Clan | Edition #132

UNITING THE SCOTCH COMMUNITY

New waters ahead

Edition 132 | Oct 2021

8

Captain of School

13 Wellbeing

14 Meet Your Leaders

17 Arts

20 Junior School

23 Middle School

29 Boarding

31 Sports

44 Old Scotch Collegians

In this issue…

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

Clan © Scotch College 2021

14 Meet Your Leaders

Headmaster

5 Chaplain

17 Arts

6 Council

20 Junior School

7 Foundation

UPDATE

23 Middle School

Editor: Samantha Leung

8

Captain of School

26 Senior School

Design: PaperScout

9

Vice-Captain of School

29 Boarding

11

Student Council

31 Sports

Front cover: Scotch and St Hilda’s students at the Scotch Boat Shed, photograph: Grady O’Connell

12 Teaching and Learning

41 Archives

13 Wellbeing

44 Old Scotch Collegians

Dr Alec O’Connell

Headmaster

A community is nothing without its partners In the previous edition of Clan, I spoke about the importance of giving. Since that time, we held our online Give to the Gooch day, which was an incredible success and reminded us of the generosity of our community and why partnerships are critical to the future of schools.

football or cricket; you have to be smarter than that. Major projects should not just serve one part of the community. It is important to look for opportunities to share resources wherever possible; to recognise when to diversify; to bring others on board to enjoy the benefits.

Scotch has always been a school that has prioritised its community and, here, our partnerships are essential. We have longterm partnerships with our sister school, Presbyterian Ladies’ College, running cross-campus classes and collaborating on our Drama productions, and Balga Senior High School, where we provide peer-to-peer tutoring support. In June, we announced a new partnership with St Hilda’s Anglican School for Girls for a joint Rowing programme and welcomed a shared Head of Rowing, Paul Bolton.

Our Rowing partnership with St Hilda’s, which will see our soon to be refurbished Boat Shed used year-round, exemplifies this. Opened in 1914 for just 20 rowers, the Boat Shed has served generations of Scotch rowers and has seen our programme grow to encompass over 100 rowers. Thanks to our new licensing agreement, we are very proud to be working with St Hilda’s to expand the use of this iconic Scotch building, following the refurbishment’s completion in 2022. It is also important to recognise that due to the time and circumstances in which many Perth boys’ schools were founded, we have access to expansive playing fields. This is one of the reasons why we welcome collaborations with other schools and particularly girls’

Our partnerships enable us to expand our offerings; to tap into underutilised resources.

You would never build a stadium purely for

schools. Rightly so, sporting programmes such as AFL, Soccer and Cricket, which historically were seen as mainly the domain of boys’ schools, have now expanded into girls’ sporting programmes. As such initiatives expand and grow, we have to look for opportunities to work with and support girls’ schools that may not have immediate access to the required playing fields or other associated sporting facilities.

Our current relationships with PLC and St Hilda’s are invaluable in offering our students the chance to interact and form relationships with those of the opposite gender. Not only do our cross-campus classes with PLC enable us to expand our subject offering, but they are also an opportunity to further class discussions and expose our students to diverse perspectives. At Scotch, we recognise that women and men experience the world differently and that respecting others comes from understanding, empathy and experience.

Scotch and PLC students at the College

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At Scotch, service to others is paramount, and our relationship with Balga is integral to this. Our students visit Balga weekly to lend support, tutoring their peers in intensive English units and other classes.

Before COVID-19, Balga students visited Scotch to join our assemblies and attend our productions. We have also done various donation drives, including collecting footy boots for their teams, after realising that some students were playing in bare feet.

It is a partnership that pre-dates my time at Scotch and one that I think is equally significant to both schools. For Balga, our students are a one-on-one resource, assisting in their English as a Second Language programme, designed for refugees and immigrants newly arrived in Australia. Of course, partnerships are about connection and, for Scotch, our relationship with Balga is a reminder that being a leader starts with serving others. It is also an opportunity for all students to connect with peers, who have often lived very different lives to their own.

We value being an independent boys’ school but we are always conscious that, in life, when you graduate, you work with people of different genders and from diverse socioeconomic and cultural backgrounds. We firmly believe in the importance of teaching open-mindedness and acceptance. Our International Baccalaureate curriculum exemplifies this. A core curricula partnership, the IB is designed to produce graduates who are principled, reflective, caring and empathetic to those in the world around them. In other words, it produces balanced graduates with a global outlook. The world, after all, is a vast melting pot, and there is no ‘normal’ way of living in it.

In recent years, we have expanded our Balga partnership to offer a Moderator’s bursary to one of their students to attend Scotch College for Years 11 and 12, supported by the Uniting Church and their Moderator. Our 2020 scholarship graduate, Arad Rad, has since been accepted into the West Australian Academy of Performing Arts. Having witnessed the impression that he made at Scotch, I very much look forward to seeing what he will achieve at one of the country’s leading creative institutions.

By embedding service into our curriculum, we hope that students will understand its value and continue volunteering their time long after leaving school. Every Friday afternoon, our Year 10s undertake service activities, from looking after Lake Claremont with the Friends of Lake Claremont to supporting those with chronic mental health conditions at the Romily House Care Facility or working with Riding for the Disabled. Our Year 8s all undertake the Community Project.

This self-driven, service-focused project is part of the Middle Years Programme and sees Year 8s choose a cause or organisation and design and implement a project in support.

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Scotch and St Hilda’s marking the joint Rowing programme, photograph: Grady O’Connell

Year 12’s Samuel Bennett and Toren Edwards (in the foreground) rehearsing for the PSA Theatre Sports Competition

Our partnership with the Public Schools Association is our longest-running relationship. Scotch is a founding member of the PSA, which began in 1905 and now connects seven schools. PSA Sport is an iconic part of the Scotch experience, and its ability to create shared memories amongst the students and families of its member schools is an important part of life at Scotch.

After all, we might be seven schools, but we are one community. I have been pleased to see the PSA expand its offering in connecting our community beyond Sport. Scotch is an eager participant in the PSA’s invitational events including PSA Chess, supported by the soon to be retired Curriculum Leader, Science Reg Reberger, and the inaugural PSA Theatre Sports Competition, held in August 2021.

play. Schools are far more than institutions of knowledge and learning; they are places where relationships are formed, and the ability to build lifelong relationships is learned. At Scotch, we are always looking to work with and support our community. You see this in the way our Playing Fields are open to everyone – to families, individuals and professional sporting teams. We have seen Perth Glory, the Scorchers and Claremont Football Club all train here, and that is just naming a few. It is a special thing, that the local community can form shared memories of our school, whether or not they attended Scotch. They can walk their dogs on the oval, pop down on the weekend or in the afternoon to watch a game or join a school holiday activity. After all, as our community knows, there is real joy in being able to give.

COVID-19 has brought many hardships, but it has also demonstrated the value of community and socialising role that schools

Dr Alec O’Connell Headmaster

Revd Gary van Heerden

Chaplain

The spirituality of gardening “Life begins the day you start a garden.”

– Chinese proverb Can you tell an Aussie rambler from a spider flower? Kangaroo paws from grey cotton heads? A woolly bush from a bottle brush?

And, what are the effects of soil acidity on vegetable plants? If made to sit an exam on the fundamentals of gardening, I am guessing most of us would struggle.

A novel suggestion by Better Homes and Gardens’ Graham Ross is for gardening to be taught as part of the school curriculum. As he rightly notes, toiling in the mud with a trowel in hand not only has physical and mental benefits but also teaches the importance of plants to the planet. Now more than ever, when 40% of the world’s plant species are at risk of imminently becoming extinct, it is essential that children learn to appreciate the world around them.

Boys in our ELC and Junior School take part in a Nature School programme because we know that children learn new skills, have fun and develop self-confidence by spending time in the garden tending plants and growing their own food.

As Educated by Nature CEO Daniel Burton notes: “Our brains connect to learning experiences in different ways. Whole-body experiences, especially those in natural environments, open our senses and cognitive function in ways that learning indoors cannot achieve. When the natural environment becomes our classroom, there is a deeper connection to our everyday experiences.

Something as simple as the progression of the sun through the sky becomes the basis for further investigation.”

Gardener Barry Evans, whom we see outside Collegians House painstakingly pruning the roses and tending the gardens, has been plying his trade here at Scotch since 2007.

The gardens provide Barry with an escape from the stressors and strains of everyday living to focus on what is important to him.

“Gardening helps me to look into things more, rather than looking away from them,” he said. Being in gardens gives Barry a sense of tranquillity and lifts his spirits.

Having spent three months gardening at Hengrave Hall (a community of reconciliation in Suffolk) and two months at Grandchamp (a silent community in northwest Switzerland), I discovered a spiritual component to gardening. Assigned one’s task in the morning and then left to get on with it; the garden stilled my thoughts, centring me, giving a sense of God within and around.

Butterflies, wasps, ladybugs, bumblebees and other insects flitting among the blooms facilitated this communion.

St. Teresa of Avila uses the garden as a metaphor for life. She writes that we must “cultivate a garden on very barren soil full of weeds” and that we “must take pains to water [the seeds] so they don’t wither but bud and flower”. Celtic spirituality searches for and finds God in all things. George Bernard Shaw writes: “The best place to find God is in a garden. You can dig for Him there.”

My experience of gardening at these communities has made an amateur gardener of me. In the hours I spend weeding, mowing, mulching, planting and watering, gardening centres me. I love getting my hands dirty, kneeling on the earth and using, along with gardening tools, my feet, arms, shoulders and hands to dig. As I engage and respond to the chorus of singing and chirping birds perched on the trees, I sometimes wonder what my neighbours hear and think! By the end of the day, I am tired but energised.

Each planting, weeding and gardening season bestows the gifts of joy, quiet time, contemplation and hope.

Gardener Barry Evans in front of Collegians House

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Mr Mark Paganin

Council

In Western Australia, we have been fortunate that the pandemic has not impacted College life for students on campus and their interactions with academic and co-curricular activities to the extent experienced in most other Australian states.

In speaking to chairs or members of councils from schools in other states, what has been highlighted is the value of in-person interaction between teachers and students.

Our thoughts go out to those families in the Scotch community and schools throughout Australia impacted by the pandemic.

The return to a more normalised daily school life has allowed the Council to progress its two iconic projects, namely, the Gooch Pavilion and the Boat Shed. By the time you read this report, the Gooch Pavilion refurbishment will be completed, officially opened and in usage by the students and Scotch community. It is another example of the continuing financial support that the College receives from the Foundation for which we are most appreciative. The outcome of the inaugural online fundraising campaign Give to the Gooch was well beyond expectations. The comments that accompanied the generous and widespread donations from students, Old Scotch Collegians within and outside of Western Australia, reinforced that the Gooch Pavilion is widely regarded as part of the soul of the College. The Boat Shed planning is progressing well and is expected to be completed and open for the Scotch Rowing programme in 2022/23.

The Council has benefited from presentations from each of those appointments, encompassing the Heads of Junior School, Middle School and Senior School as well as our Chaplain. The Council is happy to report that each new leader has settled in very well and brought fresh ideas to complement the educational deliveries on offer by the College.

We have also had further appointments to our Council. I am pleased to welcome Naomi Flutter to the Council. A Scotch parent, Ms Flutter will bring her tertiary education experience as the Pro-Chancellor of the Australian National University and corporate expertise to Scotch. Reverend Steve Francis, a former moderator of the Uniting Church in Australia, Synod of Western Australia, has been invited to join the Council. Reverend Francis will bring his values and spirituality to the Council’s deliberations, which will

follow on from the significant contribution of Reverend Margaret Tyrer, who has recently retired from the Council.

It has become an annual tradition for the Captain of School to present to the Council, allowing us to get a feel of student life and particularly the Year 12 cohort. Dr O’Connell also hosts Year 12 Houses for lunch to seek their opinions on life as a Scotch student and suggestions to enhance the educational experience at the College. I would like to take this opportunity to recognise and thank the Year 12 students and their families for their time at, and contributions to, Scotch College.

We wish each student all the very best in life after school and look forward to maintaining engagement with them as OSCs in the decades ahead.

To the families of Scotch College, the Council wishes you a restful and enjoyable summer break, and we look forward to seeing you back on campus next year. To Dr O’Connell, his Executive and staff, we thank you for the leadership, commitment and energy you bring to the College. To my fellow Council members, thank you for your valuable engagement with, and service to, Scotch and the students.

The Council will be holding a strategy session at the end of the academic year.

It will draw on the experiences on campus from all stakeholders of Scotch College and its community as well as our global school relationships. We look forward to communicating the outcome to the Scotch community early in the new year.

In the last report, I mentioned how pleased the Council was with the significant leadership appointments by our Headmaster, Dr Alec O’Connell, over recent times.

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Stuart House marching at March Out 2020, photograph: Derren Hall

Mr John Flecker

Foundation Government funding for private, or independent, schools has long been a contentious issue.

This year, there’s been media attention on the size of some Australian private school foundations and whether it is equitable for such schools to receive government funding.

While I recognise the need to strongly fund our public school system, it is also important to acknowledge the role private schools play in educating our young people – a role that would otherwise fall to the government in full.

For instance, the government funds public schools’ operational and building costs, while private schools generally fund their own land acquisition, capital costs and maintenance.

Scotch College is grateful to receive government funding. Like other private schools, this helps us offset our operational costs. Without this funding, private school fees would climb higher pushing more students into the public sector.

A school’s foundation and philanthropy team’s goal is essentially to enable school fees to remain at a sustainable level that reflects the cost of operations, whilst enabling capital upgrades as required over time.

Is Scotch a ‘rich’ school? Absolutely – Scotch is rich in tradition, in opportunities for our students and in community support. In terms of dollars, we need a foundation of our scale, and in fact much bigger, to secure our future.

This is particularly important with the prospect of ever-reducing government funding over time and no diminution of the need to keep our physical facilities fit for purpose.

There is no better example of this than the recent refurbishment of the Gooch Pavilion.

Our community support was on full display with the fantastic outcome of the Give to the Gooch fundraising campaign, which demonstrated that philanthropy is alive and well even in the most challenging of years.

The Foundation is proud to have provided the majority of funds to underwrite the capital works for the Gooch and upcoming Boat Shed refurbishment.

Leaving a legacy The more funds the Foundation loans to the College, the less funds we have to invest and grow to support Scotch’s future.

However, providing funds to the school is our purpose, and we must achieve a balance between giving funds and growing them.

One key opportunity to tip that balance in our favour is through Bequests to the Foundation.

Anyone who makes a Bequest to the College becomes a member of the Alexander Society. Members will soon be able to see first-hand how past Bequests have made an impact, giving a glimpse of how their legacy will similarly support future generations. If you would like to hear more, please contact Kate Quinn, Director of Advancement and Philanthropy, at philanthropy@scotch.wa.edu.au.

Thank you to the Scotch community, from current students to old boys, parents and everyone who gave to the Gooch. You are part of what makes Scotch truly rich.

A lasting legacy for future generations Bequests make an invaluable impact to our College and students’ future.

All those who have made a Bequest to Scotch are welcomed into the Alexander Society.

Please get in touch with Kate Quinn, Director of Advancement and Philanthropy, if you have included the College in your will or are interested in doing so, on +61 8 9383 6832 or philanthropy@scotch.wa.edu.au.

To arrange a free will or receive advice on wording for an existing will contact Pragma Lawyers via +61 8 6188 3340 or hello@pragma.law.

Joshua Ledger

Captain of School Semester 2 has been one that I am sure the Scotch community is very proud of. A busy second half of the year has meant that there has never been a dull moment, and both students and staff have worked incredibly hard. I thank all those involved in allowing Scotch to run as smoothly and positively as it has done.

The semester opened with a commemoration for the ANZACs at Chapel and Assembly, with ANZAC Day held on the first Sunday of term. A three-day lockdown sadly prevented large numbers of people from gathering for ANZAC ceremonies over the weekend, however, Scotch was fortunate enough to have commemorated those fallen soldiers throughout the week and reflected on our close connection with the 475 Old Scotch Collegians who had enlisted by the end of World War I. In Week 6 of Autumn Term, The Laramie Project production demonstrated once again the immense level of talent in the PLC and Scotch community. The play features a series of interviews, following the brutal murder of a homosexual teenager, Matthew Shepard. This confronting, eye-opening performance is one that I am sure all involved will never forget.

