Clan | Edition # 136

UNITING THE SCOTCH COMMUNITY

Start their story strong Edition 136 | October 2023

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Developing emotionally intelligent boys

Overcoming challenges

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

Clan © Scotch College 2023 Editor: Geraldine Capogreco Design: PaperScout

Vertical system in action

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16

28

The World Scholar’s Cup

54 38

Music as brain development

Building a Tradition

Year 10 Community service

21

In this issue

Sport: It’s a wrap!

32

Headmaster

4

Enrichment

26

Chaplain

6

Teacher Feature

30

Council

7

Sport

32

Foundation

8

Service

37

Meet Your Leaders

10

Community

40

Teaching and Learning

12

OSC

44

The Arts

21

Archives

52

Headmaster

Single gender boys’ education. Why?

Dr. Alec O’Connell Headmaster

Simplistically, it is very easy for many in the wider community to roll out the old argument that because the world and society is a mix of genders, then schools should reflect society and that offering single gender education is antiquated, nonsensical and unhealthy for a vibrant society.

From a personal perspective, I attended co-educational state and Catholic primary schools in the UK and WA then spent my high school years in an all-boys school which suddenly became co-ed at Year 11. Later in life, my son and daughter attended our local Catholic co-ed college and both of my children loved their schooling. However, this article is not a comparative between schools, it is simply a reflection on why we should ensure that there is educational choice including single gender boys’ and girls’ schools, and co-education.

As the Headmaster of a high-profile boys’ school, ‘why a boys’ single gender education’?

is rightly an ever-recurring question posed to me by colleagues, friends, family, and of more immediate importance, current and future parents. Of course, let’s not exclude the interest of the press in debating the value of a boys-only education whenever an incident occurs involving boys, thus making good reading and supporting rationale for any of the anti-single gender movement.

In my view, never has it been more important to enunciate why a liberal, single gender education for boys still has a significant role to play for the educational and personal development of young boys who will hopefully become good young men. Celia Lashlie’s book title He’ll be OK – Growing gorgeous boys into good men encapsulates the why and the challenge, and what we can really achieve in an all-boys’ setting.

Before proceeding further, let me make it clear that we can always do better in boys’ schools and that complacency is never an option when one considers such important matters as consent and respect. It applies not only to dealing with the opposite sex, but to all of humanity, whatever their views, orientation, or position in life. In January 2023 in London, at the Round Square consortium of schools from across the globe, I presented on the topic ‘Consent, Respect and Bystander Intervention’, focussing on how a boys’ school addresses this matter and why it is so important that we continue to work on educating our boys in this critical space.

At Scotch we are currently finalising our next strategic plan, and as part of our review, there was significant discussion about whether we should change some of the wording in our mission statement from ‘To develop young men’ … to ‘develop young people’. In the current climate it would have been easy to acquiesce and change this to avoid any mainstream negative feedback. However, after much deliberation we came to a simple position that we are a boys’ school and that in no way should we shy away from this.

In fact, on the contrary, we should proudly promote that boys’ education is what we specialise in and that we are loud and proud of what we do for boys, and in turn what they achieve as they move through our academic and pastoral programmes.

As recently as July 2023, I attended the International Boys School Coalition (IBSC) in Auckland NZ, which further reaffirmed my conviction towards our role in the development of young boys who will become good men. Lashlie (2007) suggested some questions that needed to be asked when educating boys, thus providing a focus to enunciate why a boys’ only school is worthwhile: What does manhood involve?

How does a boy become a man?

What role should men play themselves in a position of leadership within a male environment in bringing boys across the bridge of adolescence?

With these questions in mind, we can then ask what can a boys’ only school do to address these questions?

From a philosophical perspective, we are very committed at Scotch to delivering a world class boys’ education. However, we must consciously focus on how we can make a discernible and measurable impact, and what we should do to ensure a single gender education makes a difference in today’s world.

As a College we should continue to:

Headmaster Dr. Alec O’Connell and Junior School athletes at the Inter-House Cross Country Carnival

• Focus on building a sense of pride in being male, while still working with those boys and their families who may feel challenged by this concept. As we know some may commence enrolled at a boys’ school, and then identify otherwise as they progress.

It is imperative that we help these young men, and their families work through all issues. However, it does not mean that as a college we must feel pressure to move

away from our foundational establishment and commitment to enrolling and educating boys.

