: Matthew Simich
Swimming
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Scotch’s swimming programme picks up in Spring Term, wherein a group of students, spanning from Years 6 to 12, started training from 6:30am till 7:45am, Tuesday to Friday. This training consisted of many components, all of which designed to address the needed improvements in the team’s technique and aquatic fitness. This comprised an aerobic warm-up of running and stretching, a core swimming session revolving around swimming technique finessing, and diving sessions wherein the boys would practise their starts off the blocks. Then came a range of swim meets with partnering schools, including meets at St. Hilda’s, and at our own pool too. This allowed the team to post their swim-times, reach for their personal bests, and build the great team chemistry known to Scotch’s sports department. The Summer Term passed fairly quickly, and after the Inter-House swimming carnival, came the School Age Championships, by which swimmers had one
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final chance to post their best times, and for some to reach for the ‘Champion Boy’ award. After all the times had been finalised, the team for the Quads and Inter-School carnivals was announced. With this came an extra sense of passion and commitment from the boys, and after a fairly disappointing 4th place at the Quads carnival, by which Scotch uprightly hosted, the boys were eager to prove themselves on the biggest stage.
Finally, the Inter-School carnival, hosted by Guildford Grammar School, came about, and with Scotch and Guildford expected to place in the bottom two schools, the team had close-to-nothing to lose. Each boy swam valiantly, and supported respectfully, but within the spirit of healthy competition. As a testament and reflection to their belief and great attitude toward the carnival, the team overcame backlash and branding to pip Aquinas College to a reputable 5th place. It was without a doubt a strong and enjoyable season, and with gratitude to all the hardworking staff, I’m sure all the boys involved loved it as much as I did. Matthew Simich Vice Captain Swimming
Captain: Rigby Dowland
Tennis
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After being undefeated in the Gamble Cup, we knew we had a rare opportunity to take the Corr Cup outright; a feat that none of the boys in the team had achieved before. This fuelled our vigorous determination to beat every other PSA team, leaving nothing on the court week in week out. We eagerly awaited our round one fixture, and couldn’t be more excited to begin our conquest to glory. The first round of the Corr Cup season against Guildford Grammar School was a great opportunity for the boys to get their confidence levels up, and to get our first win on the board. Only losing 11 games, we outplayed Guildford Grammar to a 24 sets to 0 victory. Two Year 8 boys; Will Hudson and Max Weir, played their first Corr Cup tennis match, losing only 4 games between them. These were very encouraging signs going into our second round fixture against Hale. Hale School are renowned for their tennis ability, and their team this year was no exception. This was our first real test for the season, and we had nothing but high hopes and expectations. This fixture saw some great matches, and inspiring heroism, displayed by Andrew Singh who came back from losing a close first set to clinching an even closer second set 7-5. Through other valiant efforts, we were able to win comfortably in the end, 16 sets to 8. A special mention goes to Ryan McConkey, another Year 8 who played his first Corr Cup match and showed off his talent by splitting with a much older opponent 6-2 4-6.
Round 3 saw another challenge for the team, as we came up against Aquinas College. The team was overwhelmed with confidence from our efforts in the preceding fixture, and we were determined to keep our undefeated record in tact. That is exactly what we did. The team had no trouble, steaming away to a very convincing 22 sets to 2 victory. A 20-4 victory against Wesley College meant that we were undefeated going into our most challenging encounter yet – Christ Church Grammar School. Due to the magnitude of this contest, we increased the volume and intensity of our training, so we would be in the best shape possible to beat a side who also had not lost a fixture. After a whole Summer without rain, we were suddenly hit with a front that proved to make the courts unplayable, cancelling the fixture. With talks of a midweek re-scheduled fixture diminishing, we came out with a draw that left the team with mixed emotions. Nevertheless, since we were still undefeated, our focus was turned towards our last encounter of the season against Trinity College. We were able to come away with a 21-3 win, which meant that we had won the Corr Cup. While we had the bye in the last week of the season, Christ Church won and retained their undefeated record, resulting in a shared Corr Cup.
Despite not winning the competition outright, the team was incredibly happy to clinch their first every Corr Cup, a feat that Scotch had not achieved for 5 years. Our successful season was the product of a fantastic leadership group, consisting of Vice Captain Simon Ferreira and the Year 12s; Christopher Lawrance, Andrew Singh, Angus Campbell, and Charlie Wandby. With the introduction of 3 talented Year 8 boys; Will Hudson, Ryan McConkey, and Max Weir, this leadership group was imperative in making these boys feel a part of the team. Predominantly our number 3 player, Connor Enslin managed to go through the season without losing a set in his singles. Another Year 11, Sam Rogers, provided a short, but important stint in the team within the late stages of the season. We are tremendously grateful for the outstanding effort put in by our manager, Rev Lewis, and our coach, Guy Eddington. Without Rev Lewis and Guy, our success this season would not have been possible. It is fair to say that the holistic Scotch College Tennis programme has experienced success this season. Not only were the First VIII undefeated, but the Second VIII were also, while the Third VIII came out equal 2nd with a 3-1 record. Rigby Dowland Captain of Tennis
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Captain: Sebastian Evans
Triathlon
The 2017 Summer Term was a positive end to a great triathlon season for the whole Scotch College Triathlon Team. All boys achieved great results with many reaching personal bests. The term’s competition included three events at Cottesloe, Fremantle and Mullaloo. A special mention to Greg McVicker, Josh Keatch and Jack Jagger who place 1st, 2nd and 3rd respectively in their age groups, with Greg finishing 4th male overall in this event. The other two events equalled Cottesloe with enthusiasm and competition. The inclusion of some parents in the Mullaloo and Fremantle Corporate Triathlon, posed no challenge to the hard training Scotch boys.
I would like to take this opportunity on behalf of all the Scotch College Triathlon Team to thank our two great coaches, Mrs Woods and Mr Kyle, for the excellent work and time they have both put into developing the team and ensuring everyone had fun and reached their full potential over both the Spring and Summer terms of 2016/17. It has also been great to have Dr O’Connell and some of the boys’ parents come along to help out on Tuesday morning rides.
Training sessions continued to develop and offered reward for boys of all skill levels. Tuesday morning road cycling was enjoyed by the boys as their fitness, bike handling skills and awareness of the road improved. Thursday training was again full of hard running and riding sets, where all boys pushed themselves to their limits to gain the most from these great sessions.
I hope that all the younger athletes in the team enjoyed this season and will continue to compete for the Scotch College Triathlon Team in the years to come.