Congratulations to all staff and students involved with the countless hours of planning and performing.

We saw numerous events being organised and running smoothly throughout this

Headmaster Dr Alec O’Connell embracing Noongar Elder Neville Collard at NAIDOC Week

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semester, such as the famous Ag Day, where boys come to school dressed in a farm theme. Leadership Day took place in Week 2 of Winter Term for the Year 11 boys, as they began applying for leadership positions, undergoing interviews and presenting speeches. It can be a nerve-racking time for many, and I know that the annual Leadership Day introduces boys to getting out of their comfort zone and readies them for the leadership process.

Unfortunately, COVID-19 restrictions prevented our inaugural Arts Day from happening in the last week of Autumn Term.

Countless hours of hard work were put into organising Arts Day, and I know the boys were all looking forward to it. I hope that we will see Arts Day posters around the school next year.

After COVID-19 restrictions prevented Round 1 against Hale School in the Public Schools Association Winter Sport season, we have been fortunate enough to have not missed any further sporting fixtures this year. Scotch has again demonstrated high levels of

competitiveness and sportsmanship during this season. Across the board, Scotch is proving to be a strong competitor in PSA Sport.

In the Week 2 of Winter Term, Scotch celebrated NAIDOC Week. During the week, the boys enjoyed eating emu and kangaroo.

On the Friday, they marched by the Aboriginal flag painted on the top oval and the traditional smoking ceremony was held.

At Assembly, we were lucky enough to hear from Noongar Elders Mr Neville Collard and Curtin University’s Professor Simon Forrest, and Senior School students Will Wolf and Jett Sibosado.

I want to take this opportunity to thank both staff and students for the outstanding Semester 2 we have had and wish everyone all the best as we move into the end of the academic year. There has not been a moment at Scotch that has not been energetic, and for that, I am very grateful.

This year has definitely been one to remember.

Te Akauroa (Taka) Simon (Year 7), Robert Bonney (Year 7), Taigh Haji Noor-Fuller (Year 7), Noongar Elder Neville Collard, Benjamin Stack (Year 8) and Dallmyn Kelly (Year 8) at the NAIDOC Week smoking ceremony

Jarvis Banfield

Vice-Captain of School (Operations)

Keys House are the victors of the InterHouse Athletics Carnival

Ross House in House Tug-of-War

A ripper of a Staff Trophy competition What a ripper semester it has been! The House events for Semester 2 have run very smoothly, thanks to the support and participation from the students and staff and the exceptional organisation from the 10 House Vice-Captains of Operations.

Once the Year 11s and 12s had finished their Semester 1 exams, the Staff Trophy competition for Semester 2 was up and running. It started up on a Friday morning before school with the Inter-House Surfing and Bodyboarding Competition at Trigg Beach. The boys braved the cold as they entered the freezing water, the icy offshore breeze made everyone shiver, but they knew that they were doing their House proud. Despite the small conditions, the bodyboarders managed to demonstrate

Stuart House performing at House Singing

advanced and critical manoeuvres such as barrel rolls and 360 spins, and the surfers were able to post some great snaps and cutbacks. Keys House ended up winning the competition overall.

Next up was the heated competition of Junior (Year 9 and 10) Basketball. The huge crowd surrounding the gym floor was so loud it was like you were playing in the NBA. The boys sure did represent their House with pride and spirit as they put in their 100% effort against the other Houses. After four weeks of fierce competition, the boys from St Andrews managed to win in a very close grand final against Keys House.

Then we had Junior Chess, which the boys in navy blue once again dominated, taking out the win. Finally, we finished off Autumn Term with Senior (Year 11 and 12) Volleyball. It was very entertaining seeing some of the better volleyballers absolutely obliterate the ball with

their powerful spikes. Despite the COVID-19 lockdown in Week 11, the almighty Volleyball Competition still continued but with no crowd.

In the end, Ferguson took the win in the grand final against Anderson by a close two points.

In Week 11 the Inter-House Cross Country was meant to happen, but unfortunately, due to the unexpected lockdown, the event could not go ahead.

Thanks to all the staff and students that have been involved. And great job to the huge number of boys who have participated, taking a step out of their comfort zone and giving an event a crack. In the end, that’s what the Staff Trophy is all about. With such a diverse range of events, the Staff Trophy gives everyone the opportunity to participate in an event and excel. We are looking forward to the final term of the academic year and all the highlights it will bring. reports | 9

Simon Arnott

Vice-Captain of School (Service) The area and spirit of Service have continued to grow at Scotch College over the last few months. Following the success of the World’s Greatest Shave and Service Day, it was onwards and upwards from there.

Autumn Term saw Ross, Brisbane and Keys House lead the Service Day for the term. At the start, the group was slightly unsure about what to do and how to go about it, ultimately deciding to work with both Vinnies and Uniting WA to run a Winter Appeal. Over the following weeks, the boys were responsible for promoting and planning to ensure the Appeal was successful. We created an Inter-House Competition to see which House would be able to donate the most clothes.

In the end, we were able to donate 12 boxes full of clothes to Vinnies to distribute and an additional full box of socks for Uniting WA’s sock drive. This was an amazing effort from all who contributed.

At the end of Autumn Term, preparation had already started for the Winter Term event, our very own Big Freeze, Fight MND Day, in honour of late Headmaster, Bill Dickinson who passed away from motor neurone

disease. With 196 beanies ordered, it was safe to say the boys were looking forward to it. The remaining three Houses, Stuart, Shearer and St Andrews, ran our final Service Day, which saw the boys grasp the opportunity to lead the other boys within their Houses and the wider Year 12 cohort.

I would just like to say thank you to all those who have helped and supported me over the last two semesters. To the Service representatives, you made my life easy, and I could not have asked for a better group of boys. Thank you, all.

Throughout Week 3, the boys were able to wear their beanies, and it was great to see the sea of blue around the College. On the Monday, we hosted the main event, which saw a sausage sizzle available for the boys to enjoy whilst watching their favourite teachers take to the dunk tank. With an all-star line-up including the likes of Dr Warrington, Mr Zani, Mr Hindle and more, every boy wanted to have a throw to dunk their teacher into the ice-cold water. At the end of the week, the boys were able to wear their beanies during Marching, concluding a very successful week and showing our support for this important cause.

Science Teacher Brad Young

Lachlan Mahon (Year 9) throwing at the Fight MND Dunk Tank

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Creative Arts Teacher Meg Baker

Jim Allan

Student Council

Senior School teachers at Book Week 2021

The Student Council, composed of one representative from each House, has been busy over the past two terms supporting student enjoyment, everyday life and wellbeing at the College.

One of the new ideas we initiated this semester has been an e-sports competition between the boys. Following a successful implementation of an e-sports competition in the Middle School, the Student Council looked to run something similar for the Senior School. The game we chose was the favoured Mario Kart, played on Nintendo Switch. This has proven popular, with over 70 boys competing in the event and large crowds gathering to watch the games.

Whilst we had to postpone the event due to the COVID-19 outbreak in the last week of

Autumn Term, we were able to start again in Winter Term with the same enthusiasm from the boys.

Competitors’ entrance donations have raised money for the Mukti Foundation, an organisation that Scotch College supports. The donations received will allow Mukti students in India, who have been adversely affected by COVID-19, to access Scotch College’s educational resources, empowering the students to achieve a brighter future.

The Student Council also organised and supported Book Week this year for the whole school. An event which ran later in Winter Term, centred around the theme of ‘Old Worlds, New Worlds, Other Worlds’.

This was also the theme for the Free Dress Day the Student Council ran, where we hoped to see sailors, archaeologists and astronauts. The funds raised from the Free Dress Day will go towards the Smith Family Foundation, a charity that aims to ensure that disadvantaged Australian children get the most out of their education.

George Rowe (Year 9) at Book Week 2021

Each year the Student Council receives a grant from the Scotch Parents’ Association to spend on improving the school. In past years, this grant has been spent on areas such as flagpoles and bike racks. This year, we have decided to use the grant to help develop the Scotch gym equipment. Maintaining good physical health is always important, especially as we head into the exam season where there can be a tendency to neglect that aspect of life. More and more boys are now using gyms outside of school, and we hope that this investment in equipment will increase the interest in and use of the Scotch facilities.

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Mrs Cara Fugill

Teaching and Learning Demystifying inquiry-based learning Solving authentic problems has powerful outcomes for boys’ cognitive development since they more readily engage in activities where they have ownership over their learning. Inquiry is a teaching method that places the child’s interests, abilities and preferred learning style at its core. This model encourages students to make decisions, think creatively, work collaboratively and research, while offering the practise needed to become independent learners, maximising their chance of academic success long term.

Engagement is the fundamental ingredient in academic success and the key driver behind how a teacher develops a unit of work.

Inquiry is the most effective method to create engagement for young learners, but only when done correctly. Inquiry is often given a bad rap in education, not because it is problematic in itself, but because the expertise required to do it well is often beyond the training provided in a four-year education degree. Inquiry takes years of practice to master, significant resources for professional development and time for teachers to plan collaboratively with colleagues. Realistically, this only occurs once a teacher has mastered the fundamental aspect of teaching and is working in a culture where inquiry is a focus.

Designing a unit of inquiry Children are born with an innate ability to inquire, and in fact, traditional education is partly responsible for removing the need to

practise this skill. By the time a child is eight or younger, they know that adults often have the answers and, therefore, the need to explore for themselves becomes futile.

The process of inquiry imbues more than just knowledge. It builds important skills in our children that they will carry through life. When a teacher plans a unit of inquiry, they consider the key concepts they want students to learn and how these link across the curriculum.

They use data collected on each student to determine the appropriate level of challenge for the class and how the task might be differentiated for the various development stages. From here, they design the activities and assessments that will capture students’ enthusiasm to complete the task to the best of their ability.

Often people describe inquiry as a hands-off approach, suggesting that inquiry is all done in the planning, however, classroom practice is where the teacher’s mastery is most relevant.

A learner struggling with a task without support is not acquiring skills of perseverance, resilience or independence, they are simply a student who is not having a great time and learning that there is no point in trying since they cannot achieve their goal.

The best outcomes are achieved when teachers understand each student’s capability, set an appropriately challenging task and have them complete it with assistance from more capable people, such as teachers and sometimes peers. Creating this type of learning environment places each student into the ‘zone of proximal development’, which has been shown to develop high levels of intrinsic motivation in students.

Intrinsic motivation is the key ingredient to academic success; the learner has high self-efficacy to complete the task as it was set within their capability, and they understand they can access assistance when required.

Outstanding educators will continually push out the zone of proximal development for each child to invoke the greatest feeling of success when the goal is achieved. Inquiry learning is very much about a hands-on approach.

Inquiry and child development Traditional education measures only content acquisition whilst an inquiry model asks teachers to produce a programme that assesses content and skills. This model sits over the top of a regular curriculum and can only be achieved if there is the opportunity for students to practice their skills.

For example, rather than learn about how the Australian political system is structured, a model of inquiry might ask students to research various political systems and form their own to see how effective their model would be when arguing for a more sustainable future. One requires them to memorise what already exists; the other asks them to do far more than that: research, think critically, work collaboratively, recognise patterns, apply it to a different context and then practise its application using an authentic problem.

It is easy to see why the latter is far more engaging for young learners when they are in a supportive environment that guarantees their success.

Scotch offers an inquiry model partnered with excellent support, professional development and teachers who have mastered their craft. Inquiry is not an all the time approach to learning either. Literacy and Numeracy, although integrated into our units of inquiry, are also taught using a more direct method as evidence suggest this is more effective.

Scotch balances different approaches to teaching to get the best outcomes for students. The success of many of our graduates suggests that our approach extends students beyond what a traditional curriculum can do.

Year 1s at Bush School with PLC students

Mr James Hindle

Wellbeing

We have had a wet winter – wetter than any I can remember in a while. At a deeper level, this winter has been a reminder to all of us to be prepared.

Even though we know winter is coming, we are often unprepared. Our Wellbeing programme continues to endeavour to prepare our boys for the unexpected.

This year, our Year 9s received the inaugural Scotch Wellbeing Journal. We also have an electronic version in case of future lockdowns. This journal is designed to be a daily practice with a focus on searching for the good and being grateful for those things. We are looking to run a trial of this in Middle School.

Brain Reset continues to go from strength to strength. Year 9s and 10s have enjoyed a mindful meditation session in the new Wellbeing space. In Middle School, we ran a Yogi-in-Residence programme in Week 6 of Autumn Term and Winter Term, with a focus on learning how to self-calm and remain focused.

We have trialled a new programme by Helen Heppingstone, called a Moment of Stillness.

It helps students to settle and focus as they enter class, and we hope to roll this out to Junior and Middle School students in 2022.

Year 12 buddies and vice versa. In Winter Term, we had our very own mini-Olympics, complete with face paint and even a tug-ofwar between the Year 12s and 2s.

Men’s Health Week returned in Week 8 of Autumn Term driven by the Year 11s. This year’s theme was ‘Get Courageous’ and focused on recognising the different forms that courage takes. In Chapel, several Year 11s shared their experiences in dealing with challenging times. Activities ran in mentor groups, encouraging boys to examine how they responded to difficulties in their lives. The Year 11s ran a similar session with our Year 8s as part of the Leadership programme.

For the first time this year, we delivered an abridged Wellbeing curriculum during the Year 11 Cognitive Curriculum programme.

In the last six weeks of Autumn Term, boys had two sessions each of Tai Chi and Brain Reset, and two sessions discussing the ‘ABC’ of Wellbeing (Awareness, Breathing and Choices or Control) and the importance of sleep, kindness and self-compassion. We encouraged students to think about their purpose in life – a big question, but one that is central to our existence.

In Winter Term, our Year 10 and 11 boarders commenced an expanded programme with Tomorrow Man, looking at issues connected to men and masculinity. These six powerful sessions, led by an external

facilitator, challenged the boys to think about how they deal with difficulties and built their compassion, strengthening the group.

This year, we dug even deeper into how to have an R U OK? conversation. On the back of Men’s Health Week and Tomorrow Man, boys were challenged to ask the second and third questions, going deeper into a difficult topic rather than skimming across the surface. The Year 12s singing together has become a centrepiece, and this year’s adaptation of Little Bit of Love by Tom Grennan was sensational. ySafe came and spoke to boys in Years 5 to 8 about the importance of being careful and respectful online. They also spoke with parents about the latest developments online.

House Singing may well be the highlight of the year for me. COVID-19 stymied our efforts to run an inaugural Arts Day, but we held House Singing in Week 3 of Winter Term. I know that it is a difficult thing for many boys to sing together, but there is great benefit in doing so. It is well beyond what they experience in a normal day, well outside their comfort zone, but they share it and become part of a greater whole.

When winter rages around us, there is great comfort in knowing that we belong and are connected and valued. This is a year-round process.

All of this is designed to expose students to mindfulness multiple times so that, when things become more challenging and they face bigger problems, they will hopefully be able to engage these skills.

At the Professional Development Day at the commencement of Winter Term, we also had Helen speak with staff about the benefits of mindfulness. She took us through a Brain Reset session, which many staff commented was a wonderful way to ease back into the demands of another busy term.

Year 2–12 gatherings continued throughout the semester. In Week 8 of Autumn Term, young boys read their favourite books to their

Year 11’s Kalani Locke, Julius Kain and Ben Walsh at R U OK? Day

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Vice-Captain of School (Service) Nelson Hegge, Captain of Boarding Kalib Dempster Park, Captain of School Banjo Harold, Head of Student Council Kofi Raffan and Vice-Captain of School (Operations) Julius Kain

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Meet Your Leaders Hear from our 2022 student leaders as they speak to their Scotch College experience and what makes a leader.

Banjo Harold Captain of School I came to Scotch in 2015, entering Mr Wells class from North Cottesloe Primary School, as an extremely nervous Year 5, because I only knew one of the boys in Mr Wells’ class, who turned out to be Vice-Captain of Operations, Julius Kain. The first thing that struck me at Scotch was the welcoming nature of the Scotch community, who embraced my family and me, and the friendly nature of the Year 5 boys who accepted me in their class and treated me with respect.