• Ensure that we have a balance of male and female teaching and non-teaching staff who get boys and consciously choose to work with boys.

• Pay particular focus to what matters and what are age-appropriate strategies at the different stages of development for boys. This is why at Scotch we run three sub-schools.

• Identify and focus on issues that are of genuine concern and relevance to boys and that create an environment that is geared to explore emotions in a male context.

• Ensure that our boys understand that they do not have to focus on their external appearance only to impress someone else. Authenticity of character is more important.

• Provide an environment where being shown up or made to look immature in front of the opposite gender is not an option.

• Focus on designing and laying out the school, to cater for physical activity and the needs of boys. This is why our two most significant new facilities have large open corridors and expansive internal visibility.

In response to an article in the Washington Post in July 2023, Men are lost. Here’s a map out of the wilderness by columnist Christine Emba, Mr Tom Batty, Executive Director, International Boys’ Schools Coalition, and a valued colleague, had this to say about boys’ schools.

“Boys’ schools work intentionally for the needs of boys during key times of development. In and out of class, boys’ schools can take time to provide experiences that build the relationships, respect, and trust on which boys thrive.

They can find the time to run activities and nurture the stories upon which boys hang their learning. They can take the time to know each boy, unearth passions, hone mastery, and guide him to choose engagement with, rather than separation from, learning. They can take time to steer recruitment and professional development towards staff skilled in learning relationships and the development of boys.

Such factors have always been central to the education of boys. In an environment where education and “success” are increasingly premised on a content/test/ qualification format, schools are increasingly struggling to find the time and provide the care boys need. The gap widens.

In short, boys’ schools can, with intent and for each boy, take time to develop programmes that unearth passions and hone mastery across a broad landscape, so that being interested in things and aspiring to get good at them become habits for life.”

As I said earlier in this article, it is important that current and future families hold us to account and continue to ask us why a boys’ only education and furthermore, how do we ensure that our boys are educated and exposed to experiences both inside and outside of the classroom, which contribute to their growth and development on a personalised journey towards becoming good men.

As alluded to earlier, staffing will always be our key to success. Much has been written and spoken about schools and teaching regarding a change of delivery since the initial impact of COVID. No matter how we dissect what makes a successful school, the teacher remains a seminal piece of any success.

In his book Bush School a simple recall of his life as a graduate teacher working in a one-person school, Peter O’Brien captures the essence of why teachers will continue to make a difference.

“Good teachers model the best of human behaviours of kindness, inclusion, sensitive engagement and caring. They respond to kids by sustaining, enabling, and valuing each child to ensure they can enjoy being who they are, love the life they lead and embrace whom they might become. Children need human contact, human support and guidance, and human affirmation. Teachers are indispensable and always will be.”

To be a successful single gender boys’ school we must continue to seek out leaders and teachers who are committed to working with boys.

There is no end point to success, only a step along a continual improvement continuum – this is our challenge. We must be comfortable in the knowledge that like everything we do at Scotch, delivering a world class education for our boys requires focus and meaning with deliberately planned learning and personal experiences focussed on boys.

If we continue to do this, Scotch will continue to graduate good men who we will make a difference to not only today’s society, but our future society as it evolves across the ensuing years.

Reports

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Chaplain

NAIDOC and Indigenous spirituality Revd Gary van Heerden Chaplain

This notion of the sacred in us, around us, in whatever we are doing, all the time, means that we have a responsibility to care for each other, particularly those who are struggling.

Secondly, because everything is connected, there is naturally a very deep connection to land and country.

We celebrated NAIDOC Week at Scotch in Week 2 of the Winter Term.

As Chaplain, I’d like to highlight three aspects of Indigenous spirituality, as I understand them, that are worth celebrating.

At the outset though, let’s be clear that there isn’t one Indigenous spirituality. Prior to invasion there were 250 languages, each language group with its own creation stories and spirituality.

“Aboriginal spirituality is so incredibly diverse,’ says Aboriginal director Warwick Thornton, ‘there are 50 languages left, 30 of them critical but all of them with their own culture, their own spirituality, their own creation stories, their own everything” (‘Warwick Thornton in Conversation with God’, SMH, 1/9/2014).

First, the notion that everything is connected.