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Sebastian Evans Captain of Triathalon
Captain: James Mandzufas
Volleyball
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An influx of new players to the sport of volleyball in the 2016/17 Summer season saw a huge amount of athleticism and sporting ability being welcomed into the programme. It is heartening to see the programme gaining traction and becoming an attractive option for boys. The first four weeks of training were intensive in skills development, under the expert tutelage of head coach Mr Creighton and Pat Triglavcanin. Boys new to the sport endured a steep learning curve and showed potential well beyond original expectations. As individuals’ skills improved, it was pleasing to see that the team also developed an understanding of the intricacies of the game. While this translated to only a couple of great wins, all fixtures had the potential to go either way, and we pushed some of the top sides. The cohesiveness of the side was evident
in the way we supported each other both on and off the field, and due to the fact that we never gave up. Although we stuck with a relatively unchanged squad throughout the year, we were often not at full strength due to injuries to various key players. The team thanks Mr Creighton for his coaching and leadership, it is a privilege to have such talent involved in the programme. We were also very fortunate that Pat Triglavcanin was a stalwart in attending early morning training and our Saturday games,
even when Mr Creighton was called away with other duties. We really appreciate Pat’s commitment to the team, and his manner of coaching that allowed us to improve, to showcase our talent, but also to enjoy the games. We also thank Mr Chris Mandzufas who offered to coach us to one of our wins, when both of our regular coaches were unavailable. Given the growth in the volleyball programme across the School, and the three Year 11s in this side who will go on to be the backbone of next year’s team, I am excited to see what the team can do in the future. James Mandzufas Captain of Volleyball
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Captain: Toby Muir
Water Polo
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The Scotch First team had a very successful season going through undefeated, winning the Dickinson Shield for the first time since 2011. With four players playing their fourth season and only three new additions to the team, we were confident we could bring home the shield. We started the spring term strongly going through undefeated. We had a close match with our main competition Aquinas College, narrowly winning 12-11, which promised for a thrilling game in Summer Term. We were able to cruise through the first two rounds beating Guildford Grammar School 28-1, playing a strong defensive game, then following up to beat Hale School, one of the stronger teams in this year’s competition, 11-1. Going into our third game against Aquinas College, we knew it was going to be the deciding matchup in the overall Dickinson Shield standings. A strong start had us leading 7-0 at the end of the first half. This lead set the game up for a Scotch win. The final score was 11-3. The experience of the team showed in this strong win against our main rivals for the shield.
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Round five we were up against Christ Church Grammar School, a young team who had shown strong results throughout the season. We played well and had a convincing win 12-4. Our last game for the season was Trinity College, who were struggling, managing only one win against Guildford. A poor warm up led us to be down 2 goals to 1 in the first quarter, the first time this season. A strong comeback from the boys ended with the score 14-2. With our closest game being a margin of 8 goals and only trailing once throughout the season, we had won back the Dickinson Shield, in one of the most dominant seasons in PSA history. The Seconds improved throughout the season and the Year 7/8/9 went through undefeated, promising for some good results in the years to come.
I would like to thank all of the boys past and present who I have played with over my 4 years, for their guidance and encouragement. In particular to the boys this year it was an honour to be your Captain and thank you for your commitment to winning the shield and I wish you luck for next year. A big thank you to Mr Tresise who has coached many of us through the junior teams and now in the Firsts. Your commitment to the team has led to a great development in all of the players. Also thanks to all the parents, in particular Amanda Muir, Jane Vos and Charmelina Kyriakou who organised various events throughout the season and helped make this season successful. Toby Muir Captain Water Polo
Archives
120th Anniversary (1897-2017) In February 2017 we celebrated 120 years since the opening of Scotch College which was established with the funds bequeathed by Mr William and Mrs Jane Alexander Church, a prominent Perth family of Scottish origin who recognised the lack of Protestant secondary schools in Western Australia and ultimately were seeking a Presbyterian education for their twelve year old son. Mrs Jane Alexander Church was a driven wife and mother who offered Reverend David Ross in 1896, the minister of the Presbyterian Church of Western Australia five hundred pounds to commence the establishment of Scotch College. On the 5 February, 1897 the Alexander Scotch College opened with an official opening ceremony at the Shearer Memorial Hall building in which was hosted by Reverend Alex McCarlie and attended by Presbyterian dignitaries, official guest and parents. Reverend McCarlie welcomed guests with a speech explaining the background of the College and pointed out the importance of a Scottish educational system based on ideologies surrounding “good, hearty, earnest plodding work, homework, and the deep interest taken in their students by headmasters and teachers” [1]. The College accepted its first boarders in April 1897 who were housed in a temporary boarding house named ‘Nuestro Nido’ in Aberdeen Street Perth with the School accepting 65 students in its first year, which steadily grew to 100 students in 1902. On the 7 February, 1905 the School relocated to Barrett’s House in Swanbourne, currently known as Collegians House, on the corner of Shenton Road and Australind Street. The house and eight acres of land was purchased at auction in May 1903 under instruction of Scotch College Councilors’, who saw the opportunity for the Schools’ expansion. In
July 1905 Sir John Forrest MHR opened the College officially at Barrett’s House, the new school building attached to the homestead designed by E.H. Dean Smith of Hobbs, Smith and Forbes, to a large ceremony of Western Australian dignitaries and families. In 1905 during the time of the College’s relocation the School had enrolled 89 boys, which almost doubled to 175 boys in 1907 including 61 boarders. The earliest records of school life date from the early 1900s paint a picture of a regimented college life. Boys would take part in formal curriculum subjects – arithmetic, algebra, English, history, scripture, Latin, science, writing, geography, French, shorthand, bookkeeping, drawing and modelling, with increasing interest in sports including football, tennis, cricket, gym, rowing, cadets and rifle club. The general community sentiment at the time suggested Scotch College produced boys equipped with scholastic advantages “with plenty of push, energy and ambition” [2] who would ”grow up to be men of integrity, true men, men whose word was their bond” [3]. The School continued to grow and flourish particularly under the long reign of Peter Corsar Anderson who was appointed as Headmaster at the College from July 1904 remaining Scotch’s extremely valued and longest serving Headmaster for 40 years. During his time enrolments rose considerably and over 3000 boys passed through the College during his term as Headmaster. P C Anderson was a wonderful administrator and his educational philosophy was “critical of the tendency to judge schools by sporting triumphs or by academic success alone” [4] insisting that it was important to give boys “strong constitutions to enable them to hold their own in the rivalries of the world” [5] and
asserted “we can help them to develop such virtues of obedience, self-reliance, purity and truth, then we shall be justifying our existence, for we shall be aiding in producing capable, vigorous” [6] men. The Schools’ success and popularity for the last 120 years can be attributed, in part, to the underlying ideologies of the founding members of the Scotch College community, who aligned in the belief of a rigorous Scottish derived education, creating attributes of self disciplined men who promote independent and critical thinking, who are ‘just’ in character, decisive, encourage innovation, who are leaders and ultimately are good citizens within the community. These ideals have built the tradition at Scotch College giving opportunity for each child passing through the understanding to oversee their individual academic and personal well being through developing “young men with strength of character” [7] and “self-understanding” [8] with a “passion for sustained learning and spiritual enquiry” [9]. Ms Yasmin McDonald Archivist Reference: [1] Gregory, J, 1996, ‘Building A Tradition’, pp.18. University of Western Australia Press. [2] & [3] Gregory, J, 1996, ‘Building A Tradition’, pp.72. University of Western Australia Press. [4], [5] & [6] Gregory, J, 1996, ‘Building A Tradition’, pp.74. University of Western Australia Press. [7], [8] & [9] Scotch College Website, 2017, www.scotch.wa.edu.au/view/about/mission-and-values
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Archives Donations In 2016, Scotch College received kindly donated items from a number of old Scotch Collegians’ and members of the community. Alistair MacKinlay (OSC ‘65) and David MacKinlay (OSC ‘62) donated items which belonged to their father, the Honorable Bruce McKinlay (OSC ‘30). Among the items were old photographs and a rare College Councillors photograph taken in Collegians House in 1958.