Acts of leadership can be small and even appear mundane. What small act of leadership made the largest impression on you?

Acts of leadership can be small and go unnoticed by those around you, but the impact that they have on the recipient is immeasurable. Having guidance and support is extremely beneficial for younger boys. A small act of leadership that made a large impression on me was from one of the senior leaders of Cameron House. This act occurred at the Middle School Speech Night, where the Year 8 boys were divided into their new Senior School Houses and met their new Year 12 House Captain. As I walked over to my new House Captain, he shook my hand, handed me a handwritten welcome letter, and knew my name even though I had never met him.

Having a senior leader welcome you into your new House, know your name and display an interest in you when you are just entering the daunting Senior School was extremely beneficial for me and whilst only a small act, it made me feel more comfortable in the Senior School, knowing the Year 12 students would be looking out for me and the other boys. This act’s impression served as an insight into the Senior School and the House systems culture and demonstrates the impact that a small act of leadership can have on a younger boy who is unsure of his surroundings by making him feel more comfortable in his new House.

Julius Kain Vice-Captain of School (Operations) I began at Scotch in Year 3, in 2013, nervous but excited as I walked up the stairs into the Junior School. My parents weren’t necessarily against my old school, but they had heard about Scotch and knew the countless unique opportunities

in academics and sports it would offer me throughout my last nine years at school.

Reflecting on my time, the several activities and events I have been part of at Scotch every year have continued to develop me, and by the time I leave, I will have become a principled, individual young man ready to take on the world.

Student Council is charged with improving life at Scotch. If you could change anything, what would it be?

A Scotch boy is a respectful, approachable and empathetic person. A boy who kindly greets people, looking into their eyes and shaking their hand. A boy who gets involved in many things by taking their opportunities and bringing a positive attitude to everything they do. A boy that leads by example for the younger boys at the school and ensures they adopt and then pass on the special values of this prestigious school through the legacies they form.

In having an influence, whole school involvement is key, as is having connections with each sub-school. I hope to emphasise festivities surrounding fundraising and school events, as well as encouraging participation.

As cliché as it sounds, the Student Council is the voice of the people and, therefore, must address and improve student access to facilities, wellbeing and ultimately, school life.

I wish to begin new traditions and activities for the boys, along with making a mark on the school and including not just the students but the entire community, including staff and parents. Scotch is a welcoming environment, and improvements are always possible, so over the next year, we, the Student Council, are here to assist you, have an influence and make a change.

Nelson Hegge Vice-Captain of School (Service)

Kalib Dempster Park Captain of Boarding

I joined the College in Year 7, and I have really enjoyed getting involved in a range of programmes, in particular the Service programme.

I began boarding at Scotch College in Year 7.

Who is a Scotch boy? And can they be defined?

Service is an essential part of Scotch. Does the Service programme inspire interest in and compassion for the world around you?

The Service programme can give boys opportunities to grow as people and learn skills and values that they would not learn in a normal classroom environment. The College prides itself on ‘preparing boys for life’, and I don’t know of any programme that does this better than the Service programme. Scotch makes sure to give boys opportunities to get involved in Service in all year groups. It makes sure to inspire interest in the wider world outside the College, giving boys opportunities to engage with the community that they would not otherwise engage with. The hands-on nature of the Scotch Service programme allows boys to see the significant impact of their actions and helps them develop a sense of empathy and compassion.

Kofi Raffan Head of Student Council

Our boarders come from throughout WA and further abroad. How do the diverse experiences of our boarders influence who we are as a school community?

Being a boarder is such a unique experience as you get to meet and become friends with people not just from throughout Western Australia but from further abroad. Having so many kids who come from across Western Australia and other countries and states to board at Scotch really makes for a diverse community. We have boys coming into Boarding from all over the world, including Japan, China, Broome, Albany, Darwin, Merredin and more. Each boarder brings a unique personality to the Boarding community, and having boys from overseas means we experience different cultures. Growing up in a community with people with such diverse backgrounds changes you as a person as you get a really close insight into someone who has been living a completely different life to you. It is exciting, becoming friends with such unique people, and the Scotch community would not be the same if it did not have such diversity.

I began at Scotch in Year 7 and have since experienced many community and school events that have introduced me to the role of the Student Council. whole school | 15

Teacher Feature

Junior School | Ms Sam Lock

Middle School | Ms Marie Grech

Senior School | Mrs Marilyn Zuidersma

Began in 2017

Began in 2016

Began in 2003

Pre-Kindergarten Teacher and Education Assistant

Teacher Librarian

Mathematics Teacher

How did you end up at Scotch and what do you do here?

How did you end up at Scotch and what do you do here?

I came from Newman College, where I ran the Kindergarten to Year 12 Library. I currently have overall responsibility for the Early Learning Centre and Junior and Middle School libraries.

I came to Scotch after teaching at Methodist Ladies’ College. I teach Mathematics in the Senior School and take Soup Kitchen on Thursday afternoons.

If you weren’t a teacher, what would you be?

I thoroughly enjoy travelling and exploring different places and cultures so possibly a travel writer.

How did you end up at Scotch and what do you do here?

In 2016, I was teaching in a kindergarten that did not align with my philosophy of play-based, child-centred education. When I saw an ad for an Education Assistant at Scotch’s Early Learning Centre, I researched the school and its early years approach. I was so impressed with the way inquiry is embedded with the International Baccalaureate programme, and how the Reggio Emilia approach is incorporated in the ELC along with the Primary Years Programme. I decided I would rather be working in a place that truly respected young children and gave them agency to take risks, question and really explore through play than be teaching somewhere that was using a cookie-cutter approach to education.

When Pre-Kindergarten began in 2019, I was lucky enough to go back to teaching. I still work two days as an EA for the other PreKindergarten Teacher, Tracey O’Shea. I also get to take the Kindies out to Bush Art. If you weren’t a teacher, what would you be?

I love the idea of art therapy. It would be so rewarding to work with young children struggling in some capacity and give them the tools to harness their creativity to work through their emotions.

What’s the funniest thing that’s ever happened in your classroom?

Oh, my goodness, every day I laugh at the antics of our beautiful Pre-Kindies! There is lots of sensory exploration, from children painting their faces or tasting paint to see if blue tastes different to red. Some of the things I hear myself saying are: “Please don’t lick your shoe” and “Why have you got your undies on your head?”

What do you get up to outside of Scotch?

I have just started having piano lessons; I haven’t played since I was 11. I mainly spend time with friends and my beautiful daughter. I also knit and garden a bit.

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I would own a book cafe or be an artist.

What are the strangest and funniest things that have ever happened in your classroom?

Twenty years ago, I was giving a lesson on Shaun Tan’s books to Year 7s and didn’t know Shaun Tan had walked in with the class on his way to an assembly. He sat down and watched the whole lesson. I didn’t realise until he got up and started commenting on various things.

Once I was dressed as the very hungry caterpillar all day (complete with a toddler’s three-metre green play tunnel that trailed behind me) for a hectic Book Week and was very late to a leaders’ meeting. I rushed in and it was only when I went to sit down that I realised I had forgotten to take off my costume!

School can be stressful. How do you keep calm?

I say out loud: “You work in a school library on a small planet…will this matter in 50 years?”

What do you get up to outside of Scotch?

I do gardening and ancestry family trees. I am also the President of the Association of Independent Schools of Western Australia Libraries and run professional development sessions and conferences for all the amazing school library staff across the state.

If you weren’t a teacher, what would you be?

What’s the funniest thing that’s ever happened in your classroom?

A Year 12 student recently asked me how long I had been teaching at Scotch. When I replied that I had been here 18 years, a fellow student asked if I had taught during World War II. Thinking he might have his dates wrong, I asked: “When did World War II occur?”. He had the correct dates, which would make me a very elderly teacher!

School can be stressful. How do you keep calm?

I enjoy walking our dog along the beach and heading down south for a break.

What do you get up to outside of Scotch?

I always enjoy going out to dinner and catching up with friends. I’m definitely looking forward to being able to travel again.

Mr Scott Loveday

Performing Arts

Music Scholarships and Fellowships Scotch College has a rich history of providing scholarships and bursaries to assist students in accessing our various programmes.

Two such opportunities exist each year for a Music Scholarship or Music Fellowship.

Through the generosity of the College Foundation, we offer one student a Music Scholarship, following a rigorous process of academic testing, a music practical audition, aural testing and a panel interview. Typically, boys awarded a Music Scholarship exhibit high standards of musicianship, dedication to their musical journey, and a willingness to commit to multiple musical ventures to achieve excellence in the discipline.

Students awarded a Music Scholarship also need to be strong academically, as they tend to miss more class time than other students, with many performances, often across multiple instruments.

Music Fellowships are financed by the College itself and provide fee bursaries for students who demonstrate high levels of natural musical aptitude and a passion for their practical music studies. Fellowships can be awarded to a musician from any background or experience level and are determined following a process of an audition, aural testing and a panel interview.

Each year, the College supports up to six new Music Fellowship students entering Year 7.

Angus Oakeley (percussion)

String Fellowships are again financed by the College and offered to boys entering Year 3. Late in the year, all Year 2 boys are put through a process to measure their developmental musical aptitude. Those with high aptitude levels are offered a Fellowship to play a string instrument (violin, viola or cello) in the first semester of Year 3.

Austin Goff (jazz drum set)

Whilst our hard-working Music Scholarship and Fellowship students are often seen rehearsing with one of their ensembles, playing at a concert or providing ceremonial music for events such as assemblies and days of national significance, including Remembrance Day or ANZAC Day, they are not always known to the wider Scotch community. This year, we are very pleased to celebrate the progress and achievements of the following students.

Year 10, 2021

Music Scholarship Year 7, 2021 Thomas Lovegrove (cello, voice, piano)

Benjamin Hoffman (trombone)

Year 8, 2021 Heath Arbuckle (violin, flute, piano) Year 9, 2021 Alec Prendiville (bassoon, flute, piano) Hugo Silbert (saxophone)

Mikhael Djauhari (piano, electronic music) Alex Pignéguy (trumpet) Andrew Walker (jazz piano) Xander Dore (saxophone) Year 11, 2021 Hugh Fellows-Smith (voice, piano) Emanuel Radici (violin, flute) Julien Montandon (cello) Xander Dore (saxophone) Year 12, 2021 William Oxlade (voice) Samuel Barrett-Lennard (drum set)

Music Fellowships Year 7, 2021 Seth Loveday (piano, percussion) Xavier Dusci (guitar) Jack Mayo (viola)

Music Scholarship and Fellowship students

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Year 11 and 12 Drama Production

The Laramie Project Kieran Doyle Captain of Drama Performing The Laramie Project at Scotch College in 2021 was the perfect opportunity to make a powerful and important statement. Unlike anything performed at Scotch before, The Laramie Project is a play that exemplifies both the compassion and cruelty humans are capable of and highlights empathy as one of the most important skills a human being can have.

Clockwise from top: Captain of Drama Kieran Doyle; (left to right) Samuel Bennett (Year 12), Robbie McAullay (Year 11), Patrick Stewart (Year 11), Charlotte Williams (Year 11, PLC), Xavier Houston (Year 11) and Isabelle Ricciardello (PLC); Year 12s Jasper Blunt and Kieran Doyle Opposite page from top left: James Mahaffey (Year 11); Toby Evans (Year 11); The Laramie Project cast at The Fireside; Darcy Slocombe (Year 11, PLC) standing vigil

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The Laramie Project focuses on the aftermath of the beating and murder of gay university student Matthew Shepard. As a piece of documentary theatre, the play captures the thoughts and feelings of the townspeople of Laramie, Wyoming, through over 200 interviews conducted by members of the Tectonic Theatre Company. The interviews uncover deep-seated attitudes towards homosexuality; one of the key messages of this thought-provoking play is the importance of promoting acceptance instead of just tolerance towards those considered ‘different’.

Working with the cast, director and design team every day was always a joy. We started our rehearsal process by learning how to speak with an American accent to become part of cowboy country, Wyoming. The cast also faced the challenge of bringing multiple characters to life and distinguishing between each one. To create an authentic representation, we considered several factors including understanding each character you play and what their thought process is.

For my role, I played a total of six different characters. Playing this range of characters was a great challenge for me to distinguish each character physically and vocally.

It was important for me to understand each character’s perspective and subtext to ensure the audience can hear their individual stories. Playing multiple roles was something I had never done to this level, so finding differences in each character only helped me progress and develop my skills as an actor. We also decided to stage the production in a theatre-in-the-round which intensified the atmosphere we planned to portray. With all actors always remaining on stage, it truly immersed the audience in the emotion of the story.

Being part of Scotch Drama productions equips us with teamwork, communication, proactive thinking and presentation skills, making it a unique and rewarding opportunity I would thoroughly recommend to any Scotch student. It was an honour to be involved in The Laramie Project because it is a perfect example of what it means to create powerful theatre with a message to be heard and a story to be told. arts | 19

Mrs Maria Hodges

Head of Junior School We can have our cake and eat it too Scotch Junior School teachers are experts at reaching and teaching boys. We set up learning experiences and programmes that centre around the way boys learn, and we closely monitor the current best-practice teachings on how to motivate, teach and reach our boys so they can meet their full potential. This is integral to meet the needs of our students and to ensure we deliver the best and most engaging environments that support our boys to flourish. So, where does the opposite gender fit in?

As a single-gender educational provider, we understand that our boys require opportunities to interact and work alongside girls. This supports the development of healthy friendships and positive socialisation and learning outcomes for both genders. It allows our students to have the best of both worlds: a classroom and school environment that caters to their specific needs as boys, to achieve the best outcomes, and many planned and co-constructed opportunities for our boys to interact with girls that go far beyond the occasional disco or dance.

The PLC and Scotch junior schools have always maintained a positive relationship.

However, we have now moved this to the next level to include a significantly stronger bond between our Junior School staff and students. Our teachers have formed

Anticlockwise from left: Year 2’s Masa Tomita, Nilia (PLC) and Alistair Shadlow; Students enjoying our favourite Bush School time; Ruby (PLC)

20 | junior school

collaborative partnerships and actively and intentionally planned activities throughout this year to ensure the two schools are frequently interacting and allowing students to reap the rewards of this. Joint staff meetings and collaboration commenced earlier this year, and our boys and girls have traversed campuses and commenced familiarisation activities as a result. As the year and future years progress, we will continue to provide students from both schools with these opportunities and build upon their relationships.

The rewards of such a strong brother-sister school relationship are many, but some of these include: • Improved ability to adjust to different situations and learn alongside different peers • The opportunity to look beyond their own world and understand the perspectives and thoughts of other people in a genuine, meaningful way • Building a positive attitude and mutual trust and respect for the other gender • Improved competency and confidence when working with a broader range of people and across genders • Developing friendships and networks outside of their immediate environment • Sharing resources and ideas between schools with staff engaging in joint curriculum development

The way we have embarked on this programme is varied and has been a collaboration between the teachers from both campuses. So far, our Pre-Primary students have ventured out to Bush School together; our Year 3 and 4 students participated in Philosophy lessons with Scholar in Residence, Akram Azimi; Kindergarten came together for a Teddy Bears’ Picnic; Year 3s worked together on a STEM balloon challenge; Years 1 and 2 headed out to Nature School as part of their inquiry learning; and Year 4 met for an immensely fun Drama session.

These opportunities have been wonderful experiences that highlight the positive impact such relationships can have across a range of areas for the students, both schools and our communities. Both Scotch and PLC junior schools are committed to continuing this strong partnership, giving an added advantage to our focus on single-gender education. With more joint learning and collaborative time planned for the second half of this year, our students can look forward to building stronger relationships across the campuses.

It really is the best of both worlds!

Year 3

Community Actions Initiatives As part of our Where We Are in Time and Place unit, our Year 3 students conducted an inquiry into the concept of belonging to a community. They investigated the roles and responsibilities of community members and their impact on local and global communities. The inquiry prompted students to design, research and execute a form of action that would benefit a local community group.

The Year 3s chose many local community groups to support, including Cat Haven, Shenton Dogs’ Refuge, Save the Children, Starlight Foundation and Friends of Lake Claremont. Our students went to great lengths to involve their families, neighbourhoods and the wider community in collecting items to donate to these worthy causes.