Aboriginal spirituality, according to author Mudrooroo, “is a feeling of oneness, of belonging, a connectedness with deep innermost feelings. Everything else is secondary” (‘Us Mob’, Mudrooroo, 1995, p. 33).

The earth is “impregnated with the power of the Ancestor Spirits”. This connection with land is at the heart of Indigenous spiritualities.

“We don’t own the land, the land owns us.

The land is my mother, my mother is the land. Land is the starting point to where it all began. It’s like picking up a piece of dirt and saying this is where I started and this is where I’ll go. The land is our food, our culture, our spirit and identity.” (Knight S., 1996, Our Land Our Life, card, Aboriginal and Torres Strait Islander Commission, Canberra).

Finally, these connections, these relations, our interconnectedness, are expressed in sacred stories.

These sacred stories describe how powerful creator ancestors shaped and developed the world. Also known as Dreamtime, Dreaming stories, Songlines, these sacred stories find expression in performances within each of the language groups across Australia.

The sacred stories of Indigenous Australians encourage us all to connect with our own sacred stories, which offer a means of connecting with the divine, making sense of complex concepts, finding moral guidance,

There is no distinction between a material world of objects/things, and the sacred world of creative energy. As with our Celtic forebears, there was a belief that God/the Other/the Divine is present in everything.

This connectedness, this presence, wasn’t just an idea, it was a way of living, of being.

It undermines the false dualism so often present in Christianity today, that the body is sinful, but the spirit is good; that one is being religious when in chapel, but a sinner when engaging in almost everything else.

This interconnectedness is expressed “by learning to restrict the ‘mine-ness’ and to develop a strong sense of ‘ours-ness’,” explains Aboriginal Elder Uncle Bob Randall (‘Songman: The Story of an Aboriginal Elder of Uluru’, Bob Randall, ABC 2003, p. 24).

Welcome to Country during the PSA Indigenous Round

and strengthening the bonds of community.

Through these stories, individuals are inspired, encouraged, and equipped to live meaningful lives.

Together we celebrate the history, culture and achievements of the oldest surviving culture on the planet. In terms of the legacy of its spiritualities, we recognise the importance of valuing, respecting, and learning from the wisdom and knowledge embedded within these spiritual traditions.

A prayer in the form of a poem by Yorta Yorta woman, Hyllus Maris (1934-86), ‘Spiritual Song of the Aborigine’.

I am a child of the Dreamtime People Part of this Land, like the gnarled gumtree I am the river, softly singing Chanting our songs on my way to the sea My spirit is the dust-devils Mirages, that dance on the plain I’m the snow, the wind and the falling rain I’m part of the rocks and the red desert earth Red as the blood that flows in my veins I am eagle, crow and snake that glides Through the rain-forest that clings to the mountainside I awakened here when the earth was new There was emu, wombat, kangaroo No other man of a different hue I am this land And this land is me I am Australia.

(Spiritual Song of the Aborigine, Hyllus Maris, in: ‘Discover...The Australian Aborigines’, 1998, p.18).

Council

A strong strategic plan for the future

Tim Wiese Chair of Council

Is it just me, or are we operating in an environment of greater uncertainty these days?

In my personal slice of the world, it feels like we are up against it a bit at the moment. The waters are a little choppy. My industry has some carryover effects from the pandemic with labour, housing and supply of some inputs still being tight in the regions. We have some new legislation and associated regulations to come to terms with, a difficult sheep market, war effecting grain markets, interest rates and the perennial chestnut; mother nature. I’m pretty sure I’m not alone with this perception and you may well have your own version of such a list, whether you are a parent, an Old Boy or a student. Scotch College is no different, with challenges including managing the current inflation pressures and maintaining and improving our wonderful physical assets.

Plan for Scotch College is currently under development, following on from workshops last November. We have exposed the draft to an external review, to ensure that the blinkers are off and Council and executive staff are in the process of refining the plan. I look forward to being able to make further details available in due course.

In addition, we have a review of the master plan currently underway. Utilising the services of the College architect, input has been sought from staff, the executive, and the Master Planning Committee of Council. This ensures we capture a broad range of opinions on the wants and needs of our students into the future. While on the master plan, you will have noticed that the Junior School/Middle School playscape project has commenced during the mid-year break. The project aims to transform the connecting space between the Junior School and Middle School campuses, and provide more active play areas and outside learning spaces for those students.