Judith’s research exposed that the limestone gothic architecture of St Aidan’s was designed with an unusual large bulky right wing attached to the church was purposely designed to house Scotch College boarding students who attended mass on Sundays. Thomas Clifton Ick (August 1891 – January 1918) “Leaving Scotch College, Clifton Ick worked as a draftsman for the PMG, in the telegraph and telephone section. Aged 24 he enlisted in April 1916 and trained at Blackboy Hill as part of the 7th Reinforcement 51st Battalion. The training was strenuous with long marches, squad drill, rifle exercises, trench digging and whole days out in the field. Clifton embarked at Fremantle for overseas service on 9 November 1916 on HMAT A8 Argyllshire. Also on board were former Scotch College Science master, Alick Mackenzie, William Wackett and Campbell Hendry – all from Claremont” Excerpt from the book ‘The Men in the Window’ by Judith Amey
Ms Elle Stubbs daughter of Murray Stubbs (OSC ‘60) donated a large collection of trophies and photographic memorabilia including a Hurdles Trophy 1958, an Athletics Trophy 1958, 1959 and 1960, a Swimming Trophy 1959, an Under Fifteen Champion Athlete Trophy 1957, a Junior Track and Field Trophy 1960, a College AAC Junior Allrounder Trophy 1958 – 1959, a Senior School Report 1960 and an Old Scotch Collegians’ Presidents Newsletter dated July 1958. Murray was a keen sportsman at the College and a variety of photographic memorabilia featuring athletic carnivals in the late 1950’s was donated.
ZIE
Alick Campbell MACKEN Regimental number Place of birth
2858 Newcastle, New South Wales
Religion Occupation
Married 26.11
Weight
5' 10" 147 lbs
Next of kin
Wife, Ethel MacKenzie, 9 Clarence United Kingdom
Previous military service
Nil
Enlistment date
1 June 1916
Place of enlistment Miscellaneous details Sources
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Science Teacher
Age at embarkation Height
Author Ms Judith Amey donated two books titled The Men in the Window which investigates the names of sixteen men’s names written in the stained-glass window of St Aidan’s Church Claremont in the 1900’s. Judith discovered that two of the men were Old Scotch Collegians named Clifton Ick (OSC ‘06), and Matthew Scoular (OSC ‘12) and one of the men was a Science teacher at the college named Alick Mackenzie who passed away in World War 1. The names scribed in the window was a tribute to the x-servicemen who perished in the war and belonged to the parish.
Presbyterian
Marital status
Perth, Western Australia Name does not appear on
ire,
Road, St Albans, Hertfordsh
Embarkation Roll
NAA: B2455, MACKENZIE
Alick Campbell
Scotch College Archives is delighted to accept donations of relevant material that increase the richness of the collection, such as diaries, correspondence, memorabilia and photographs. Should you wish to donate any items relating to your or a relative’s time at Scotch College please contact the School’s Archivist Yasmin McDonald by email yasmin.mcdonald@scotch.wa.edu.au or telephone 08 9383 6888. Photographs and documents can be donated physically or digitally to be scanned on site, providing digitisation of archival material while contributing to building the College’s historic archival collection.
Mr Michael Silbert
OSC President Report
Thanks for your memories
OSCs in the arts
Scotch College celebrates its 120th anniversary this year, with exciting plans afoot. Old Scotch Collegians will be particularly interested to learn that Memorial Hall will be undergoing its most significant ever refurbishment, which will include a dedicated to celebrate the history of our College, comprising museum quality static and interactive displays, as well as meeting and reading rooms for the Scotch College Community, and a performing arts lecture theatre.
As part of our growing programme to mentor and provide career advice to current and former students, and to establish a wider range of OSC networking events, we are pleased to announce our new initiative – the “OSC ARTS NETWORK”.
Many OSCs will remember when Memorial Hall was newly unveiled in 1957, built to commemorate those in our community who served in the armed forces, many of whom saw active duty, and too many of whom gave their lives doing so. This will continue to be the case, with displays honouring the men and women of the Scotch College community who served. OSC is extending an invitation to our members and their families to consider making a contribution towards the refurbishment of Memorial Hall, or to the School’s heritage collections. Please find an Annual Appeal flyer enclosed with this Clan. Part of OSC’s “stewardship” mandate is to preserve the stories and history of the College – we gladly accept donations of vintage uniforms, prize-books, rowing oars, sports trophies and other wonderful items. Our Archives Department has excellent digital scanning facilities, so if you have precious photographs or documents that you would like to keep, we would welcome you lending them for digital preservation. Please feel free to call or to drop in to Campbell House to discuss. As part of the 120th celebrations, this year’s Founders Day Dinner will align with the opening of the refurbished Memorial Hall. Please look out for more details, and keep Friday 20 October free in your diaries. This will be a great opportunity to tour the new facility, and will have particular resonance with those who last visited “The Mem” as an exam candidate, or a shuffling and embarrassed Prefect’s Dance attendee.