Other groups opted to raise awareness about the turtles of Lake Claremont and responsible dog ownership to support the work done by the Friends of Lake Claremont and Shenton Dogs’ Refuge communities, respectively. Another group chose to conduct a treasure hunt at school where the cost of entry was a clothing donation to Save the Children.

Top: Junior School Enrichment students at the Tournament of Minds finals Right: Lachlan Shadlow (Year 4) at the Year 3/4 Speakers Challenge final

Enrichment in Junior School In 2021, we welcomed back former students and many new boys to our Enrichment programme as we looked to provide new offerings and opportunities.

Our local community responded eagerly, bringing in everything from pool noodles, quality dog and cat food and dog and cat toys to art supplies, clothes and sunscreen, among other things. It was very exciting for our students to see the community respond to their heartfelt and very persuasive requests.

This year saw our Scholar in Residence Akram Azimi introducing a series of Philosophical Thinking Workshops for Years 3–8. Through Socratic dialogue and the community of inquiry structure, children explored theories such as Free Will vs Determinism and The Mind-Body Problem.

We were in awe of the students as they wrestled with such sophisticated and complex ideas, conveying their thinking eloquently.

Many students and parent helpers also gave up their free time on weekends to personally deliver their donations to their local charity groups.

Our budding mathematicians entered Have Sum Fun face-to-face and online events. Senior School’s Maths Enrichment Coordinator Oscar Burke ran preparation sessions ahead of the competition at Penrhos College, with one of our teams placing in fourth place. Maths Enrichment Clubs from Years 2–5 facilitated teams entering the online events, with our Year 5 teams placing third and fourth. Congratulations to Saxon Clout, Eli Rigg, Alexander Rogers, Elliot Ferguson, Charles Frayne and Jack Keyte and many thanks to our teachers Andrew Wells, Olivia Creagh and Olivia Russo.

This has been such an enriching learning experience for students and has covered everything from understanding the roles and responsibilities within community groups and learning research skills, persuasive writing skills and poster design to developing the essential soft skills required for group work, like being able to collaborate, communicate and self-manage. It has been so valuable for them to see that their learning is relevant and that their actions have an impact on their local communities.

Thank you to everyone who donated items and spread the news of the wonderful work our Scotch students have done.

Mrs Nina Eleftheriou and Mrs Alison Webster Year 3 Teachers

Year 3’s Jack Young, Otto Blackburne and Edward Jones

Public speaking has been a major focus throughout Autumn Term. All students from Years 3–5 delivered their own speeches with topics varying hugely, from ‘The Life Cycle of a Banana’ to ‘Future Technologies’. Winners of classroom heats competed in our Scotch College finals and the top speakers then went on to compete in the Independent Primary School Heads of Australia finals as well as the Speak Up Awards. We were very proud to see James Ackerman, James Walawski, Henry Dove, George Davies and Charlie McClung represent the College with such aplomb.

There is certainly plenty to look forward to in Winter Term. Creative thinking skills will be honed with Tournament of Minds; creative writing entries will be submitted to What Matters?, the Tim Winton Award for Young Writers and Make Your Own Story Book; skilful spellers will compete in the Junior School Spelling Bee and IPSHA Spelling Bee; cross-campus initiatives such as Connect to Create will see our oldest International Baccalaureate students mentor the Junior School boys in a range of exciting projects; keen academic competitors will challenge themselves with University of NSW’s International Competitions and Assessments for Schools. However, as always, at the core of our school, the classrooms will continue to provide rich, innovative and highly differentiated learning for each student. We celebrate differences and strive to provide opportunities for every boy.

Mrs Alison Webster Year 3 Teacher | Enrichment Coordinator – Junior School

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Left to right: Head of Junior School Maria Hodges, Luka Simpson (Year 4), Preston Rogers (Year 2), Ari Cole (Year 4) and Arts Teacher – Junior School Jane Roche at the 2021 Shaun Tan Award for Young Artists; Preston Rogers (Year 2) receiving his award

Young Art Achievements The 2021 Shaun Tan Award for Young Artists is a prestigious annual art exhibition hosted from July to August at Subiaco Library.

This year, the City of Subiaco received over 1,100 entries from West Australian young artists in Years 1–12. The panel of expert judges carefully selected 50 artworks to be professionally framed for display in the award exhibition. Across the five age categories, the Shaun Tan Award judges look for excellence in originality, concept, technique and the choice of materials used.

The award has become a staple in the Visual Art classroom with much success. In 2021, three Scotch Junior School students were finalists in the award exhibition.

Congratulations to Preston Rogers, Year 2, who achieved 3rd place in the Lower Primary category for his oil pastel drawing, Lost Bear; Ari Cole, Year 4, who achieved 2nd place in the Middle Primary category for his monoprint, Wonky Ox; and Luka Simpson, Year 4, who achieved 1st place in the Middle Primary category for his chalk pastel drawing, Up to Mischief.

The boys were fortunate to receive art prize packs, enabling them to practice their drawing at home. I encourage the artists to create work with feeling and expression, using different mediums, colours and a range of subject matters.

Luka Simpson, Up to Mischief; Preston Rogers, Lost Bear; Ari Cole, Wonky Ox

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Each year, I see the positive impact of the exhibition and significant growth in the confidence of the young artists after the award. The valuable opportunity to have their work selected from so many others and displayed amongst other students’ work has had a huge impact.

Ms Jane Roche Arts Teacher – Junior School

Mr Brad Gill

Head of Middle School Why Middle School?

What began as my central question of discovery during my first term at Scotch College, ‘Why Middle School?’, is now developing into a defining statement. The statement focuses on the purpose of our work as we educate the boys entrusted to our care.

Our Junior School colleagues work tirelessly to ensure Year 6 students begin the first year of Middle School with exceptionally refined literacy and numeracy skills. And our Senior School colleagues are charged with the ultimate responsibility to ensure our boys have the very best post-secondary options available to them. In the Middle School, we are in the enviable position of helping boys transition from primary to secondary school over three years.

As I shared in a recent contribution in WA Business News, research shows that the middle school period is critical for everything from developing independence, grit, curiosity, personality traits and study habits to making decisions about post-secondary education.

At Scotch College, we believe in the benefits of real-world, authentic, experiential learning and the absolute need to help young men make connections between the theory and practice of their learning. With this in mind, we have begun extending our connections with external agencies, including non-profit organisations, universities, small businesses and community service groups. We are working on taking our learning outside, off-campus and into the community where boys can see the impact they can have in their community.

As an International Baccalaureate school, we continue to refine the integration of the Approaches to Learning. We believe these transferable skills are the cornerstone of a student’s development of metacognition and self-identity. Our teaching team looks to embed thinking, communication, research, self-management and socialisation skills into all learning opportunities and then asks boys to complete thoughtful self-reflection.

This was no more evident than with our Year 8 boys, who have reached the culmination of their Community Project. This amazing service-driven collaborative work has boys develop a scope of work that benefits an area of specific interest and supports a subset of the community. This year’s cohort has presented projects advocating for sustainability, recycling, homelessness, underprivileged youth, and the list goes on.

Certainly, as a school, our core business of delivering the Australian National Curriculum is important, and we do this well but, from my perspective, opportunities provided by unique programmes such as the Community Project also allow us to develop compassionate, internationally-minded, proactive young men who are aware of their responsibility to be the best they can be.

This focused approach allows us to ‘know the boy’ so that ultimately the boy may learn to ‘know himself’.

It is such a critical time for learning, and we can craft learning environments and experiences that respond to this important phase of development. It is a period of transition: from boy to adolescent, dependence towards independence, being extrinsically motivated to intrinsically motivated. We have the opportunity to help our students develop a strong sense of self and their metacognition, all in a safe and nurturing environment supported by educators who specialise in working with boys of this age.

We, as educators, appreciate the need to provide learning environments for early years students that are developmentally appropriate. Therefore, from my perspective, it makes perfect sense to assume that students in the middle years of their schooling require environments, pedagogies and experiences that are different from their early years, primary years and secondary years. Our Middle School environment allows us to honour this belief. middle school | 23

Bruno Erickson, Luis Nettleship, Matthew Berglin and William Bennett plant peppermint trees with GeoCatch

Year 8 Community Project With COVID-19 still very much in our midst, we have been lucky to run our Middle Years Programme Community Project in its full form this year. The Year 8 cohort collaborated with many individuals and organisations to achieve some wonderful service projects in and beyond our local area.

Students researched various interesting needs in the community and took action, advocating the plight of native animal species, cooking food for the homeless, collecting sporting equipment for remote communities and supporting health and wellbeing through professional organisations.

Two groups were fortunate to be given the opportunity to help people with hearing impairments. The Ear Science Institute Australia is dedicated to improving the lives of people with ear and hearing disorders through patient-driven research, education and treatment. These boys spent an hour each week with implant recipients who were struggling with their rehabilitation. Students took baseline measurements, provided treatment and then took final measurements.

They were an integral step towards recipients improving their hearing.

Another highlight of this year’s service was one group’s visit to a remote Aboriginal community in our northwest. The students decided to gather sports shoes to donate to the children of this community to encourage their pursuit of sport. This service was made particularly special by the opportunity to hand over the donations in person. Their efforts were very much appreciated by all in the community.

Another group partnered with GeoCatch to raise awareness for the plight of the critically endangered western ringtail possum. They joined GeoCatch for a Community Planting Day in Busselton, during which they helped to plant 148 peppermint trees, including planting guards with stakes around each plant. Despite the local event being cancelled due to the wet stormy conditions, the group soldiered on with the event coordinators throughout it all.

Left to right: Joshua Maxwell, George Keenan, Noah Cooper, Rory Thorpe and Benjamin Pritchard at the Ear Science Institute

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One of the key components of the Community Project is reflection. The boys reflect on what they learnt about service-learning, their recipients and themselves throughout the process. The reflection component of this project facilitates significant personal growth opportunities for our boys as they grow to become positively contributing active citizens.

Whilst it is not possible to mention every group in this article, the Year 8 boys should be very proud of their efforts engaging with and contributing to the community.

Mrs Tracey FitzPatrick and Mrs Mia Sullivan Middle School Teachers

Harrison Marshall and Nicholas Livingston sort rubbish collected along the river’s edge

Mars and the monster tomato Albert Einstein once said that “the important thing is to never stop questioning. Curiosity has its own reason for existing”.

Left: Year 8’s Reid Knox Lyttle (left) and Nicholas Chadwick (right) experimenting in the lab Right: Orlando Capobianco (Year 8)

Asking the right questions “The scientist is not a person who gives the right answers, but one who asks the right questions.” — Claude Levi-Strauss The above quote continues to play a significant role in the minds of our young inquisitive scientists in Middle School. Critical thinking is a major component of our Approaches to Learning that drive our students to become independent lifelong learners with a curiosity about the world around them.

Middle School Science is thriving with all year cohorts engaging in exciting inquiry and hands-on learning in a new vertical structure of Teaching and Learning. This has enabled specialist Science teachers to be teaching their passion and expertise across each cohort. Science proves to be a popular and diverse learning area, with vast opportunities for information technology integrated into the curriculum.

Year 6 have learned about electricity and the need for sustainable, green energy resources for its production. As we move into an era dominated by the need to address climate change, students undertook a sustainable energy project and considered ways to harness power to minimise the impact of carbon emissions on our fragile planet. The recent Middle School Orientation Day brought together this cohort and incoming Year 7, 2022 students to witness the so-called ‘elephant toothpaste’ and liquid nitrogen ice cream demonstrations in what was a fairly chilly reception!

The Year 8s embraced their natural curiosity to develop an understanding of a range of topics in Science this semester.

What is a cell? How does the heart work? Why is human blood red? These were a few of the many questions raised in our Biological Science unit, where the boys enjoyed working collaboratively and creatively to develop new understandings.

Some of the highlights included building animal cells out of clay and taking a “cellfie” with them, creating stop-motion videos to outline the phases of mitosis, and dissecting different parts of the circulatory and respiratory systems.

Our Earth and Space Science unit explored the Red Planet, NASA and the International Space Station. Through questions, research and discussions, the boys identified a need for a sustainable food source on Mars to enable human exploration to become a reality. This led to a scientific investigation to discover whether it is possible to grow food in space, and what would be the optimal conditions for plant growth. If they produced a ‘monster tomato’, they knew they were onto a winning combination of the optimal temperature and amount of water, fertiliser and light!

Students also learnt how to identify minerals and rocks based on their physical properties, explored famous rock formations around the world, and modelled the geological processes of the rock cycle using lollies. The boys thoroughly enjoyed watching The Martian in the last week of term, which not only linked to our investigation but sparked further questions about the potential future colonisation of Mars.

Where to from here? To infinity and beyond!

Ms Rochelle Gaudieri Middle School Teacher

The Year 7 students studied forces in the Physical Science unit, with the ‘whirly bird’ investigation proving a top hit. The inquiry learning investigation used information technology to research ideas in planning, gathering, presenting data and drawing relevant conclusions. Most recently, students presented on an invasive species and provided a scientific solution for the dreaded cane toad that continues to wreak havoc with ecosystems in Queensland and parts of northern Western Australia. These presentations included a wide variety of digital media and proved a fantastic learning experience across the cohort.

In Winter Term, we celebrated National Science Week with the culminating event, the Year 6 Science Fair. Every year this proves to be a wonderful showcase of creativity and innovation in a reallife setting.

Mr Toby Robinson Middle School Teacher

Year 8’s Daniel LeClezio, Harry Gibson, Gabe Reynolds, Nicholas Livingston and William Wallace creating model animal cells

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Mr Peter Burt

Head of Senior School Success is about how you try Intrinsic motivation is a powerful tool in any success we have as individuals. At the time of writing, the Tokyo Olympics had just concluded. Two-hundred-and-six nations and over 10,000 athletes had given their all in pursuit of personal excellence. Each athlete has their own stories and, in many cases, individuals and teams overcame great adversity, just to qualify to compete.

We heard many of these stories throughout the Olympics, and there are two moments I would like to focus on. The first is middledistance runner Patrick Tiernan’s courageous performance in the 10,000m event. The second is Matt Belcher and Will Ryan’s outstanding performance in winning the gold medal in the two-man 470 class dinghy event.

Following his plan, Tiernan ran with the leading group up until there were 600m to go, but things started to go awry as the group splintered in a sprint for the medals, and Tiernan started to struggle. He fell to the ground with less than 200m to go and got back to his feet in considerable distress but carried on. Tiernan fell again with 50m left, and it looked like he may not be able to finish the race, but he found a way.

“It’s the Olympics, and I’ve been waiting for five years for it,” Tiernan said after being given the all-clear following medical attention. “It was about 180 to go that I collapsed the first time. You don’t stop when you’ve got 180m

to go. I didn’t think I was completely done at that point, so I got up. It happened again, and I knew I was in trouble. I was so close that all you have to do is will yourself across the line and finish that race. I knew it was something I could do and also needed to do.”

He had a goal and a plan and had done so much work to get where he was. There was no way he was going to let that opportunity slip, despite the challenges he confronted.

He drew on his courage to complete the event, to see it through.

Belcher and Ryan had a different experience.

The pair had wrapped up the gold medal before the final race and just needed to sail around the course without being disqualified in the last race. They could have finished last; they would still have secured the gold medal. They would have achieved their goal, something they had been planning with their coach since the Rio de Janeiro Olympics in 2016, where they won silver. However, they settled on a different approach.

“It’s a crazy position to be in…we had a good start, and we were at the back and we were halfway up the beat, and we realised we could be in a good position and do well in the race and, typical of our nature, we just…tried to win the race,” Belcher said afterwards.

The intrinsic motivation to give their best and the pride they took in their performance was a driving factor. While they both received a medal, they also wanted to do this for their coach and those who had supported them.

In June, the Headmaster and I met with the Year 12s in their House groups, and one of the discussion points was the Semester 1 results. While many students had done well, some had not performed to their expectations, and to use the analogy of Tiernan’s run, they had stumbled inside the last 200m. The challenge ahead for these boys is to follow their plan, to get back up and continue working towards finishing well. They have put in a lot of time in their preparation, and while it is a long journey, the need to maintain that intrinsic motivation and overcome setbacks is clear.