Most works will be completed by the start of the 2024 school year, with final completion scheduled for the mid-term break in March 2024. I thank the Scotch College Foundation for their assistance in financing the project.

The Risk Committee also takes an active role in planning. Their responsibility is to take a whole of school approach to assessing

and mitigating risks in both the day to day operations of the school as well as long-term future and historical risks. Again, another planning mechanism to benefit both the wellbeing of the boys, and the reputation and financial health of the College.

I would like to take this opportunity to thank my fellow members of Council for their hard work and diligence, in helping guide the College and establish plans for a thriving future. The input from Council members is highly valued and meaningful. The time given is time away from their families and professions, so I extend my heartfelt thanks for their commitment to the college.

By the time this gets to publishing, the Year 12 cohort of 2023 will be approaching the end of their time at Scotch. Each boy will have his own set of plans in place and will have put in the work to attain their personal goals. These plans will be varied and diverse, beyond the scope of my ken. I wish them all the best for a successful culmination to the year, and for their lives beyond Scotch. They will be welcomed into the broader community of Old Scotch Collegians, and I look forward to their engagement in various roles in the decades to come. The bonds of time, values, tradition and mateship can last a lifetime.

I believe the first thing to do is to acknowledge that we are actually travelling pretty well. At Scotch, we have a Headmaster at the top of his game, with excellent leaders at the head of each of the sub-schools. We have emerged from the pandemic in reasonable financial shape and have protected and retained staff, our most important asset. We continue to deliver the varied and quality educational offering that you expect from Scotch. Enrolments are very strong (that’s a tip if you are considering an additional enrolment), which gives us a sound platform to make decisions for the future.

This leads to Council’s role to make sure the right planning is in place for a secure stable future, both short and long-term. In the shortterm, the Finance and Planning sub-committee of Council, has an annual cycle to work to.

Developing a five year forecast, projecting enrolments, salaries, tuition fees, capital costs and financing options, all lead to formulating an annual budget, for the executive staff to then deliver.

These forecasts are informed by a range of longer term plans. A new Strategic

3D renders of the outdoor play areas between the Junior and Middle Schools

Reports

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Foundation

Built Upon a Culture of Giving

John Flecker Chair of Foundation

• Pillar 3: Annual Giving Programme and Donations (tax-deductible) • Pillar 4: Alexander Society – Bequests • Pillar 5: John Maxwell Ferguson Fund – Capital Investment Lending • Pillar 6: Giving to the Art Collection

This year has seen the preparation and publication of a wonderful new booklet titled Built Upon a Culture of Giving. It canvases the role of Foundation and more broadly the importance of philanthropy to the history and future of the College.

From articulating the concept of philanthropy through to explaining currently available practical options to participate, six pillars are identified.

No matter what your interests, there are options within these six pillars to suit all circumstances if you are inclined to participate in philanthropy and become a member of Foundation in doing so.

All Foundation members are acknowledged in this booklet, which is intended to become an annual publication. It is also our intention to celebrate the history of giving to Scotch and those people that have contributed so much before us.

The Philanthropy Office Report within the booklet also records that:

• Pillar 1: Buildings and facilities – Capital Campaigns and Building Fund (tax-deductible)

• There are currently 350 members of Foundation, having been granted that membership as a result of their giving.

• Pillar 2: Scholarships – Foundation Scholarships and Scholarship Fund (tax-deductible)

• There are 14 members of the Alexander Society. Currently an exclusive club with plenty of ambition and opportunity to grow.

It is also our intention to celebrate the history of giving to Scotch and those people that have contributed so much before us.

• Over $500,000 was raised over 2021 and 2022 via the Annual Giving Programme, from over 600 donors including 43 staff members. From within the OSC, the youngest donor came from the 2020 cohort and the oldest OSC donor being from 1947 peer year.

I commend the publication to you. Copies are available from the College reception or we can mail a copy to you if you contact the Office of Philanthropy.

Foundation continues to focus its attention on the careful management of funds under its control, how to utilize those funds in support of the College over the short and long-term and also working with the Office of Philanthropy on the continuous journey to educate and elevate the culture philanthropy.