The College’s modern curriculum includes an incredible array of opportunities for boys interested in the arts, with amazing infrastructure and skills to support music, fine arts, writing, design, digital technology, communications, architecture, and associated areas. But what do they do when they leave study and head out into the real world? We are looking for OSCs from the arts industry to register their interest in joining the network. We are planning networking events, one-to-one mentoring relationships, as well as significantly contributing to the College’s Arts Week in September. However, the first step is identifying the right participants. Please contact OSC (details below) if you can contribute, or would like to be a mentor or mentee in this initiative. St. Andrew’s day vale service One of the more sombre but important responsibilities of the Old Scotch Collegians is attending memorial services and funerals for OSCs who have passed away. The Committee recently resolved to hold an annual St. Andrew’s Day Vale Service for the friends and families in our community who have suffered such a loss in the year, as well as those who wish to remember a special OSC. We recognise that as the year draws to an end, not all families will be looking forward to their first Christmas or holidays without loved ones, and we hope that this may be a small way we can help and comfort. The service will be held as close as possible to that most important of Scottish days, St Andrew’s Day. Falling on 30 November in 2017, full service details will be available soon. Please let the OSC office know if you become aware
that an OSC has passed away, so that we can try to include them and their families and friends in this occasion, which we hope to make an annual event. Welcome aboard We are well into the year, but it would be remiss not to say “welcome” to our new Alumni Officer, Cass Macgowan. Cass comes to OSC with a strong background in membership organisations, having been with the Committee for Economic Development of Australia (CEDA) as Membership Coordinator, where she also coordinated events and communications. Cass is looking forward to getting to know the members of the OSC community and is extremely interested in developing our mentoring programme. Please make sure you say hello to Cass at your next OSC event. Get in touch If you haven’t already, connect with the Old Scotch Collegians on Facebook, Instagram and LinkedIn, where you can stay informed on upcoming events and initiatives. If you are interested in participating in our mentoring programme, the OSC Arts Network, making contact with our Archives or any other matter, please see the details below. Remember that Old Boys are always welcome back at the College - we can arrange a tour of the School and its facilities and of course, Friday Morning marching and assembly attendances. I look forward to seeing many OSCs as we celebrate this 120th anniversary year. Michael Silbert President OSC office contact details: Telephone: (08) 9383 6849 e-Mail: Cass.Macgowan@scotch.wa.edu.au
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2017 OSC Calendar 7th, 14th, 21st and 28th June Career Focus Breakfast Scotch College Dining Room Annex
3rd August OSC and PLCOGA Alumni Connect Breakfast Fraser’s, Kings Park
16th June Class of 1967 Fifty Year Reunion Scotch College Dining Room Annex
13th August Festival of the Boot Scotch College Playing Fields
20th July Annual Wine Tasting Swanbourne Cellars 28th July Class of 1997 Twenty Year Reunion Scotch College Dining Room Annex
19th August Class of 1977 Forty Year Reunion Royal Freshwater Bay Yacht Club 12th October New Old Boys Function Varsity Bar 20th October Founders Day Marching Gooch Pavillion
Re-opening of Memorial Hall Founders Day Dinner Scotch College Dining Room 10th November Remembrance Day Service Scotch College Chapel Oval 10th November Class of 1957 Sixty Year Reunion Scotch College Dining Room 30th November St. Andrew’s Day Vale Service Scotch College Chapel
Celebrating Lives It is with regret that the Old Scotch Collegians acknowledges the passing of the following members of our alumnae. Please join us in reflection as we celebrate the lives of: Brian Walter Baker
1950
Keith Bollard
1942
Old Scotch Collegians
Andrew McGuckin
1978
Founders Day Dinner
Richard H T Pearce
1955
Henry Phillips
2008
His Honour George Sadleir OAM RFD RANR Ret’d
1955
Friday 20th October 2017 Scotch College Dining Room
Peter James Stanley
1974
Murray Stubbs
1960
Please save the date in your diary for the annual signature event, the Old Scotch Collegians’ Founders Day Dinner.
Peter Ward
1954
Charles R Winter (Dick)
1945
John Young
2009
Scotch College is one of the few remaining PSA schools to host an annual dinner of this nature and the tradition of celebrating the foundation of the School has been undertaken for generations. Traditionally, the date of the dinner is set as closely as possible to the anniversary of the first opening of Memorial Hall on 19 October 1957. In 2017, The Founders Day Dinner will coincide with the re-opening of the newly renovated Memorial Hall. A special guest speaker will be announced closer to the event date.
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Events Boat Club Dinner and Goland Club Reunion Some 35 old boys gathered for the Goland Club Reunion as part of the Boat Club Dinner on Thursday 16th March 2017. Current students, parents and coaches further made up the strong contingent of 170 guests for the evening. Since Boat Club dinners began in the early 1970s, and the Goland Club began in 1979, the Dinner has always been a very congenial affair. Reunion crews were well represented, with three old boys from the 1947 crews, five from 1957, two from 1967, two from 1977, five from 1987 and six from 2007.
Lachy Gibson (OSC ’15), Harry Ayers (OSC ’15), Robbie Packer (OSC ’15), Harry Sinclair (OSC ’15), Jono Ashby (OSC ’16), Ruan Greyling (OSC ’15)
A special focus in recent years has been the imminent launch of the Boat Shed Extension Appeal, scheduled for this year. Gavin Bunning was kindly on hand to provide an insight into this important project. Formalities for the evening included toasts from President Julian Mathias, new Head of the Senior School, Dean Shadgett (representing the Headmaster) and Captain of Boats, David MacKinnon. A great evening was had by all. Written by Grant Ford (OSC ’77) Director of Rowing
Karri Grewer
Bailey Flecker, Matt Gagen, Noah Fry, George Gibson, Peter Shackles, Logan Deitner, Ryan Taylor (current students)
Scott Moir, Robbie Benson and Aaron Main
Will Higham and Jordan Shadbolt
James Hindle (staff member), Michael Silbert (OSC President, ’79), Dan Harloe and Fran Longhurst (staff member)
Alexander Baker, Yue Wern Teh, Alexander Poga and Matthew Willis
Class of 2007 Ten Year Reunion Marking the first official reunion event since graduating from Scotch College, the Class of 2007 celebrated their Ten Year Reunion on Friday 10th February. A contingent of 64 students and past staff members gathered to reminisce on their time at Scotch College, as well as update attendees on the paths their lives have taken since graduation.
James Graham and Digby Goyder-Ewan old scotch collegians | 47
Events Tartan Lawyers’ Breakfast
Aaron McDonald (OSC ’01), Saul Davies (OSC ’97) and Rob French (OSC ’96)
Hon. John McKechnie (OSC ’67)
On Friday 28th April, the Old Scotch Collegians and PLC Old Girls Association jointly held the second annual Tartan Lawyers Breakfast, an industry event for alumni who are aspiring, current or former members of the legal profession. The event, driven by Aaron McDonald (OSC ’01), featured a fantastic presentation from Hon. John McKechnie (OSC ’67), Corruption and Crime Commissioner. The event was held at the University Club of Western Australia, and was a sell-out with 50 alumni in attendance. Attendees were able to claim a half Continuous Professional Development point towards their legal education requirements, and one law student obtained a paralegal role through connecting with a fellow OSC at the breakfast, and following up in the days after.