During this meeting, we discussed the early entry places offered by universities and the impact they can have on the way individuals approached their studies. In much the same way as Matt Belcher and Will Ryan, there is a choice to be made. One way would be to not challenge yourself; to just cruise through without finding out what you can achieve.

The other approach, the one that Belcher and Ryan settled on, was to give their best despite having already achieved the desired outcome. The true “finish line” was still one more race away.

The intrinsic motivation of these two individuals was clear to all, and part of the reason they are so successful is that they keep challenging themselves. They also understand that others have worked hard alongside them, working with them to help them achieve their best. They did not see this as a pressure situation, more an opportunity.

As Belcher said: “We just couldn’t help ourselves…we had a sniff in the first half and thought, ‘let’s just go for it’. It was such an amazing feeling.”

This is a great way to approach the challenges we all face in life. It is an insight from highly successful people into how they go about things, despite knowing they have already achieved their goal. There is always support there, but the most effective drive comes from within. When giving our best and constantly challenging ourselves becomes a habit, it gives us all greater opportunities.

Daniel Li (Year 9) and Alasdair Orr (Year 10) at PSA Chess; Kanwal Singh (Year 12)

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Can you solve Will’s maths problem?

One hundred cards are on a table, with the numbers from one to 100 written on them. You are given a pile of 99 blank cards. You then repeat the following process. You remove two cards that are on the table, work out the difference between the two numbers written on those cards, write that down on a blank card, and put that card down on the table. At each step the total number of cards on the table goes down by one, so eventually there will be just one card left. Prove that, however you carry out this process, the number written on that final card is even.

Maths Extravaganza How many piano tuners are there in Perth?

Well, it may seem a ridiculous question to ask the Maths Enrichment students, but there is a process for finding an answer (without looking in the yellow pages!).

be a piano, and what fraction of those pianos would be tuned etc. Others considered what fraction of people own a piano from their own experience and went on from there.

Physicist Enrico Fermi made famous a process for solving these problems, now known as Fermi problems. Famously, he accurately estimated the payload of a nuclear bomb by watching the bomb’s explosion, throwing some tissues in the air and then doing some calculations!

While the boys were getting stuck into Fermi problems, Old Scotch Collegians Brodie Stephenson, Drummond Orr and William Steinburg moved amongst the groups, acting as a voice of wisdom.

These gentlemen listened to each group’s problem-solving methodology and questioned their considerations.

After battling this question, the Year 6 to 10 Maths Enrichment and STEM groups were taught the Fermi problem-solving techniques as part of our new Maths Extravaganza programme. The result was truly amazing.

There were so many methods to solve this piano tuner problem. Some groups tackled it by considering how many instruments there were in Perth, what fraction of these would

After the plenary, the OSCs spoke about their career path from Scotch to where they are now. Brodie discussed his experiences with the Bank of America, pricing acquisitions and how he himself was asked Fermi questions in his interview. Drummond questioned the boys about financial factors that could influence mental health and wellbeing and

shared stories about his upcoming Master’s studies on this topic at Oxford University.

William Steinburg presented about his maths trajectory from Scotch and beyond, how you should all aspire to do the highestlevel maths you can, and his upcoming Cambridge University studies. He then finished with a neat maths problem, which was brilliant!

Overall, Maths Extravaganza developed students’ skillset in solving real-world problems that may, at first sight, seem overwhelming. The OSCs provided a great insight into the practical utility of maths and where it can take them. Maths Extravaganza will continue in Maths Enrichment throughout Winter Term.

Mr Oscar Burke Maths Enrichment Coordinator

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Year 10’s Finnegan Harold, Lochie Elliott and Kyle de Bruin in the Mathematics and Commerce Building, photograph: Andrew Pritchard

Why understanding money matters Financial literacy remains an issue for Australians, particularly our young people, and needs to be addressed in schools.

In a society where levels of personal debt are high, credit is easily available, and financial markets are complex, research shows that more than one-third of Australian men and more than 50% of women are not financially literate.

Financial literacy describes a person’s ability to understand and apply financial skills from budgeting to understanding interest rates and how to manage debt.

In 2016, the University of Melbourne conducted the Household, Income and Labour Dynamics in Australia Survey, which collected valuable information about economic and personal wellbeing.

Participants were asked to answer five questions on interest rates, inflation, diversification, risk and money illusion to determine their level of financial literacy. Only 28% of male teenagers (15–17 years old) were able to answer the questions correctly.

As you can see, this has a flow-on effect, with a similar level of financial illiteracy prevalent amongst Australian adult men.

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As Professor Alison Preston notes in Financial Literacy in Australia: Insights from HILDA Data: “As a minimum individuals need to understand the concept of compound interest”. Financial literacy can determine the stability of a nation’s financial system and, for individuals and societies, it has an impact on overall wellbeing.

There are currently no subjects that offer financial literacy insight or practical money skills for Year 11s and 12s in Western Australia. In the Western Australian Certificate of Education or WACE, three business subjects are offered: Economics, Business Management & Enterprise and Accounting & Finance. These subjects enable students to better understand business, but do not, necessarily, improve their understanding of money.

Do not get me wrong – enabling teenagers to understand the inner workings of a business is a great pathway into wanting to enter that world once they leave school. But shouldn’t they have an understanding of their own

personal finances before tackling something far greater?

If financial literacy is not explicitly part of the syllabus, especially in the later years of secondary education, then we as a nation risk widening the intergenerational wealth gap.

Scotch College is implementing a financial literacy component in 2022 as part of the Year 11 Cognitive Curriculum. It is a positive step towards addressing the problem, and I am pleased to have been given the opportunity to follow my passions in setting up the course.

In the long run, however, governments need to collaborate, engage and develop strong financial literacy education programmes with the finance and education sectors so the next generation of Australians can develop vital financial literacy skills.

Mr Joel Kandiah Commerce Teacher

Mr Jordan Owenell

Boarding

Life from our boarders’ backyards

I have been lucky to visit agricultural shows and family homes and host small events in regional towns.

As I come close to 18 months as the Head of Boarding at Scotch, I have been privileged to travel around Western Australia, and by the end of this year, I will have visited every region that our boarders hail from. Of course, in Western Australia, we have been particularly fortunate to travel at all. It has been important for me to see where our boarders come from and have conversations with families in their own backyard. So often, we expect our boarding families to travel to Perth and our boys to acclimatise to our way of life.

It is necessary to see the College through the eyes of our regional families by hearing their stories. Parents’ feedback on how boys settle into boarding life when they are living away from home has been important, and it has been great to engage with our Old Scotch Collegians network, parents of past students, current parents, and future parents.

One of the most significant and exciting projects in Boarding this year has been the refurbishment of the Middle School Residence. The boys moved into the House in Week 6 of Winter Term and have thoroughly enjoyed the vast increase in living space.

There is an excellent connection between outdoor and indoor living spaces, and it will make a big difference to their time in those early years of Boarding. We opened the building with an afternoon tea for our current parents to show them the boys’ new homeaway-from-home on the last day of Winter Term. Part the building will act as a bunk room for visiting regional primary schools undertaking school camps in Perth. This dorm will support our Welcome to Scotch transition programme for incoming boarders by providing a space to host sleepovers as part of our orientation experience.

In June, we held our annual Boarding Week, which was a great success. Throughout the week, we had boys speak at both Middle School and Senior School Assembly, we showcased our wonderful boarding photo competition on our social media and put the spotlight on future job opportunities and pathways into the agricultural, mining, fishing and tourism sectors around Western Australia to open the boys’ eyes to the incredible opportunities that are available in the regions once they leave school.

Our academic and pastoral care support network for the boys continues to grow.

They are incredibly well supported for their learning needs during prep time, with academic teachers and tutors on hand to help them develop their study skills and content knowledge. Our Wellbeing programme supports younger boys to tackle issues of homesickness or communal living through conversation.

Left to right: Oliver Wandel, Junior Winner, Boarding Photography Competition 2020; Oliver Pope, Staff Third Place, Boarding Photography Competition 2019

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The older students undertake the Tomorrow Man programme, which discusses issues of masculinity and strategies to be a good friend to others.

In the senior years, we also focus on supporting students to adapt to independent living after school.

I wish all families a safe and fulfilling end to the year and best wishes to our farming families for their upcoming harvest. I pay particular tribute to our families that were adversely affected

by Tropical Cyclone Seroja and to our international and interstate families that have found travelling extremely difficult at this time. Our Boarding community is incredibly welcoming and supportive and will work with families to provide the best experience for our boys from regional areas and more widely.

Front row: Kaymus Brierly (Year 10), Noah McCreery (Year 9), Lachie Willmott (Year 9), Chris Higham, Spirit Award winner George Purser (Year 12), Kody Waters (Year 11), Kye McCreery (Year 12) and Jayden Clarke (Year 8) Back row: Lewis Parsons (Year 10), Terry Zhou (Year 12), Declan Crombie (Year 7), Oliver Gooding (Year 7), Campbell Johnston (Year 8), Taka Simon (Year 7) and Jamie Bowie (Year 8)

A magnificent year in the Boarding House

decisions we make as young adults and what we can do in the future to help prevent us from making mistakes.

Everyone has been enjoying spending time with one another, whether it be through social events, Clan games, or even watching footy on the couch. This year, we created two new Clans in our Boarding Houses. It has been an experiment that has gone well, and we hope to keep the new structure embedded for years to come.

Afterwards, the Year 12 boys went on the City After Dark tour, which started down by the Perth Police Station. The programme gives you tips and tricks to be street smart when you are out around the city, as we are coming to that age where we are adults. The Year 12 boys enjoyed the tour. It was a real surprise to many of the boys to learn about the things people get up to in the city at night. We will definitely be able to use these tips and tricks to avoid confrontation in the future.

One of the major events we had during Semester 2 was Boarding Week, in which we celebrated a week of major events.

We started with the Year 11 boys attending the P.A.R.T.Y. programme at Royal Perth Hospital. The name of the programme is an acronym for Prevent Alcohol and Risk-related Trauma in Youth. The group met with survivors and doctors and had the opportunity to chat about some of the

Year 12’s Julius Robberechts, George Purser, Tom Anderson, Jamayden Chong, Ben Nixon, Justin Sweet and Jarrod Hoyer at Ag Day 2021; Lochie Elliott (Year 10), Harvey Ellis (Year 12) and Ben Nixon (Year 12); Year 12 boarders on the City After Dark tour

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The main event we held was our traditional Ag Day. We had a special presentation during Assembly by Harvey Ellis, followed by a great video that George Purser made, which gave everyone an insight into what boarders do at home.

We then had Ag Day, where we could wear free dress with an agricultural theme for a gold coin donation. For lunch, the Year 12 boys did a wonderful job of serving lamb and gravy rolls with a drink for five dollars.

It was a great day to show leadership skills, and a lot of hard work and planning went into the day, so it was a wonderful feeling to see it all pay off. We made a total of $1,600 for the Royal Flying Doctors Service.

Brenton Macauley Captain of Boarding

Captain Tony Ghiselli

Athletics

It was a day of Athletics that no Scotch student at the WA Athletics Stadium that day will ever forget, athlete or spectator. The Scotch Athletics Team staged a remarkable comeback to take out our fourth successive Alcock Shield.

Aquinas College was in first position for the majority of the day and, at the start of the four 100m relays, were 64 points clear of Scotch, then in second place. Under considerable pressure, the baton changes in all six relays could not have been better, resulting in four second places and two wins. Aided with an Aquinas disqualification, we gradually wore back the Aquinas lead. At the open relay, the last event, we were seven points behind Aquinas. At the last change, Hale School was in first position, Scotch second, Aquinas third and Christ Church Grammar School fourth. In the last 50 metres, Christ Church’s athlete passed Aquinas, resulting in Christ Church placing third and relegating Aquinas to fourth place. This saw us passing Aquinas in the overall lead by three points in a narrow, exhilarating Inter-School win,

made more remarkable by the fact that Aquinas had won the most points in the 100m and 200m sprints, with Scotch in fourth place.

While winning an Athletics Inters is very much a team effort from all sectors of the team, the performance of our relay runners under the guidance of Mr Gale and his coaches was the key factor in our win. I doubt very much if such a comeback win has ever been achieved in the 116 years of PSA Athletics. It is the stuff legends are made of. It was a truly remarkable win that reflected the character and the determination of our Athletics Team. It was a proud day that will be etched in our memories for life. The mateship, euphoria and connection the team experienced after winning the Inters were very special.

Led by myself as Captain and Vice-Captains Oscar Clements and James Shaw, leadership was once again a key factor in the win, as were the leadership and performances of our Year 12 athletes. Major point winners came from the discus and shot put throwers and, on the track, from the 400m and 800m runners.

Having won seven of the past nine Athletics Alcock Shields, this generation of Scotch Athletics has forged a special legacy. The challenge now is to maintain this outstanding run of Athletics success.

Lewis Crump (Year 12), photograph: Thomas Campbell

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Captain Milan Narula

Badminton

Scotch’s 2021 Badminton teams started the season with determination and the hope to give it their all this season. The team believed that they could take the Brother Kelly Cup. Before the season started, all teams were competing well at training to fight for spots in the teams above, which created a great culture at Scotch Badminton. After a delayed start to the season due to COVID-19, the boys were ready to take on Trinity College in our first match-up of the 2021 campaign.

Jim Allan (Year 12) taking on Christ Church

The level of competition became evident as Scotch just prevailed with a 5–4 win against Trinity College in the Firsts. The boys went back to training that week and pushed themselves. This was clear as Scotch dominated the next two fixtures against Aquinas College and Christ Church Grammar School. The next fixture was against Wesley College, who were the favourites to take out this year’s cup and ended up being the team to beat as they swept by our team, convincingly beating us 8–1 on our home court.

Next on the schedule was Guildford Grammar School on a Thursday afternoon. After our heavy loss to Wesley, the team was eager to show the competition that we were still competing for the cup, which was evident when we ended the afternoon with a 9–0 win against Guildford. A notable performance from this fixture was Tim Imison, who won two out of the four sets he played with a 21–0 win. The first half of the season finished with a game against Hale School, where both sides fought very hard, and Scotch came away with a narrow 5–4 win after playing many three-set matches.

In the second half of the season, there were some notable improvements including going from a 5–4 win against Trinity to a 9–0 win and going from a 5–4 win against Hale to a 7–2 win. The attitude that each boy attended each training day and match with was outstanding and contributed towards our success. We ended the season with a strong second-place effort after beating every team except Wesley.

For this, I congratulate all boys in all of the Badminton teams for competing with such high quality and sportsmanship. I must also extend my congratulations to Head Coach Mr Ryan Foster and assistant OSC coaches Andrew Singh and Harrison Burt. Their undying support and passion for the game were what got us over the line in some matches, and their constant guidance has been commendable. I wish the future of Scotch Badminton the best of luck in their pursuance of a victory in the 2022 campaign.

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Ross Whittome (Year 10) playing against Christ Church

Captain Oscar Clements

Cross Country

In Cross Country, every single training session and fixture is an opportunity to challenge your physical fitness and mental strength. Our team lacked numbers, so we knew this year would not be a championship season for us. Instead of aiming to come away with a win every single week, we decided to get the most out of the sport by training and racing our hardest.

Mr Doney’s training sessions never failed to challenge the boys. On these cold, dark winter mornings, we took on gruelling and repetitive running intervals and the much-feared ‘tree runs’. The otherwise quiet Memorial Oval would come alive with Mr Doney’s rousing speeches about grit and persistence.

The Cross Country racing season consists of a home and away round against each school and then six All Schools fixtures where every school races together. The first race against Trinity College was exceptionally close, with Scotch winning by a margin of just three points. This set up what would be a close battle with Trinity throughout the season.

Later, we took on Wesley College at our home course in extremely wet conditions. The boys were shocked to discover that a ditch at the back end of the Lake Claremont course became a knee-deep flowing creek. Several casualties occurred at this obstacle, and we struggled to match the strong Wesley team’s pace.

Another memorable fixture was the Guildford five-kilometre course, where we came away with a strong win. Several boys showed strong improvements in their consistency, and others gave it their all despite injury or illness.