Left: 1960s Building Fund appeal raising funds for a new Gymnasium and the PC Anderson Chapel Above: 1900s J M Ferguson. Parent, Council Member and significant benefactor to the College, including being the primary supporter for the move to Swanbourne in 1905

School Captain

The final stretch

Marco Ghiselli Captain of School

As I stand nearing the end of my schooling chapter as a Year 12 student, memories of my time at Scotch College fill me with a unique and cherished fondness. I still vividly recall the sense of awe I experienced as a small Junior School boy, admiring the Year 12 leaders who inspired me. Despite being forewarned about the fleeting nature of time throughout my schooling, I now find myself amazed at how quickly my high school journey is coming to an end.

Ag Day was another stand-out event which was very well supported by the school and boys. Everyone thoroughly enjoyed the activities down on the Memorial Oval including bubble soccer, agriculture pathway information and Marching.

In the World’s Greatest Shave this year, as a school, we reached a new milestone raising over $150,000 dollars, which put us as the number one fundraising school in Australia.

This is a massive accomplishment for the College and shows the efforts and support of the boys for the cause.

Recently, we celebrated NAIDOC week at Scotch, where our sincere commitment to the Indigenous community and their traditions

shone through once again. It was a privilege to partake in some delectable Indigenous cuisine, such as kangaroo and many more.

The week’s events were undoubtedly fantastic and enjoyable for all, but what truly stood out was the overwhelming sense of unity and togetherness, making it a highly anticipated week on our calendar.

The past semester has been incredibly busy, jam-packed with various activities.

Nevertheless, it has been an immensely rewarding experience, and I would like to thank everyone for their involvement in the school and their contribution in making it memorable.

Approaching the final stretch of the academic year, it becomes evident just how profound an impact Scotch College has had on me both as an individual and our collective community. This past semester and year, in particular, stands out as a defining period.

As we move closer to the year’s end, our collective successes serve as a testament to the traditions, culture, and unwavering passion that set Scotch apart from many other schools.

The College’s commitment to diversity shines through the multitude of opportunities and events it offers to the students. From engaging in various co-curricular activities to actively serving the broader school community, Scotch College truly fosters a rich and vibrant environment. It fills me with immense pride to be a part of this distinguished institution.

The diversity of experiences during this last semester has been truly amazing.

The drama production, Treasure Island that finished last term was the first Scotch production I had attended, and I was absolutely blown away by the talent and performance of some of the boys. Every performance was a sell-out, showing the support and recognition of the tremendous amount of work for those who played a role in the production.

Top: Year 6 Logan Chambers and Chase Vasudavan giving the tractors at Ag Day a go Bottom: Micheal Spratt, Scotch Indigenous Network Programme Coordinator with the programme boys performing at Ag Day

Reports

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MEET YOUR LEADERS

Being a leader is about inspiring those around you to be better versions of themselves.

David Walton Captain of School I began my Scotch College journey halfway through Year 2 after a place became available. I was nervous at first like most boys joining new schools, but I quickly made friends, which put me at ease. Even as early as Year 2, it was clear how welcoming the Scotch community was towards me and my family.

While our Captain of School is responsible for leading our students, they must rely upon others to promote the College’s values. How can our Year 12 students be good leaders?

The beauty of Scotch College is that you do not need a badge or a title to be a leader.

The striped blazer, which all Year 12 students wear with pride, has become synonymous with leadership. I can personally attest to the fact that the younger boys look up to the Year 12s in their striped blazers for guidance and to be role models. The simple fact of the matter is that the College cannot function with just a Captain of School. It is vital to the running of the College that there is a strong and cohesive group of leaders in the Year 12 student body. Being a good leader does not have to be an onerous task, and it can be as simple as just being a role model to the younger boys and consistently embodying the College’s core values of integrity, service and stewardship.

Angus King Vice-Captain of School (Operations) I began my journey at Scotch in Year 1, eager to make my way to the top of the College like my dad had done 37 years before. From then onwards, my journey was filled with trying new things and building strong relationships with those around me. I look forward to making 2024 a year to remember.

and experience with the younger boys, helping them to adapt to difficult situations.

Something I want to bring to the role is to encourage boys to try new things and help them find their path and thrive within the College. Drama productions and musicals have given me leadership opportunities by allowing me to be creative on stage and express my ideas. I would love to bring this to my role by being creative in my speeches and coming up with new ideas regarding the Staff Trophy.