Austin Robertson (OSC ’60) and Peter Hector (OSC ’60)
Nick Sander (OSC ’66)
Andrew Wackett (OSC ’85), Ian Christie (OSC ’47) and Andrew Lang (OSC ’85)
Ian Randles (OSC ’79) and Nicholas Norton (OSC ’79)
Dr Alec O’Connell and Patrick Cornish (OSC ’65)
Harrison Reiffer (OSC ’11) and Dr Alec O’Connell
Annual Sundowner 2016 On Tuesday 6th December, 32 alumni from the Old Scotch Collegians and PLC Old Girls Association gathered at Elba in Cottesloe, kindly hosted by Harrison Reiffer (OSC ’11). While the event is an annual get-together for Old Scotch Collegians, 2016 marked the first year that it combined with the PLC Old Girls Association, the alumni of Scotch College’s sister school. A fantastic night was had by all as they celebrated the end of year. Mrs Cassandra Macgowan Alumni Officer
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Beverley Dinner 2017 On Friday 31st March 2017, 16 Old Scotch Collegians, Headmaster, Dr Alec O’Connell and new Head of Senior School, Dean Shadgett, ventured to the Beverley Golf Club to attend the 2017 Combined Public Schools Association Beverly Dinner, hosted by Hale School. Almost 100 attendees from six of the seven PSA schools (Trinity does not participate) enjoyed a very entertaining evening, with Old Halean and successful businessman (and former Scotch College Council Chairman), Mr Richard Goyder AO, as guest speaker.
Commission. In one of the most memorable guest speeches presented in recent times at a Beverley Dinner, the night was a huge success and thoroughly enjoyed by all those in attendance. Guildford Grammar School will host the 2018 Beverley Dinner. Mr Michael Fitch (OSC ’79) Richard Goyder AO
Mr Goyder shared his experiences as Managing Director and past Chief Executive Officer of Wesfarmers, in particular, the Coles-Myer acquisition. Later in his speech, Mr Goyder also spoke about his new role as the incoming Chairman of the AFL
Dr Alec O’Connell, Hon. Colin Barnett and Michael Silbert (OSC ’79)
Kenneth Anderson (OSC ’45) and Bob Anderson (OSC ’50)
Rod Halcombe (OSC ’58) and Rob Ockerby (OSC ’58)
Andrew Stewart (OSC ’83) and Andrew Bantock (OSC ’83)
John McNaught (OSC ’58) and Peter Bath (OSC ’58)
Aaron McDonald (OSC ’01), Rhys Meakins (OSC ’02), James Bailey (OSC ’02) and Peter Keys (OSC ’02)
Founders’ Day Dinner 2016 On 21st October, 112 Old Boys and guests gathered to commemorate the founding of Scotch College. The special guest speaker for 2016 was the Hon. Colin Barnett, then Premier of Western Australia, past parent and local Member for the College. Mr Barnett provided an insight into the challenges facing the state and local community, as well his observations on the future of Western Australia. The Old Boys in attendance spanned the decades, with Leavers from 1945 to 2014, and showcased the enthusiasm and congeniality that underpins the Old Scotch Collegians.
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Events College Cup 2017 Hosted at the Royal Freshwater Bay Yacht Club, Sunday 7th May saw Swan River Sailing hold the 26th Annual College Cup. The Regatta was made up of ten teams from past and current students from Scotch College, Christ Church Grammar School, Wesley College, Shenton College and John XXIII. Thirty OSC crew members were spread over three yachts to try and defend the title, held by the Old Scotch Collegians for the past two years. Despite a valiant effort, the trophy was conceded to rivals Christ Church Grammar School, with the OSC taking out 4th, 6th and 9th. The Old Scotch Collegians would like to thank Peter Barblett (OSC ’79) and Bruce Maloney (OSC ’75) for their support of the OSC teams, and Scott Glaskin (OSC ’75) and Will Boulden (OSC ’13) for coordinating the three teams, and Andy Fethers (OSC ’94) for organising the Regatta with Swan River Sailing. Special thanks to current student, Callum Griffiths, for providing rousing bagpipe music to kick off the Regatta.
Prospectus celebrates four generations Designing the new School prospectus gave us the opportunity to celebrate the four generations of the Hector and Japp ‘clan’ with a family photo on the lawn of Collegians’ House.
Pictured are: Peter Hector (OSC ’60) son Mark Hector (OSC’86), grandsons Sam Hector (currently Year 9) Toby Hector (currently Year 12) Felix Japp (Yr 7) Jasper Japp (Yr 9) John Hector (OSC ’58) son Andrew Hector (OSC ’86)) grandson Fletcher Hector (currently Year 4). Photo of Ian Hector (OSC ’33) dec. Not pictured: Michael Hector (OSC ’62), James Pluske (OSC ’11), Rob Pluske (OSC ’13).
What have they been up to? Lance Clarke, OSC ‘37 I started full-time work on my father’s farm at Cadoux in Wongan Hills district while playing local cricket and football with moderate success. I stayed on the farm during the early war years as farming was a reserved occupation and my father was in poor health. In 1942 I married local girl, Faith. In early 1943 my father had recovered health. I felt guilty as some of my schoolmates had lost their lives in the War so I enlisted in the RAAF. I trained as a pilot and got my “wings” but by the time I had finished training at the end of 1944 the worst of the War was over and I didn’t see active service. I finished my flying career as a staff pilot at Port Pirie. It would have been better if I had remained on the farm to help grow wheat. After the War, farming boomed and my father and mother were able to retire to Perth. I fully developed the farm and in 1955 bought a tract of undeveloped land West of Gingin, developed some of it and then sold it in 1961. Then, in 1968, I got “itchy feet” and sold the Cadoux farm, and my wife and I moved to Perth. By this time we had four children and their futures were settled, and we started out to enjoy ourselves with overseas and Australian travelling. We made many trips to out-of-the-way places; our most notable being in 1973 when we joined a group in Nairobi and travelled up through the Congo and Sahara to Morocco. We then flew to England where we bought a Kombi campervan and started on a 10,000 mile tour of Europe. After selling the van we joined the Trans Siberian Railway, stopping in Moscow, then continuing across Siberia to Vladivostok, and returning home via Japan. This was the highlight of our travels but we visited many more countries including the USA and South America. At home we travelled extensively through inland Australia in our own vehicles both in caravans and 4WDs. We had a wonderful life but a big shock came in 1999 when my wife died after developing Leukaemia. More was to come in 2002 when my younger son Gregory (OSC ’71) met his death accidentally and in 2004 when my elder son Garry (OSC ’60) also had an accidental death. This meant that I had lost my wife and two sons in the space of five years.
I have continued to live by myself here in Bull Creek with visits from my two lovely daughters. I have had two more overseas trips since my wife’s death - one to Vietnam and one to Antarctica, but it wasn’t the same without my best mate. In-between travelling I became involved in cruising boats and spent a lot of time cruising the Australian coast. A highlight in 1980 was a circumnavigation of Australia in my motor sailer. I went solo about half the way and my wife, family or friends joined me for various stretches on the Queensland coast. In 1983 I had a near disaster when I was sailing solo down the coast at night, west of Kalbarri, when the keel of the boat partly detached and it started to sink. I took to my stout dinghy, rowing towards the lights of Kalbarri and after about 10 nautical miles, reached the shore about 8 miles north of the river mouth. I downgraded my boats after that and finished with a small motor sailer which I used for local cruising. I sold this when my wife became ill and am now a “landlubber”. I am still a member of the same Yacht Club where I have always been and it is a second home to me.