Oscar Clements (Year 12), photograph: Thomas Campbell

The All Schools series was full of twists and turns. We managed to stay ahead of Trinity and Guildford Grammar School, finishing the season in fifth place, firmly in the middle of the pack. More importantly, we learned that even if you cannot come away victorious every week, you can still find fulfilment in pushing your physical capabilities, making sacrifices for the team and cheering each other on.

It was great to see boys turn into mature athletes over the course of the season. I hope that those who ran with us for the first time will continue, whether it is in Athletics, Cross Country or for personal fitness.

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Captain Lewis Crump

Football

The season kicked off with a comfortable win against Trinity College away, where Year 12 Alcock veterans were met with eager Year 11s hungry for a taste of PSA victory.

With our speed through the midfield and the team’s relentless pressure, we were able to put many opposition teams on the back foot. We were tested early with a confident and talented Aquinas College. Due to the COVID-19 forced bye and the scheduled bye, Aquinas had limited match practice before facing Scotch. Our experience and pressure were too much for our rivals, beating them at home. As our experience and match practice grew, the wins started to roll in. We managed to win seven out of seven, and our confidence grew. Scotch and Aquinas became the teams to beat for the cup. This set up a huge final match for Autumn Term against Aquinas. It was a tight first half, but unfortunately, Aquinas was too strong in the second half. This loss now meant Scotch and Aquinas were equal, with one loss each.

Top: Daniel Curtin (Year 11) and Jett Sibosado (Year 10) fly high in a marking contest Middle left to right: Saami Welsh (Year 12); Maxx Della Franca (Year 12)

The boys’ commitment to holiday training could not be faulted, nor could the competitiveness of the talented Seconds and Thirds teams. With four games left, each a danger game, we all knew what was needed. It started well with a comfortable win over Trinity, which gave the team a confidence boost only to be followed by our second loss of the season. A hard-fought battle with Wesley College saw us forfeiting a comfortable half-time lead. This loss sparked a fire as we lost our one-game separation for the cup, leaving it drawn with two games to go.

Our motivation did not fault in our comfortable win over Guildford Grammar School at home, securing our hand on the cup as we went into the last game of the season with Hale School at home.

The stage was set for the closest thing to a PSA grand final. In front of a big home crowd, the boys embodied Scotch Football: spirited, passionate and resilient! The game ebbed and flowed, and Hale managed to hit the lead halfway through the last quarter, kicking unanswered goals. Scotch rallied and replied with quick goals to achieve a hard-fought 15-point victory. This secured an outright win of the Alcock Cup! The game will hold great memories for the boys, spectators and staff for years to come.

On behalf of the teams, a massive thank you must go to the staff who made this season run so smoothly and enabled our success.

Thank you to Head Coach Steve Malaxos and Mr Guard, Mr Jahn, Mitch Clarke, Ryan Turnbull, Mr Bridle, Harry Sinclair and Justin Crump for their continuous support and guidance. We are so grateful and appreciate the time you have taken to help the team grow together and individually. Without your support, our final result would not have been achieved.

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Football 1st XVIII win the Alcock Cup after a fantastic final game against Hale School; photographs: Derren Hall

Captain Will Gale

Golf

After an early wake up to a cold and dewy morning, we all gathered at the prestigious Royal Perth Golf Club and began warming up and focusing the mind. The Scotch Golf team consisted of Ethan Frankle, Cooper Stanley, Jack Tylich, James Winch and myself.

COVID-19 allowing, the competition was back at Royal Perth after being at Sea View Golf Club the previous year and back to the shotgun start, relieving the pressure from having a big crowd on the first tee. Initially, conditions were tough on the hands and the dew made it tricky around the greens, but with the sun rising, temperatures rose, and it all dried, allowing for a pleasant day of golf with no wind.

There were a few shaky starts on the first nine from us Scotch boys, but as the day progressed, we got in the game and began hitting fairways, judged our lengths and sank putts, resulting in some decent scores, with James Winch scoring the lowest of 86 for us. Even if the shots were not always going as planned, it was great having groups of different PSA boys to have a laugh with, and the pristine condition of the course eased the frustration.

As all groups finished their 18th hole, we met at the clubroom eager to hear the results after a nice lunch. The four lowest scores of each school were added up, and as expected, Trinity College came out with the win with their best player having a score of one over. Scotch ended up in 5th place. So, although it was not the greatest outcome, we all enjoyed ourselves, and it was a great opportunity to be a part of.

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Captain Hugh Mitchell

Hockey

After last year’s disrupted season, all teams were hoping to play a full season of Hockey.

The first fixture against Hale School was postponed due to a COVID-19 lockdown, but luckily the remaining games were uninterrupted.

In Middle School, the 8As had four wins and six losses, the 7As had seven wins, three losses and a draw, and the 7Bs had nine wins. In the Senior School fixtures, the Thirds and Fourths both had confident seasons. The Second XI team had a strong start, with the mid-season reversal of their 1–2 loss against Aquinas College in the first fixture to a 2–1 win being a highlight. They finished with six wins and four losses. The 9As finished with five wins, five losses and a draw.

The First XI squad had good preparation with pre-season scratch matches and the annual game against the Hotspurs, captained by Andrew Smith (OSC 2001). The squad also played the yearly Pugwash Cup, where the Year 12s took the win over the younger boys.

We started the season well with a 3–0 win against Trinity College.

The first Walter Weekly Winner Award – created this year in honour of Graeme Walter and his selfless commitment to Scotch Hockey – was given to Henry Vaughan for his incredible efforts in the defensive

circle. A 4–0 win over Aquinas saw us come into the Christ Church Grammar School fixture without conceding a goal, but the game finished 1–1. A 0–4 loss to Wesley College on a flooded turf, followed by three consecutive draws against Hale School, Guildford Grammar School and Trinity was frustrating, but we finished the term strong with a 6–2 win against Aquinas.

The highlight of the season was our second fixture against Christ Church. Scotch came out with a great 1–0 win after a true nail biter of a game. Our winning goal was scored in the final 30 seconds of the game, for which Raff Schinazi and Hamish Elliot were awarded a worthy ‘Highlight of the Round’. We finished with another draw against Guildford – thanks to outstanding keeping from Hamish Meston – and a loss to Hale placing us fourth on the ladder.

Congratulations to Tom Chalmers, Hamish Elliott, Digby Gardner and Charlie McCarthy for their selection in the State U15 boys’ teams, and Mitchell Hyde and Xavier Graham for their selection in the State U16 school boys’ team. Also, congratulations to Oscar Bird for receiving the First XI coaches award and Monty Atkins for the Peter Freitag Medal.

A huge thank you must go to all the coaches and managers, including the fabulous Ms Webster-Blythe, for their commitment to coaching and organising each team. And a big thanks to the parents for their dedication to their sons, with a special mention to my remarkable mum, Kirsty Browne-Cooper, who supported the First team this season.

Year 12’s Tom Rowe and Oscar Bird playing Christ Church Grammar School

Year 12’s Monty Atkins and Oliver Perrin Photographs: Kirsty Browne-Cooper

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Hugh Mitchell (Year 12) and Matt Kirk (Year 10)

Captain Thomas Lynch

Rugby

The 2021 Rugby season saw many new faces enter the programme in the pre-season, spanning from Year 12 to Year 9. All players held the common goal to build upon the success and mateship constructed over previous years.

The pre-season saw a two-day camp at school, marking the beginning of the final season for the Year 12s and the younger boys’ senior Rugby careers at Scotch. The pre-season welcomed the younger boys into the programme and allowed the previous season’s boys to dust off any cobwebs, where needed. It also saw Scotch host our biennial Rugby festival, where we invited schools around Perth to warm up for their respective seasons. Scotch took on Thornlie Senior High School, Wesley College and Trinity College in highly competitive games, paving the way for the season to begin.

In the season opener for the Brother Redmond Cup, Scotch took on Trinity in a game that would test the team’s physicality. Unfortunately, the Scotch team fell short of victory, but it was how the squad bounced back and improved on this performance that set our trajectory for the season. With big games on the horizon against Christ Church Grammar School and Hale School, we were adamant to improve upon our team structures every training.

An intense battle against Christ Church saw Scotch move forward in victory, with our sights set on Hale. From the beginning of the season, the boys understood the magnitude of the game, as this was very

much a mid-season grand final and one which was fought out until the final whistle. Unfortunately, after going back and forth with the opposition for the entirety of the game, we fell short in the closing seconds.

Nevertheless, our season remained very much in our hands as the boys persevered and remained focused on the goal. With the team performing in synergy and strength, Round 2 versus Trinity saw Scotch knock over the previously undefeated team, enabling the boys to dial in for the final weeks of the season in what would be a successful and memorable season for the leaving Year 12s.

The season saw immense commitment and determination from all senior Rugby players. The long hours on the field and in the gym saw the boys develop a mental and physical toughness which Scotch Rugby has welded into its reputation. Most of all, massive credit goes to the coaching staff, Mr Creighton and Connor O’Sullivan; their view on the game as an art form goes unmatched in the Public Schools Association. Credit also goes to Reverend Gary for his spirited cheering, and Mr Foster, Mr Gault and Mr Whiston for ensuring the smooth running of Scotch Rugby.

The Rugby programmes’ reputation and success have grown since I have been at the school, and I believe it will continue to grow both in the PSA and Australia. Watching the enjoyment and spirit that junior boys played with on a Friday afternoon highlights Rugby’s bright future at Scotch. To the Year 9s and 10s entering or continuing in the senior programme, I wish you the best for your endeavours in the sport, regardless of which level you play at. To the Year 11s, who will be the leaders of the First XV team and Rugby at the school, I hope you continue to build upon Rugby’s culture and success at Scotch.

Left to right: Billy Turnbull (Year 10) being lifted to contest a line-out; Scotch boys packing down for a scrum, including Sebastian Salt (Year 11) (foreground) and Hugh Chapman (Year 10) (far side), photographs: Derren Hall

sports | 37

Captain Sebastian Reynolds

Soccer

The Scotch First XI Soccer team started the 2021 season strongly, with an emphatic 1–0 win away from home against a strong Trinity College side, thanks to one of the goals of the season from Kaleb Morrison.

Off the back of a hard-fought win away from home, the first home game of the season was an important one where we hoped to create Campbell Oval as a fortress. Unfortunately, two penalty decisions went against the Scotch team, and we suffered a 2–0 defeat to Aquinas College. Twelve goals in three games and only one goal conceded against Christ Church Grammar School, Wesley College and Guildford Grammar School got the season back on track with the Lawe Davies Cup back in sight. A tough loss to Hale School away from home startled the Scotch team, and reality quickly sank in that we needed to be sharper and have more cohesion.

We very quickly bounced back and got the double over Trinity at home, with Aquinas in sight the next week. Scotch managed to get the better of Aquinas in a strong 2–0 win, putting us into first place going into the July holidays. However, this win faded after Christ Church got the better of us in a 2–0 defeat, making a championship win unlikely.

Two must-win games against Wesley and Guildford set Scotch up for the final game against Hale, and we were up for the challenge.

After coming out with two dominant performances against struggling opposition, we were ready for the last game of the season: Hale at home. There was no bigger game than this, a win and Scotch would guarantee a second spot finish with hopes of winning the cup, but a loss and the side would fall to third place. An intense back and forth ping pong–like game saw the game at a stalemate (3–3) with 15 minutes to go. A Kaleb Morrison header sealed a fantastic hattrick with 10 minutes to go, giving Scotch the win over rivals, Hale.

Unfortunately, Aquinas got the better of Trinity, and Scotch finished in second place, one point behind Aquinas.

Nonetheless, this was a season to be proud of. It was one of many ups and downs, but it saw a well-deserved second place for the team who grew as both players and individuals. A further mention must go to the whole Soccer programme. Every boy participated and gave their all. From the JPSSA all the way to the PSA teams, every boy should be proud of what they have achieved this year. And, to the coaches for their everyday sacrifice, none of this would have been possible without you.

Top left and right: Winton Messina (Year 11) fends off an Aquinas player, photograph: Tiarna Rose; Kaleb Morrison (Year 11) Middle: Kaleb Morrison (Year 11) fights for possession against Christ Church as Sevvel Mahendranathan (Year 12) and Aidan McKie (11) watch on Bottom: Sevvel Mahendranathan (Year 12) weaves through the defence; photographs: Derren Hall

38 | sports

Captain James Bennett

Surfing

This year’s Surfing season was short yet enjoyable. The team had a very successful year, placing highly in the Surfing WA Metropolitan Titles and the highly competitive Public Schools Association Surfing Competition.

To start the year off, we had our annual Inter-House Surfing competitions at Trigg Beach. There were many stand-out performances in the junior divisions, including Hunter Freestone’s dominant performance in junior surfing. With his home break knowledge as a Trigg Beach local, he ended up breezing his way to the final, posting high scores throughout the heats, securing his number one spot in the junior team. In bodyboarding, Callum Mitchell demonstrated his skills in some tricky conditions, pulling into numerous barrels and doing multiple technical 360 spins. However, some of the junior bodyboarders were not as lucky as Callum; many were swept all over the break via a surging rip, pulling them out into rather sizeable waves. Although it was challenging for many boys, it was good to see them go outside their comfort zones and get involved in Scotch’s Surfing programme.

injuries and first-round knockouts, our team claimed several final placements, which saw us crowned the champion school over other talented schools, including Duncraig Senior High School, Prendiville Catholic College and Churchlands Senior High School.

Senior Surfing competition winners James Bennett and Mack Young went on to the state finals, getting school colours as a result.

A thank you must go to Ryan McConkey, Mr Bycroft, Mr Galipo and particularly Mr Rugg for their countless efforts to make this year’s Surfing an enjoyable and successful season for the whole Scotch Surfing Team.

This was followed by the senior boys’ time to shine. Despite the small conditions it is fair to say that all boys enjoyed themselves and there was a good atmosphere on the beach. An honourable mention must go to the one and only Joe Crowley. He demonstrated his ability to pull off many (some would say) interesting and unique manoeuvres.

He demonstrated his athleticism by somehow doing a headstand on his board while riding a typical one-foot Trigg close out wave. I have never seen anything like it before. However, these manoeuvres could not stop Mack Young’s dominance, coming out with a win in the senior surfing. Also, the senior bodyboarding saw a very dominant performance by Vice-Captain Ryan McConkey.

With such a strong, diverse team, Scotch had our hopes high walking into the PSA Surfing Competition. Our first two heats of the day saw a decent performance from both senior surfers and senior bodyboarders. Throughout the day, the competition became tighter and a sense of competitiveness grew in the water. Christ Church Grammar School demonstrated their strength and willingness to win in the younger years, with some very talented individual surfers and bodyboarders. This meant there was a tight ending to the day, putting pressure on the juniors. Unfortunately, Scotch finished overall with a respectable second place, with Christ Church earning a well-deserved win to make it a back-to-back winning streak.

Coming into the Surfing WA Metropolitan School Surfing Titles in August, all boys were eager to finish on a good note, as it was the last competition of the 2021 Surfing season. Despite some late

Hugh Mitchell (Year 12) (top) and Sam Jackson (Year 9) (bottom) competing at the PSA Inter School Surfing Competition, photographs: Kirsty Browne-Cooper

sports | 39

Philanthropy

A strong and supportive community Scotch College has long held a reputation for having a strong community. Throughout adversities and celebrations, I have witnessed our parents, students, past parents, grandparents, Old Scotch Collegians, friends of Scotch, current and past staff and the companies we work with coming together to support individuals, the College and our students.

There was no greater evidence of this than on our inaugural Giving Day on 20 May, when we asked you to assist with raising funds to refurbish the iconic Gooch Pavilion.

A total of 560 members of our community donated online in 24 hours, making the day a huge success. To date, we have raised $450,000 from 600 donors – far beyond our initial goal of $300,000 due to the incredible

participation of our community. This would not have been possible without the prior support of the generous matching donors who made it possible to double all donations on the day, inspiring others to give.

I sincerely thank all those who contributed to making our Giving Day such a great success.

In these uncertain times, it is heartwarming to be part of such a wonderful community that comes together for the benefit of the College and our students. I look forward to seeing you at the re-opening of the Gooch Pavilion and joining the whole school for March Out for the Year 12 students on Friday 15 October.