Max Thorpe Vice-Captain of School (Service) I started at Scotch in 2019 as an enthusiastic Year 7. I was extremely excited to become part of the College and quickly formed bonds with many boys. The opportunities the College has provided have helped shape me into who I am today. I have been active in the Service programme since Year 8, when I conducted several beach clean-ups in the local area for my community project.

Our Service programme takes students out of the classroom to experience communities beyond their own. How does it prepare boys for life?

A rounded education is more than just academics. Scotch’s Service programme helps prepare boys for life by transforming them into well-rounded young men. It allows them to use their skill set outside of the classroom in a way that benefits other people’s lives. By partaking in the College’s Service programme, boys find themselves embedded in the local community and are taught the importance of placing others above themselves. They form meaningful bonds with other boys and members of the public and create memories that will last forever. Seeing the joy that you can bring to strangers’ lives through service is something that is very special and helps prepare boys for life after school.

Rhama Evans Captain of Boarding I joined Scotch in 2022 as a Year 11 boarder from Geraldton. Growing up, I had the privilege of experiencing a diverse background – my mother is Central Javanese from Indonesia. Our heritage has shown me the value of family and togetherness and how the whole is greater than the sum of its parts. Hailing from Geraldton, a sense of community is at the forefront of my identity, where a love for sport, adventure and mateship was ingrained in many of us from an early age.

Being a boarder and living away from home builds valuable life skills. What skills have you learned and how do they contribute to who you are as a leader?

Being a leader is about inspiring those around you to be better versions of themselves through the little things being done to a high standard every day. Choosing to board was a tough decision. However, it’s one that I am extremely grateful for. During my time here, Boarding has developed my resilience, strengthening my ability to overcome difficult and varied life experiences and enabling me to support and encourage others in need. Additionally, it has increased my acceptance of others, opening my eyes fully to the unique yet united community that is Boarding at Scotch College, where we are privileged to experience many cultures from around the country and the world.

How have you shown leadership in the activities you’ve participated in throughout your Scotch journey, and what learnings will you bring to your role?

Throughout my time at Scotch College, I have been fortunate enough to make the most of all the opportunities in front of me. Playing Cricket at Scotch has given me a platform to show leadership by sharing my knowledge

From left to right: David Walton, Rhama Evans, Angus King, Max Thorpe

Reports

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Teaching and Learning

Start strong in Junior School Maria Hodges Head of Junior School Left: Year 1 Joseph Edwards and Yanni Papamatheos

Research shows that early education is pivotal in a child’s long-term academic, social, and personal development.

It’s a time when they learn some of life’s most important skills, like critical thinking, literacy, and numeracy.

Building strong foundations sets children on the path for future success. Getting off to a strong start is a once in a lifetime opportunity that shouldn’t be overlooked. Maria Hodges, Head of Junior School, explains why starting early is key.

In your view, what are the benefits of starting the Scotch journey early?

Children need a warm and inclusive atmosphere where they feel valued, inspired, and supported. Starting the Scotch journey early allows our students to develop a sense of belonging within our school community and build strong relationships with their peers and teachers. In the Junior School we have a positive and caring environment which helps them to flourish academically and emotionally, instilling in them a lifelong love for learning from a very early age. It is at this early age that we can ignite the passion and drive to learn, and this is integral to what we do.

Starting at Scotch in the younger years also provides students with a seamless transition into the subsequent stages of their education.

Our Junior School curriculum aligns seamlessly with our Middle and Senior School programmes, ensuring a smooth progression and continuity in their learning journey. We find that boys who start at Scotch early are familiar with the school’s values, expectations, and routines, and experience less stress and anxiety when transitioning to the higher year levels.

What does the early years curriculum look like?

Our Junior School curriculum is carefully designed to cater to the specific needs and developmental stages of young learners by combining traditional methods of explicit teaching with modern approaches to education such as inquiry learning via the International Baccalaureate framework.

Immersion in a well-structured and stimulating curriculum from the early years, provides young learners with essential skills and knowledge while fostering a curiosity and eagerness to explore the world around them.

This is an essential component for engaging boys in their learning and caters for their specific needs to learn and strive for their personal best.

Do the boys miss-out on co-educational opportunities by joining Scotch in Junior School?