Cecil Coultas, OSC ‘45 After I left school in Year 11, I joined the PMG as a telegram delivery boy. I continued my Year 12 studies at night school where I met my future wife, Dot. After passing the leaving, I became a Clerk with the PMG and in 1975, when the PMG was split into Postal and Telecom, I ended up with the position of Administration Manager for Telecom. I remained there for 12 years when a reorganisation took place and I was appointed Manager Accounting and eventually, Financial Controller. During my working life, I took 18 months leave to join the Army and travelled as a Pay Sergeant to Japan and Korea. I have been involved in cricket all my life and after leaving the Army I took up coaching Juniors which I continued for 27 years, being lucky enough to win 14 premierships. I am still involved as a member of the committee of the local club.
Alun Black, OSC ‘47 After leaving school I worked for Stewarts & Lloyds (an offshoot of BHP) in Perth and transferred to Sydney at the age of 20. While at school, I concentrated on sports, to the detriment of study – in those days it was possible to be in the swimming, rowing, football and athletics teams and I sailed in cadet dinghys at Royal Freshwater Bay Yacht Club. In Sydney I worked as Sales/Export Manager for several steel companies and at the age of 47 started a stainless steel supply company which went very well and I sold out after 8 years. I continued to work as a consultant until 70. My wife and I are cruising across the top of Australia, arriving in Fremantle in time for the Seniors’ Lunch - 70 years! I am currently sailing a Hanse 32 at Royal Prince Alfred Yacht Club in Pittwater, NSW.
Ian Christie, OSC ‘47 In 1946 I went to Nullagine and was mining at Eastern Creek. I then worked at Hillside Station in the Pilbara. After joining Elder Smith in July 1947, I left in June 1957 to join the WA Police Force. I was in traffic and worked between the NT border and the SA border, retiring in July 1986. For the next five years I drove a road train to Darwin and a gas truck to Sydney for a friend, to fill in time. I have since then been enjoying playing golf around Australia.
Gavin Bunning, OSC ‘57 Whilst I went through Scotch with the ’57 leavers, four of us were the youngsters of the class and returned for an extra year as members of a new class, 6U. I spent three years in the UK at Cambridge University and then returned to an apprenticeship at Bunnings where I was soon despatched to the Company’s most remote outposts, including Kalgoorlie for a couple of years and later to Darwin. I married Helen in 1970 and we have three sons, Rob (OSC ’89), Daniel (OSC ’90) and Duncan (OSC ’94). In 1972 I was told to do something better with some rusty tin sheds on Bunnings sites around Perth and in country towns, which up to then were primarily timber yards servicing the building industry. This project created the early versions of today’s warehouses. A separate old scotch collegians | 51
division of the Company was formed which I managed until the early 1990s. Wesfarmers acquired Bunnings in 1994.
Medal 1996, AMA Outstanding Service to Medicine in WA 2000 and Joint Faculty of Intensive Care Medicine Award 2005.
Since then, with my brother-in-law Clive Hovell and recently my eldest son Rob, we have managed a family investment office, participating in a variety of mainly property related projects.
My interests remain in the family, especially grand-children, travelling, 180 acres at York (1979), watercolour painting, deep sea fishing, gardening, boating, reading (science and philosophy) and writing.
I have remarried to Julienne and am blessed with good health and six grandchildren.
Geoffrey Clarke AM, OSC ‘57 After leaving Scotch I attended UWA Medical School from 1958 to 1963 where I was awarded Prizes in Zoology (1958) and Surgery (1963). I was later employed as Resident Medical Officer at Royal Perth Hospital in 1964 and 1965. I married Susan Clements, a PMH trained nurse, also in 1965. In January/February 1966 I was locum solo country general practice before travelling to the UK in March. I passed DA, RCP RCS on arrival there and then was posted to Hastings, Sussex where I passed my Primary Fellowship in early 1967, before moving to Western Infirmary, Glasgow. Our daughter, Kate was also born that year. I passed my Final Fellowship Exam in Anaesthesia in January 1968 and was then appointed Research Fellow with the Department of Surgery, University of Glasgow. I returned to Royal Perth Hospital as Senior Registrar, ICU in March 1969 and was appointed Head of ICU later that year, while still 29 years old. Our son, Ben was born that year and Sue later obtained Mature Age Matriculation, BA (UWA), Dip Ed and had two more children while doing so. During 33 years as Head of ICU, I also held the posts of Director, Division of Critical Care; Chairman, Divisional Directors Forum, and was co-opted to the Hospital Executive and to the Board. Other positions held included Chairman, Board of Examiners for the Fellowship in Intensive Care ANZCA; Inaugural Dean, Faculty of Intensive Care ANZCA (19931997); President of the Australian Intensive Care Society (1977-1978). Honours and awards include an inaugural Outstanding Service Award RPH 1988, Member of the Order of Australia 1998, Orton
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Peter Davies, OSC ‘57 After working as a clerk and as a farmhand for 2 years, I took up a virgin block in the Narembeen district in 1959. I sold the farm in 1966 and went to UWA part-time doing economics, getting married to Sue Campbell (St Hilda’s 1959) in December 1967, starting a family, and working as a handyman at an aged complex. I graduated and commenced a public service career in 1973, which covered several departments (with a two year break in 1981 and 1982), culminating as a senior auditor with the ATO, Perth. Along the way I obtained a degree in Accounting with a Graduate Diploma in Computing and qualified as a CPA. I left the ATO in 1997 and went to work as a tax consultant and public accountant with a firm in Cannington, where I stayed until retiring in 2015. My wife Sue and I have lived on a 50 acre block in Bullsbrook since 1988. We have three children and six grandchildren (aged between 6 and 24) and we try to keep up with them all despite two of them living in Queensland and another two in Exmouth.
Douglas Gray, OSC ‘57 I became a life member at 18 when it cost about 26 pound. I farmed in Koorda for about 28 years, married a stunning lady, Valma Tanner, whose parents had the general store then. We had three great sons; Bradley, Terry and Mark, but lost Mark at 23 due to a freak farming accident in England. We moved to Safety Bay in 1983, working in real estate for 24 years, with Valma manager of Estee Lauder in Rockingham. Valma and I had a superb marriage of over 50 years, then I sort of went underground when I lost my very fit wife to ovarian cancer on 7th April 2015. However, life has been very good.
Keith Hall, OSC ‘57 On leaving Scotch I entered the Royal Military College, Duntroon, graduating in December 1961. I served in the Royal Australian Artillery seeing operational service in the Malay Peninsula, Borneo, Vietnam and Peace Keeping in the Middle East. In 1964 I married Vi Rive. We have four children who are scattered around the world. Following my resignation from the Army in 1988, I became involved with Expo 88 as a member of the planning staff. From there, I assumed a planning role in the Queensland Police, culminating in the CHOGM Planning Unit, followed by retirement. My commitment to Legacy Brisbane Club and Meals on Wheels continues. At best, I attend golf. My lasting contact with Scotch is Stuart Munro (OSC ’57), a true friend.