The Gooch Pavilion official opening in 1954; An artist’s render of the refurbished Gooch

If you are interested in finding out more about making a gift to the College, Foundation, Building Fund, one of our scholarship funds, or would like information on leaving a Bequest, please contact me and Mel Colling in the Office of Advancement and Philanthropy on +61 8 9383 6987 or email philanthropy@scotch.wa.edu.au.

Mrs Kate Quinn Director of Advancement and Philanthropy

Scotch Parents By far, the most rewarding aspect of 2021 has been the pleasure of listening to the remarkable stories and passions of parents, staff and students, and creating meaningful ways of keeping our unique community connected.

The generous contributions from Scotch Parent subscriptions have enabled us to continue funding grant requests that enhance the life and learning experience at the College. This year, items funded include: • Barbecue for the refurbished Gooch Pavilion • Trotec Laser Cutter Machine for the Centre for Design & Innovation • STEM Start-Up software and equipment • Upgrading of the Scotch weights gym • Graduating gifts for the Years 5, 8 and 12 boys In 2021, Scotch Parents meetings have started showcasing the outstanding activities within Scotch. One highlight was the passionate presentations by Year 9s from the new STEM Start-Up Club. We truly appreciate the entrepreneurial members of our community who provided invaluable feedback to the boys and their novel business proposals.

Without a doubt, the depth of support provided by parents, carers, staff and the students at Scotch has been astounding and is deeply appreciated. A special mention must be made to all the class and year groups parent representatives, the Year 12 Ball Committee and Year 11 Dinner Dance 40 | philanthropy

Scotch Parents Community Choir

Committee, who have volunteered numerous hours.

The isolating nature of COVID-19 lockdowns has reminded us of the importance of maintaining social connections. With this in mind, we have focused on expanding our community beyond the campus. We are now offering activities that promote wellbeing to the entire community, including the Scotch Parents Community Choir, Walking Group, Art Club, Scottish Dancing and cooking sessions.

I would like to thank the Scotch Parents Committee Kate Reynolds (Vice President), Amanda Harris (Treasurer) and Rebecca Nerlich

(Secretary), and the Special Grants Funding Committee Ariane Harold (Chairperson), Amanda Harris, Lareesa Lynch, Sergio Di Prinzio, Chris Reed, Cameron Palassis and Chris Michael for their time and support.

Finally, thank you to all members of the Scotch community for your continued support and encouragement throughout the year. If you are interested in our activities or becoming more involved with Scotch Parents, please contact scotch.parents@scotch.wa.edu.au.

Mrs Heather Cowan Scotch Parents President

Ms Yasmin McDonald

Archives

Donations

Peter Freitag Peter Freitag donated a plaque for the 1999 First XI Premier Team he coached featuring an enamel hockey stick symbol embedded in wood. The team members comprised Captain Geoffrey Boyce (OSC 1999) and Vice-Captain Jeremey Robinson (OSC 1999).

Don Bantock Don Bantock (OSC 1950) donated a rare photograph of the 1949 Football Team Tour to Adelaide and photographs from OSC 1950 reunions.

Valerie Gmeiner 1949 Football Team Tour to Adelaide

Gretchen Bantock Gretchen Bantock, the wife of Don Bantock (OSC 1950), donated photographs taken by her mother, Gwendoline Toop. Gwendoline, the mother of Greg Toop (OSC 1954), was a commercial artist and created costumes for Scotch’s Dramatic Society. The photographs feature David Buckfield (OSC 1954) and Peter Smith (OSC 1953) as male and female characters in Victorian attire from the production You Never Can Tell, which won the Festival of Perth’s drama category for that year.

Bruce Bott Bruce Bott (OSC 1964) donated several Clans and a book he authored titled Nemes & Coss’ Effective Legal Research, 7th edition, now housed in the Heritage Centre’s Reading Room.

Andrew Devitt Andrew Devitt (OSC 1991) donated photographs from his final year at Scotch featuring the theatre production, students on the Playing Fields, Year 12 School Ball, and the First VIII rowing the Head of the River at Canning Bridge.

Michael Fairclough Michael Fairclough (OSC 1981) donated two early postcards belonging to his great-grandfather John Norman Fairclough (OSC 1917). John began at Scotch in 1914, commencing the family tradition. Five generations of Fairclough sons have since been educated at Scotch. John features in the 1914 Football XVIII Team and mid-1910s Athletics Team postcards.

Valerie Gmeiner donated a maroon felted school cap belonging to her late brother Ned Gmeiner (OSC 1953). Ned’s mother, Jean, held onto it for many years until it came into Valerie’s possession. The cap holds great significance, the family having lost Ned as a young man.

Scotch is honoured to receive this meaningful donation from Ned’s sister, who remembers him as a “loving and caring brother”.

Ned is remembered in the 1954 Reporter as “one of the finest examples of young Australian manhood”.

Nick Hargraves Nick Hargraves discovered fascinating Collegiate memorabilia at a Tasmanian garage sale. He generously posted his findings to the Archive, including bound Reporter editions from 1922 to 1926 and boarder turned day boy Frederick Edwin Birmingham’s (OSC 1926) valete notes.

Boarders on the Top Oval with teacher Alisdair Courtney, c. 1960s; Campbell House boarders Trevor Mclean, Bruce Campbell, Phil Herbert and Grayden Clack, c. 1960s; Campbell House boarders including L. McCory, J. Parsons, A. Evans, Ross Wright, c. 1960s

Grayden Clack Grayden Clack (OSC 1969) donated photographs of Campbell House boarders in the 1960s and a typed memoir of his Boarding experience. He wrote: “Mr McIntyre was our Housemaster; we called him ‘Old Macky’. He drove over to WA in his 1950s Morris Minor, which he called ‘Miss Geelong’, after a career at Geelong Grammar. He was a great guy, around 70 at the time, who treated

us well and spent a lot of his own money on us, taking us on excursions and buying treats for parties. He was a UK squash champion in his day and introduced us to the game. The only squash I knew before then was lemon squash; we had never heard of the sport.

He would hire taxis to take us to the squash courts on Stirling Highway. Some were lucky enough to travel in Miss Geelong.”

The photographs feature trips to Leighton Beach, Governor Sir Douglas Kendrew, birthday parties, Claremont Showgrounds Henry Dale (OSC 1929), c. 1926–28; Two students inside Boarding House, c. 1926–28; Scotch College andM-Block Fremantle Harbour.

marching at the opening ceremony of the Commonwealth Games at Perry Lakes Stadium, 1962

archives | 41

Ms Yasmin McDonald

Archives

Frederick penned a reflection: “Retrospect.

Take me back, take me back, to the russet brown school, with its bright verdant swards and pine trees so cool, let me wander around in the afternoon shades as the light on the oval suffices and fades, and the flannel-clad figures troop up from the ground, as the tinkling tea bell peals its first warning sound, let me peep, let me peep, through the dim lightened door. At the familiar old walls and the dust laden floor. The swallows are resting undisturbed on the ledge, and the cool of the doves comes across from the hedge, I pause, and I list as the morning bell rings, and the thought of the mem’ries that tocsin sound brings. Take me back, take me back, to the shed on the bay, with its landing awash with the dirty white spray. In winter it’s silent, forsaken, and bare, but now shouts of rowers are echoing there, and the greyish white gulls are swooping around, and the fours make home as the light turns to shade. Many of those who had played the most prominent parts in school and sport, had gone out to play their parts in a more serious game, ‘the game of life’.”

The significance of this trophy is unique as it was Austin’s final tenure as coach of the First XVIII. This was the end of a 12-year era that included multiple Alcock Cup successes.

Ironically, at the 1967 Speech Night, I again met Austin in a personal encounter at the back of the Memorial Hall after I had received the First XVIII Captain’s Trophy. Austin had come down from the upper wings, expecting to be called forward to honour his many years of service to Football and Athletics. This was to be his last hurrah!

Unfortunately, there was an oversight (surely it was on the order of ceremony), and somehow, he wasn’t called up to the stage to receive his honours! I stayed with him for this awkward moment and still remember it half a century later! He was honoured later, but that precious moment was lost!

Therefore, that last Captain’s Trophy of the Austin Robertson era means more to honour the memory of a great coach on behalf of all his teams that had an exceptional record over 12 years.”

Austin Robertson (Junior) Austin Robertson (Junior) (OSC 1960) presented a handmade leather football at the Celebration of Scotch Football Dinner on 18 June 2021. The evening was a great success, with many Collegiate players joining together to celebrate and support one another.

On the night, Austin spoke to the players about learning to play the game at school in 1952, alongside his wondrous coach, sportsman and father Austin Robertson (Senior), and what he took from his time perfecting it.

Greg Holmsen Greg Holmsen (OSC 1980) donated a 1980s Oarsmen Dinner Programme from a Goland Club dinner and a Sunday Times newspaper clipping on the great 1978 Head of the River win by Scotch featuring the Challenge Cup.

Ty Kilburn Ty Kilburn (OSC 1990) donated Football photographs from his leaving year, featuring Ty and his First Football teammates, including Andrew Donnelly (OSC 1990), Matthew Schmidt (OSC 1990), Drew Banfield (OSC 1991) and Daniel Burman (OSC 1990).

Bill Knox Geoff Trenorden (1966) delivered his Sydneybased teammate Bill Knox’s (OSC 1967) donation of his1967 First XVIII Captain’s Trophy, featuring the engraved names of all team members.

Accompanying the trophy was a handwritten note from Coach Austin Robertson (Senior) outlining the team selection, couriered to the school by taxi each Friday morning from his Perth office as Sports Journalist for The Daily Telegraph.

Bill remembers: “My role was to reformat the note as team placings and pin it up to the quadrangle noticeboard before lunchtime.

I assumed this was a ritual that had been performed by successive captains over the Austin Robertson era.

42 | archives

Peter Rothery Peter Rothery (OSC 1964) donated a silver medal belonging to foundation student Percy Herbert Bailey (OSC 1899). Percy commenced schooling at The Alexander Scotch College at Shearer Memorial Hall, Beaufort Street in February 1897.

Peter recalls how the Bailey’s Victorian House stretched from Hay Street to Adelaide Terrace Perth, saying, “what impressed me was they had a cow to provide milk.

Percy was a great friend of my grandfather, William Crookston Hobson (OSC 1907). He and his wife only had one child, a daughter, Fay who was born within a week or two of my mother, Valerie, and they became lifelong friends. When my mother and I were visiting the Bailey family in 1959, Percy found I was going to commence my secondary education at Scotch and presented me with a medal he had won in an old boys’ race in 1901. It has been in my possession ever since.”

The silver medal was possibly designed to hang on a fob watch engraved ‘Scotch College 1901 1st Old Boys Race P. H. Bailey 440 Yards’ with the initials P. B. on the front panel. Percy served in the First World War in the 51st Battalion.

Headmaster Dr Alec O’Connell and Peter Rothery (OSC 1964) with the WWI Honour Roll at Collegians House, which features Percy Herbert Bailey (OSC 1899)

Hayden Shenton Hayden Shenton (OSC 1981) donated memorabilia belonging to his grandfather Egbert George Shenton (OSC 1911) handed down the paternal line through his father Ernest Waddington Shenton, Egbert’s eldest son. Three generations of Shentons, including Egbert’s brothers Leslie (OSC 1899), Eric (OSC 1901), Clive (OSC 1908) and Gordon (OSC 1923), son George (OSC 1942) and grandson Hayden, were schooled at the College.

The donation comprised a 1932 letter addressed to Egbert from Headmaster P. C. Anderson dated 30 July 1918, a 1930 prospectus and 1949 PSA official programme for the 45th annual Athletics meeting.

The fourth item was a rare 1950s Public War Memorial booklet that aimed to raise funds and take “the first steps to commemorate the supreme sacrifice made by Masters and Old Boys of the School in two world wars”. It included excerpts written by Headmaster P. C. Anderson, Reverend T. Gibson, school architect Athol Hobbs, OSC President Gordon Gooch and Headmaster Maxwell Keys.

Stephen Stock Stephen Stock (OSC 1970) donated a Dramatic Society programme from the 1967 production of The Crucible

by Arthur Miller and an extensive photographic album. The images include prefects, Athletics teams, Football teams, Hockey teams, InterHouse carnivals, the Pipe Band, the Cadet Officer Ball, senior boarders and a marvellously documented 1970 Public Schools Association Athletics Carnival at Perry Lakes, including a pre-game procession of the Pipe Band performing in a parade through the city.

Stephen Stock running the 100m final at Guildford Grammar School in a PSA Athletics Carnival; 1965 Junior School Prefects; 1970 Scotch Football Team being presented with Alcock Cup by Brother Redman from Aquinas College; 1970 PSA Athletics Carnival parade in Perth city

E. G. Shenton letter from Headmaster Peter Corsar Anderson, c. 1932

Chris Thyne Chris Thyne (OSC 1974) donated his hand-knitted woollen Football jersey, which he played in from 1970 to 1974 in the Second XVIII and a book titled The Australians

by Robert Goodman, presented to Chris for service at the College by Headmaster W. R. Dickinson. archives | 43

Mr Aaron McDonald

OSC President

It has been a busy period for Old Scotch Collegians since the previous edition of Clan.

The new Gooch Pavilion The OSC was the most significant contributor to the refurbishment of the Gooch Pavilion, donating $50,000 towards the redevelopment. The donation was made in recognition of the memories our members hold for this historic building, established by philanthropist George Gordon Gooch with a £14,000 donation in 1954.

Celebration of Scotch Football It was great to see the resounding success of the Celebration of Scotch Football dinner, held at the Dickinson Centre on Friday 18 June, with 160 old boys in attendance.

Congratulations to Tim Banfield (OSC 1989) and Nathan Ledger (OSC 1989) for initiating such a well-received event and the College staff for their work behind the scenes. It was entertaining to hear that Neil Randall (OSC 1970), one of the panel members, humbly asserted that the year his team won the Alcock Cup was the strongest Football side the College has ever composed!

PC Anderson Scholarship Having sat in on interviews with the finalists for the PC Anderson Scholarship, I was blown away by the quality of the candidates who were, frankly, all deserving of the scholarship.

Our congratulations to Rory King, Year 11, son of Simon King (OSC 1986), who was the recipient of the scholarship. He is a superb athlete who began playing Cricket in the First XI in Year 10, no less. When I asked him how he was expecting his parents to reward him for winning the scholarship, he said he would “probably ask for a new cricket bat”. It was at that point that I reminded him that the scholarship was worth a lot more than a new cricket bat!

An artist’s render of the refurbished Gooch Pavilion

Scotch Business Directory Supported by the Old Scotch Collegians, our Business Directory features local, regional, national and global businesses founded by our alumni. We encourage our community to support locally owned businesses as much as possible.

Submit your business or visit the directory at scotch.wa.edu.au/scotch-business-directory

44 | old scotch collegians

At the scholarship presentation, Headmaster Dr Alec O’Connell reminded all of those who applied that in life success is derived from those who have a go, rather than those who do not.

Founders’ Day Dinner We look forward to the 2021 Founders’ Day Dinner on Friday 22 October, which is sure to be a wonderful night. Join us in celebrating the College’s Foundation as we look ahead to 2022 for the College’s 125th anniversary.

Please reach out to me at oscpresident@scotch.wa.edu.au if I can assist with anything.

Old Scotch Collegians Calendar

Harry Walter (Mick) Gayfer (OSC 1942)

14 October 2021 New Members Function (OSC 2016–20) Varsity Bar

In 1942, Harry Walter Gayfer, widely known as Mick, wrote: “During his years at Scotch, the student is taught to observe two items, namely, his duty towards his neighbour, and his duty to his country”. Writing then as the Head Prefect and Reporter Editor, in the years following, Mick more than upheld this primary lesson that he had received at Scotch College.