David Ambrose, OSC ‘58 I retired back to Western Australian in 2008 after 30 plus years with DFAT. In 2009-10 I found myself as Director of the Confucius Institute at UWA and again as interim Director for 5 months in 2014. Since then I seem to have been properly retired. We travelled quite a bit last year and hope to do more as long as the aging body permits. Meantime, between pilates, aqua aerobics, swimming and walking, I have a full-time job maintaining the same aged body.
Noel Angell, OSC ‘67 After leaving Scotch I completed an electrical apprenticeship and for 46 years worked all around the state of Western Australia. At the age of 22, I married Patricia and we had one daughter. Not long after being married, both my wife and I became lifelong followers of Christ. At the age of 48 I felt God’s call on my life to enter into full time service and went to the Baptist Theological College, training to be a Baptist Pastor. I ministered in three churches; two in the city and one in the wheat belt. After Patricia’s death from cancer in 2015, I found I could no longer minister and so retired later that year.
Frank Cornelius, OSC ‘67 I am currently the proprietor of Brogues of Claremont; exclusive shoes for men. I am married to Peta and we have three children who are all grown up; Piers (OSC ‘03), Olivia (MLC ‘06) and Alex (OSC ‘08). Piers is a Musician and Alex a Structural Engineer and both are living in Sydney. Olivia is a Lawyer and currently resides in London. Peta and I are empty nesters and live in Claremont.
Trevor Kiddie, OSC ‘67
In 1983 I married my high school girl friend Bronwynn Owen and by 1991 we had our three children Michael, Sarah and Justin. In 1995 we relocated to Sydney via a job transfer with Knight Frank. This lasted two years and the family and I were very happy to return to WA. In 2006 I opened my own Industrial Real Estate office in Kewdale with my business partner, Anthony Brain (OSC ’94). We have been trading well since this time, having developed a niche market in the eastern Perth industrial area.
On leaving Scotch I returned to the farm at South Badgebup, East Katanning. After a few years I went to the eastern states on a working holiday for six months, returning to the farm until my parents retired in 1974.
I catch up with a number of OSC both as friends and from a business perspective.
I played football for our local side, Kent Districts, for some years and have been involved with the breeding and racing of horses until this year when I handed in my license.
I worked as a structural engineer for 17 years at Clough and 12 years at Roam.
I married Helen in 1977 and we have three children, Oliver (OSC ’97), Ben (Narrogin Ag) and Erin (PLC). We left the Badgebup farm in 2004 to run beef cattle on our Albany block. Our time is taken up with family, horses, cattle and travel.
Ben Davies, OSC ‘77 Since leaving Scotch in 1977, I went to WAIT (now Curtin University) and started an Associate Diploma in Valuation. After 18 months I decided to get a job in the property industry to ensure I was studying a qualification for an industry that I would likely enjoy. I commenced in a residential real estate office in Swanbourne in 1979. In 1980 I was encouraged by the president of Associates Rugby Union Club to transfer to a Commercial and Industrial real estate office which would free me up to play rugby on the weekends. After about 6-7 years of working for a range of C&I companies I ended up managing the Industrial Sales and Leasing Department at Knight Frank (then Baillieu Knight Frank). After not completing my Diploma of Valuation it was obvious to me that I needed to finish this course of study, so in 1988 I returned as a part-time student to Curtin University and by 1993 had completed my B.Comm Valuation and Land Economy.
Mark Hannaford, OSC ‘77
In 2001 I remarried to Jane Lego and now have two stepsons, Kai and Aidan. In 2007, after two friends died of cancer at 40, we quit our jobs and bought an 11m sailing catamaran in Florida, USA. We cruised through the Bahamas and Mediterranean for 5 summers. In 2010 I started my own engineering business doing structural, marine and temporary works design. We race an S97 at Royal Perth Yacht Club and cycle several times a week. I see Brent Field (OSC ’77), Greg Mitchell (OSC ’77) and Ray Wolpers (OSC ’78).
Pradiv Mahesh, OSC ‘85 After leaving Scotch, I completed my degree in Business from Edith Cowan University followed by a MBA from Western Connecticut State University. On completion of my studies, I was a Director at Reuters followed by positions with other firms in and around New York. Presently, I am a Director for the Americas, heading up a sales team for Quantifi, selling solutions to Banks, hedge funds and asset managers.
Stephen Forman, OSC ’87 Thirty years is a long time! In a nutshell, I completed my Honors Degree in Finance at UWA in 1994 and have been mostly working in finance ever since. I moved to Melbourne in 1996 and then subsequently to New York in 2000 where I remain. I rejoined J P Morgan back in mid-2015 where I had previously worked for 11 years (in Melbourne and New York) working on their International equities sales desk with primary coverage for Australian equities. I travel a lot around North America, mostly with companies and analysts from Australia, meeting with US and Canadian International equity investors. Outside of work and travel I have been an active runner, having run marathons the last few years in Miami, Iceland, North Korea and New York City. I’m currently training to run the Boston marathon in mid-April. I travel back to Perth once a year and have recently managed to catch up with a few old class mates. I occasionally see a few of them as they pass through New York City, which I always enjoy. The friends you make in high school stay with you forever and we just pick up where we left off, even if it’s been ten years since we last got together. I look forward to getting back to Perth for the 30 year reunion (at least I hope to) as I did for the 10 year and 20 year reunions.
I am currently living in Westport, Connecticut in the USA with my wife and two children, daughter Dia aged 17 and son Dev 13.
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Colby Friend, OSC ‘97
Max Gould, OSC ‘07
After leaving Scotch, I completed a Bachelor of Science (Agriculture) before heading home to farm in Dowerin. The farm is currently being sold to facilitate the exit of the other partners. I have a loving partner, Jessica and we have two girls, Eden (2) and Jaimie (1). I am looking forward to a new career or business opportunity.
After finishing school, I completed a year in the Australian Army (Infantry) in NSW and Townsville under the ADF gap year scheme. I spent the next few years at UWA gaining Bachelors of Commerce and Economics, which included travelling stints and a year abroad in the US. I am now a Chartered Accountant working at a Perth based corporate advisory firm. Currently, I am living in Swanbourne with three uncouth Old Scotch Collegian friends.
David Garland, OSC ‘97 David Dennis, OSC ’97 After school I studied at UWA and rowed for the UWA boat club. I raced interstate and overseas and competed in the men’s four at the Athens Olympic Games. Following Athens, I worked around Australia as an engineer and project manager. I continued rowing and in 2008 I raced in the men’s eight event at the Beijing Olympics. I spent a year and a half in Singapore helping in a biodiesel start up, before moving back to Perth to work in power and renewable energy. My latest focus is on-grid and off-grid solar battery systems. My Mum, Dad and brother, Neil (OSC ’99) are all doing really well. No family of my own yet. I would love to hear from my Old Scotch Collegians schoolmates: Email dave.p.dennis@gmail.com
After leaving Scotch in 1997 I went to north-west Africa to assist with a Coober Pedy based design of efficient underground living. There I met my wife, with whom I have four children.
Cameron Cole, OSC ‘07 After many unique jobs over the years since graduating from Scotch (fill-in drummer, magician, Japanese flower arranging and dolphin trainer) I have finally found my calling as a Botanist and Conservationist. I have recently been working on the potential medicinal applications of rare cacti species found on the Bolivian Salt Plains (Salar de Uyuni). I am also a keen conservationist, focusing in particular on the critically endangered “Leadbeater’s Possum” – a very worthy cause indeed!
Leaving a lasting Legacy Legacies and bequests have played a vital part in Scotch’s history. Scotch College would like to acknowledge Adrian Monger (OSC ‘50) and his family for the generous bequest he left in his will to the Scotch College Foundation. In 1896 Jane Alexander made a gift of £500 for the establishment of Scotch College. This philanthropy began a tradition that has continued for 120 years. You can make a real difference to your School by leaving a bequest. Anyone who remembers Scotch College through a bequest is acknowledged by becoming a member of The Alexander Society, regardless of the size of the bequest.
Adrian Monger (OSC ‘50)
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A will is very personal, and we understand if you prefer to keep your intentions confidential. If you do wish to let us know about a legacy to the College, we will be able to thank you personally and keep you informed about the impact your gift can make. Please contact Kate Quinn, Director of Marketing, Advancement & Community Engagement on +61 8 9383 6832 or kate.quinn@scotch.wa.edu.au to discuss your wishes.
Where are you now…? Please help us where you can by locating the ex-scholars below whose details have been lost… your assistance will aid us in finding lost alumni and maintaining the integrity of our data-base. Contact Alumni Officer Cassandra Macgowan on (08) 9383 6849 or email Cass.Macgowan@scotch.wa.edu.au
Brian Adams
1947
Craige Brogden
1977
Jeff Andrews
1987
Joseph Hewitt
1997
William Adams
1947
Geoffrey Brown
1977
Craig Berridge
1987
Kris Keen
1997
Cliff Digney
1947
Dean Burton
1977
Ewen Cameron
1987
Ben Lawton
1997
Keith Dunstan
1947
Daniel Clifton
1977
Timothy Carvolth
1987
Aaron Lewis
1997
Patrick Forbes
1947
James Coburn
1977
Jayce Gilbert
1987
Rudy Lim
1997
Allen Fordham
1947
Darryl Cook
1977
Bradley Johnstone
1987
Nathan Littlewood
1997
Michael Haines
1947
Dean Cooper
1977
Andrew Knott
1987
Brett Lu
1997
George Harrison
1947
Peter Dall
1977
Gunte Lang
1987
Daniel MacKinlay
1997
James Hawkins
1947
Mark Dancaster
1977
Colby Leaman
1987
David Main
1997
Robert Home
1947
Billy Denton
1977
Robert MacDougall
1987
James Majer
1997
John Hudson
1947
Mark Elliott
1977
Jeremy MacFarlane
1987
Michael McLean
1997
Kenneth Johnston
1947
Geoff Evans
1977
Geoffrey Moore
1987
Jamie Michael
1997
Winston Linney
1947
David Ewens
1977
Eugene NG
1987
Peter Osboldstone
1997
Robert MacDonald
1947
David Fiddler
1977
Michael Ow
1987
Adam Paulson
1997
James Mather
1947
Clay French
1977
David Riley
1987
Kevin Rudd
1997
Keith Mortimore
1947
Michael Garnham
1977
Daniel Rouse
1987
Warrick Smith
1997
Peter Paynter
1947
David Gorman
1977
Paul Sanbrook
1987
Andrew Taylor
1997
John Richards
1947
John Griffiths
1977
Justin Sanford
1987
Simon Taylor
1997
Hamish Sime
1947
Richard Hartley
1977
Paul Sloan
1987
James Trimble
1997
Vernon Sinclair
1947
Greg Hockey
1977
Sholto Smith
1987
Carl Turner
1997
Norman Smith
1947
Bradley Holloway
1977
Christopher Stansbury
1987
Joel Turriff
1997
Harley Stocker
1947
Kimberley Hughes
1977
Shane Sutherland
1987
Thomas Van De Klundert
1997
John Annear
1957
Matthew Hughes
1977
Alan Tan
1987
James Wright
1997
Robert Briese
1957
Garry Hutchinson
1977
Richard Tombs
1987
Ryan Young
1997
Peter Colliver
1957
Rod Lloyd
1977
Russell Aird
1997
Patrick Carson
2007
Derek Emerson-Elliott
1957
Warwick Luyer
1977
Craig Anderson
1997
John Cochran
2007
Doug Ewart
1957
Mark McAll
1977
Ryan Bahri
1997
Alasdair Dolan
2007
Murray Fisher
1957
Garry McGinness
1977
Brian Burnham
1997
Stuart Edwards
2007
Harold Hall
1957
Greg Miller
1977
Lachlan Campbell
1997
George Garnett
2007
Roger James
1957
David Milne
1977
Mark Carlson
1997
Scott Gibbons
2007
Tony Letch
1957
Alistair Murray
1977
Hock Chan
1997
Joss Greene
2007
Mervyn McEvoy
1957
Grant Pengelly
1977
Adam Clarke
1997
Eugen Lim
2007
Deane McHenry
1957
David Prest
1977
Craig Cooper
1997
Tellef Lundevall
2007
Ralph Murray
1957
Robert Quinn
1977
Scott Darlow
1997
Raymond Murphy
2007
Peter Nash
1957
David Schmidt
1977
Owen Davis
1997
Jack Niederer
2007
Alan Osborne
1957
Richard Shillington
1977
Shalani Denis
1997
Tom Powell
2007
Ronald Robinson
1957
David Sims
1977
Issac Drandich
1997
Johannes Remmerswaal
2007
Alan Ross
1957
Craig Stevens
1977
Anthony Eden
1997
Charles Rostaing
2007
Craig Sambell
1957
Andrew Stone
1977
Brin Endersby
1997
Jack Stirling
2007
Barry Stewart
1957
David Tydeman
1977
Andrew Flux
1997
Aaron Stone
2007
Barry Taylor
1957
Chris Wade
1977
Lewis Fordham
1997
Kyle Stuart
2007
Peter Willis
1957
Craig Walker
1977
Martin Gilbert
1997
Tony Broadhead
1967
Stewart Wallace
1977
Benjamin Gregory
1997
Peter Ferry
1967
David Watson
1977
Stuart Harris
1997
Peter Balde
1977
William White
1977
Kevin Hartley
1997
Peter Beckler
1977
Hugh Williams
1977
Blair Hay-Hendry
1997
Tom Beer
1977
Robert Woodward
1977
Richard Healy
1997
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