22 October 2021 Founders’ Day Dinner Scotch College Dining Room

The son of a farmer from Corrigin, Mick excelled at school. Along with being Head Prefect and editor of Reporter, he participated in Rowing, Cricket, Library, Football, Tuck Shop Committee, Cadets, Athletics and Shooting. After school, Mick embarked on a lifetime of service to the West Australian community, not least as a member of State Parliament for the Country and National parties for 27 years and as a Grower Director of Cooperative Bulk Handling Ltd (CBH Group) for 37 years, 25 as Chair. CBH Group knew Mick as “a hard worker, brave and incredibly courageous. Some of his long-term strategies included not only the Kwinana Grain Terminal but also the Metro Grain Centre, and the rationalisation of receival points in the 1970s”.

5 November 2021 Class of 1971 Sixty Year Reunion Scotch College 11 November 2021 Remembrance Day Service Collegians’ House Verandah Scotch College

Although he was never one about the accolades, Mick was awarded the Queen’s Silver Jubilee Medal in 1977 and Medal of the Order of Australia in 1991, appointed a Member of the Order of Australia in 1997 and awarded the Centenary of Federation Medal in 2003.

Scotch College and Western Australia have lost a great servant.

12 November 2021 Class of 2011 Ten Year Reunion Gooch Pavilion Scotch College 26 November 2021 Class of 1961 Sixty Year Reunion Cottesloe Golf Club March 2022 AGM 2022 Scotch College May 2022 Seniors’ Lunch Scotch College Dining Room To book, visit calendar.scotch.wa.edu.au.

Celebrating Lives Hon Harry (Mick) Gayfer AM

1942

Emlyn David

1943

Alwyn (Bob) Smith

1946

Kenneth Ledger

1947

Peter Jenkinson

1949

Ronald Adams

1950

Charles Woodworth Jones

1952

Louis Symes

1955

Cecil (John) Dessauer

1957

Ronald Sydney Williams

1957

Franklyn (Bill) Cuzens

1958

Michael Sutherland

1961

Ian (Ross) Banfield

1963

Thomas (Brian) McCreery

1964

Lindsay Blick

1965

Andrew Brinsden

1969

Patrick Ho

1981

Mark Kailis

1982

Athan Mirmikidis

1984

Benjamin Westphal

2002

Top: Football Team XVIII, 1942. Bottom: Scotch College prefects, 1942

old scotch collegians | 45

Events

Graham Williams (OSC 1966), Richard Spring (OSC 1966) and Lloyd Horn (OSC 1966)

John Kirkwood (OSC 1962) and Richard Baird (1962)

Seniors’ Lunch

Kingsley Teakle (OSC 1951) and Doug Love (1948)

Ian Leggoe (OSC 1958), Peter Bower (OSC 1958) and John Malloch (OSC 1958)

Lindsay Dry (OSC 1961) and Don Mazzucchelli (OSC 1956)

Mike Lanyon (OSC 1966) and Graham Williams (OSC 1966)

Founders’ Day Dinner 2021 This year’s Founders’ Day Dinner guest speaker is the Honourable Julie Bishop.

Julie served as the Member for Curtin in the House of Representatives from 1998 to 2019 and was the Deputy Leader of the Liberal Party from 2007 to 2018. In 2013, she was sworn in as Australia’s first female Foreign Minister, following four years as Shadow Minister for Foreign Affairs and Trade. She resigned from this position in 2018.

As the Foreign Minister, Julie led the development of the 2017 Foreign Policy White Paper – the first review of Australia’s international engagement for 14 years. She oversaw the single largest expansion of 46 | old scotch collegians

Australia’s overseas diplomatic presence in 40 years, introduced the New Colombo Plan to support Australian undergraduate students to study and undertake internships in the Indo-Pacific region, and established the innovationXchange within the Department of Foreign Affairs and Trade to develop bold and creative solutions to long-standing development challenges.

She has strengthened Australia’s key strategic and economic relationships and enhanced our engagement with Pacific Island countries, normalising relations with Fiji, leading international recovery and reconstruction efforts in Vanuatu and establishing a school of government in Papua New Guinea. Julie promoted Australia’s

More than 120 OSCs who graduated over 50 years ago attended the annual Seniors’ Lunch on 28 May. After last year’s event was moved to November due to COVID-19, it was wonderful to see such a big number of OSCs back again so soon. Attendees also enjoyed an insider’s view of Scotch’s recent Head of the River win, watching a video taken from the cox’s head camera during the race.

interests at the United Nations Security Council, playing a lead role in the international response to the downing of Malaysian Airlines flight MH17 over Ukraine.

The OSC is one of the few remaining PSA schools to host an annual dinner of this kind, a tradition that has lasted for generations.

Class of 1991 Thirty Year Reunion More than 50 OSCs attended the sundowner on 25 June, with several touring the grounds earlier that day. Thank you to reunion organisers Jeremy Walden, Andrew Devitt, David Fitzpatrick, Paul Lindquist and Tristram Woodhouse for their marvellous efforts in rallying the year group.

Top: Class of 1991 at their reunion Bottom left: Shane McLeay, Matthew Lawson-Smith, John Bannerman and Harsim Singh Bottom right: Tristram Woodhouse, David Fitzpatrick, Jeremy Walden, Paul Lindquist and Andrew Devitt

Wine Tasting Almost 30 OSCs enjoyed this year’s event on 26 August, featuring wine from Sittella wines, owned by Simon Berg (OSC 1973) and his wife, Maaike. Simon and his son, winemaker Yuri Berns, led guests through eight wines perfectly paired to a delicious menu by Scotch’s new Chartwells Head Chef, Chris Crole. Special thanks to Sittella, Chartwells and our host Swanbourne Cellars.

Simon Berns (OSC 1973) and Yuri Berns from Sittella Winery

Phil Smith (OSC 1981), James Smith (OSC 1979) and Michael Fitch (OSC 1979)

Ross Campbell (OSC 1963)

Steve Hendry (OSC 1999), Scott Gladman (OSC 1991), Rodney Somes (OSC 1986) and James Pluske (OSC 2011)

Gary Fraser (OSC 1974) and Andrew Baird (OSC 1974)

College Cup OSCs fielded a team of 14 sailors at this year’s College Cup held at Freshwater Bay Yacht Club on 2 May. Led by George Boulden (OSC 2015), the team enjoyed much hospitality and banter after finishing in sixth place. Interested sailors are encouraged to join us on 1 May 2022, for the 30th edition of the Cup. Marcello Torre (OSC 2019), Liam Seagreen (OSC 2015), Scott Glaskin (OSC 1975), Will Boulden (OSC 2013), Duncan Head (OSC 1990) and Bruce Maloney (OSC 1975)One of the Scotch crews competing in the 2021 College Cup

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Celebration of Scotch Football Dinner Held on 18 June, the event was the first of its kind for OSCs. Driven by former Football players Tim Banfield (OSC 1989) and Nathan Ledger (OSC 1989), the evening was attended by more than 160 old boys, who had played from the 1940s to 2010s. The night featured interviews and a panel discussion with some of Scotch’s biggest Football names, including Malcolm Brown (OSC 1964), Peter Mann (OSC 1987) and Scotch’s longest-serving First XVIII coach Ian Shortland-Jones.

Don Langdon (OSC 1955), Robert (Bun) Lynn (OSC 1950) and James Natt (OSC 1952)

Brad Gale, (OSC 1990), Terry Gale (OSC 1964), Stuart Gale (OSC 1987) and Mark Gale (OSC 1993)

Julian Beaumont (OSC 1993), Dave Scott (OSC 1993) and Nick Guard (1993)

Dr Alec O’Connell, Sam Shackles (OSC 2013), Matt Cairns (OSC 2013), Jack Prendiville (OSC 2013) and Matt Ledger (OSC 2013)

2020 Reporter Collection On 30 July, we welcomed back our newest alumni to collect the 2020 Reporter. It was a lovely opportunity for the old boys to reconnect with their former classmates, current students and staff, with the opportunity to stay for Marching and the Senior School Assembly.

Top left: Max Freedman, Gianni Kain, Josh Keatch, Tim Fleay, Harry Jackson, Taj Clarke, Max Shervington and Fletcher Gardner Bottom left: Cooper van Rooyen, Hugo Barich, Alexander Aakermann, Damien Haynes and Alex van Wyk Right: Class of 2020

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What have they been up to? not-for-profit organisation. Retirement is just two months away, and I am not sure what it will present as I have been too busy to give it much thought. While I have lived and worked at Merredin, Carnarvon, Meekatharra, Geraldton, Albany, Katanning and Gosnells, retirement with COVID-19 may be the stimulus needed to relocate to a semi-rural setting. My wife, Roslyn, and I have three adult children and seven grandchildren. I hope that the Class of 1971 will get together for our Fifty Year Reunion.

Jardine Jamieson (OSC 1961) Arriving in Fremantle from Singapore each year via the “school ship”, I spent nine years as a Scotch boarder. I continued boarding life for an additional six years while graduating from Claremont Teachers’ College and appointments as headmaster of schools in Nullagine and Aldersyde. My career progressed as I worked in two Albany schools and at Claremont “Dem” in Bayview Terrace as deputy principal and demonstration teacher. I completed my professional life as relieving principal of Wellstead Primary Schools. During those years, many colleagues, fathers of students, or future collegians were, or later became, OSCs. Art lecturer Anne Eadie and I married in 1968.

We have enjoyed building several houses in Albany and Claremont, extensive overseas travel and organising her highly successful solo art exhibitions. A late convert to golf after retirement, I now enjoy the occasional company of several OSC while I hack my way around Nedlands Golf Club.

Brad Rees (OSC 1971) After a wayward and abject fail in firstyear Commerce at the University of WA, I completed a Bachelor of Psychology.

However, finance was the real calling. I ended up doing an MBA at UWA, worked for a short time at the State Treasury and had a career in investment banking. This was with JBWere as a partner and finally, Goldman Sachs as a Managing Director. The banking career took us from Melbourne to London then Sydney, which is now home. With Lisa (Mann, ex-St Hilda’s Anglican School for Girls), we have a daughter and son living in New York and a son in Sydney. Upon retirement, I worked with some educational and medical/science foundations, mainly on the investment committees. I am now a keen golfer. Other interests include music (guitar), travel (one day) and art. If not for COVID-19, I was looking forward to the 1971 reunion in Perth.

Alec Millett (OSC 1981) David Fenwick (OSC 1971) Since leaving Scotch, I have successfully undertaken several roles, mostly in administrative and management positions. I worked for the WA public sector for 28 years, 16 of which were in rural health, followed by nearly 19 years as CEO of Amaroo Care Services, a retirement living and aged care

was involved in the very first international development of electronic navigational charts. Moving to Adelaide to start a family four years later, I worked at the Department of Marine and Harbours, then Saab Systems’ Naval Group. In 2005, I returned to Perth (for my children’s high schooling), taking a position as Deputy Harbour Master at Fremantle Ports. During my time there, I held official positions within the Australasian Hydrographic Society as State Chairman, then National President. Longstanding professional connections saw us head east again (as empty nesters) to join the Australian Maritime Safety Authority in Canberra. This was a great opportunity to contribute many years of hard-won operational experience into the national political, policy and regulatory space. Nicely, my final position at AMSA was regulating the marine pilots who safely navigate commercial shipping through the Great Barrier Reef and Torres Strait – a full circle to the locations of my naval days, almost four decades earlier! I retired and permanently returned to Perth in October 2020 to be closer to family, including our first grandchild.

After finishing at Scotch, I passed through WAIT, then headed east to the Australian Maritime College in Launceston, marking the start of over 35 years within the maritime profession. My sea legs were baptised in the Royal Australian Navy, navigating within the Indian and Pacific oceans, through the Great Barrier Reef, and completing detailed hydrographic surveys of uncharted waters of Torres Strait. After taking a position in private enterprise, I settled in Sydney, married, and

Damon Eastaugh (OSC 1981) I have lived in WA’s southwest for the past 30 years, working in vineyards and wineries.

I have worked at Flying Fish Cove Winery for more than 20 years, which provides winemaking services to over 30 different brands from Margaret River and Geographe.

I am married to Waveney, and we have two kids, Ruby (age 12) and Flynn (age 11).

My older boy, Louis (OSC 2013), lives in Melbourne and just finished his studies at RMIT.

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century, I have been based in Perth assisting companies in the resources and energy sectors. Fortunately, this has remained a busy area, and there never seems to be a shortage of interesting work. I play a fair bit of golf and tennis and one cricket match a year (a ‘friendly’ limited-overs fixture on the Memo, reduced to T20 several years ago and likely to be further reduced as the recovery becomes more difficult and painful). A small property near York is another source of aching muscles, but the serenity is always appreciated.

David Hitchins (OSC 1981)

Bruce Goodwin (OSC 1981)

After Scotch, I spent a year jackerooing in Frankland and then went to Muresk.

Three years at Wesfarmers led to an MBA in the United States, where I met my future (and current) Belgian wife. This took me to Europe, where I worked in agribusiness, pharmaceuticals and petrochemicals. I now specialise in procurement and supply chain as a consultant in Belgium. Seven years ago, the oldest of our three children was killed in a hit-and-run, and life has never been the same since. Our younger two are doing well.

We are currently building a house on the beachfront in Dunsborough and hope we can get to use it once the lockdowns on travel have been lifted. This is also stopping me from attending the Forty Year Reunion. Good luck to all!

After leaving UWA with a degree in English, I taught for a couple of years before travelling extensively. I ended up back in the United Kingdom and trained as an English as a foreign language teacher. There I met my wife Jo, and two kids followed soon after.

We went abroad to the Gulf, where I worked at a national university for nine years. I returned to the UK to work in a new field.

We now live in Bristol, where I lead a church.

We hope to take a sabbatical trip to Perth and visit Scotch.

Tom Walley (OSC 1991) On leaving school, I completed a Commerce degree at UWA and worked for PwC as an auditor. I quickly realised it was not for me and set off travelling the world for three years, visiting all the usual haunts of a 22-year-old Aussie! On returning, I completed my commercial pilot’s licence and worked at Jandakot as an instructor.

I was all set to interview for work as a 737 First Officer at British Airways (based in London) in September 2001, when the 9/11 attacks halted all pilot recruitment. To fill in some time, I started as a travel consultant at Flight Centre in London and fell in love with the company. Twenty years later, I am still here and have had an incredible ride! I am now based in Brisbane at our global head office (been here for nine years) and am the Executive General Manager for corporate travel business in Australia. I still love it, despite the horrendous challenges of the past 18 months. I married Claudia, and we have three amazing children. Our passion is still international travel, which we cannot wait to return to once this madness eases! I was really disappointed to miss the Thirty Year Reunion. I even flew over for it, but the border closed whilst we were in flight, and I only got to spend three hours in Perth Airport!

Stephen Knight (OSC 1981)

Angus Jones (OSC 1981) It is hard to believe it is 40 years since I tried my best to fill out that mighty red singlet and remember to put my left foot down on the beat of the bass drum. I got lucky and married Louise in 1990, and our two sons, Zach (OSC 2016) and Felix (OSC 2018), have provided an active family life and a second generation of the Scotch experience.

With its switch from a Boarding House, they were also proud Brizzy boys. Workwise, I continue as a long-time commercial lawyer.

Apart from four fun years in London last

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I work as a financial adviser and general insurance broker under my business name, Knight Management Services in South Perth – celebrating 35 years in the business this year in October. In 2020, I was elected the State Director for the Association of Financial Advisers (a similar role to the one I held around 10 years ago – yes, back into it again!). I sit on additional boards and community-based associations, including the Pro Bono Financial Advice Network Board, and I am Rear Commodore of the Cockburn Power Boats Committee and Vice President of the Combined Small Business Alliance of WA. Working hard and trying to enjoy at least some life along the way, I keep in contact with about eight or so old boys from our year and am looking forward to catching up with everyone at our Forty Year Reunion.

Ben Randall (OSC 2001) After school, I went straight into work for the family business, The Paddington Ale House (aka The Paddo), a busy pub in the heart of Mount Hawthorn. It is there my passion for hospitality started and I have never looked back. I ran the business with my father and two brothers (all OSC), and we sold it in 2018 after 31 years at the helm. In 2013, I took over the lease at Zander’s, Scarborough Beach, now The Sandbar. We are celebrating our eighth birthday this month. I played league footy for Subiaco Football Club and was lucky enough to win two premierships there in 2006 and 2007. I also gained life membership this year. I have two amazing girls, Paige (two and a half) and Bonnie (six months).

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Scotch College Perth

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