Prior to coming to Scotch, our boys often have been in classrooms where disengagement is high, and they are either overlooked or not provided with opportunities which impacts their learning and enjoyment of school. We focus on what boys need in the classrooms and playgrounds to best motivate, excite, and enrich their experience of school, enabling them to be the best they can be.

While catering for boys’ specific learning styles and interests we also offer opportunities for co-educational collaboration. Partnerships with local girls’ schools promote joint learning initiatives, collaborative projects, and extracurricular activities. Our boys do not miss out on building friendships with girls as well as using these experiences to promote personal growth and cultivate understandings. These partnerships promote a spirit of co-operation, mutual respect, and a shared vision for

nurturing young minds, preparing them to become confident, responsible, and wellrounded global individuals. Our co-educational programmes include our fortnightly Year 1 and 2 Beach and River School Programme with PLC and our Year 4 and 5 Ignite Leadership Programme with St Hilda’s where boys and girls come together to learn and develop leadership skills.

Our boys get the best of both worlds!

Vibrant environments and advanced resources are key to creating rich learning experiences.

Would you agree?

Absolutely. Our commitment to innovation ensures our students have access to the latest educational tools and platforms, preparing them for the rapidly evolving world they will inherit. Our classrooms are designed to promote collaboration and active engagement, creating an optimal setting for interactive learning, engaging them with hands-on, exciting, and stimulating ways to learn. We focus on developing essential skills such as critical thinking, problem-solving, communication, and collaboration. These are skills which, if learnt from a young age, will become a natural and effortless part of a student’s life toolkit.

What values are core to the Junior School?

Instilling a strong sense of values, ethics, and social responsibility is key. From an early age, we foster a culture of respect, integrity, compassion, and resilience, guiding our students to become ethical and responsible global citizens. By starting early, our young learners have more time to internalise these values and develop a strong moral compass that will guide them throughout their lives.

Developing emotionally intelligent boys Amanda Ritchie Deputy Head of Junior School – Pastoral Care

“Children with higher emotional intelligence are better able to pay attention, are more engaged in school, have more positive relationships, and are more empathic.”

(Raver, Garner, & Smith-Donald 2007; Eggum et al. 2011).

Emotional intelligence skills help children manage conflict and develop deeper friendships. Children with high emotional intelligence can calm themselves when they feel angry and can express their emotions in a healthy way. All children have the capacity to learn emotional intelligence skills, but they are skills that need to be taught and practiced, both at home and at school.

The Junior School has developed a timetable with four dedicated sessions of Pastoral Care per day. Including these sessions has made a significant difference to connections within the classroom and helping boys develop their emotional intelligence.

Often, when the boys come in from the oval or the pirate ship playground, they are coming in ‘hot’, both in temperature from exertion and in their temperament. During the first ten minutes, the boys are with their Class Teacher for Pastoral Care (PC) where they are taught how to switch their brains from play mode into learning mode. Class Teachers discuss any issues in the playground, help the boys understand the emotions they are feeling and encourage the class to help with solutions or suggestions for alternative play in the next break.

There are two other pastoral care times during the day, which have been developed to help the boys start and end their day well.

The morning PC time is used for reviewing the visual timetable for the day, so all boys know their routine and requirements. Boys will often share important events or jokes or play a quick game to get the class ready for learning. This helps build class morale and sets the boys up for a good day. It is also an excellent time for boys to realise they have forgotten their JPSSA gear and time for their parents to drop off their sports kit!

In just a few minutes, boys who were feeling hot and bothered can now regulate to a calmer mode, which makes it easier to switch onto their learning. If these emotions and feelings are ignored and boys do not have a chance to be heard, they can often be distracted, making it difficult to focus.

At the end of the day, the boys have the last ten minutes with their Class Teacher. In this time, they might review their day and talk about their favourite parts, read the class novel, or celebrate other boys’ achievements over the day and discuss what they are looking forward to.

As the boys mature and understand their emotions, they will learn how to deal with them in a healthy way. Knowing how to calm themselves down, cheer themselves up, or face their fears is discussed throughout the Junior School journey.

Having the four scheduled pastoral care times during the day means the classroom teachers have dedicated time to ensure their class is connected and settled. Without this time built in, boys would miss the opportunity to bond and solve problems together.

We have seen a growing increase in emotional intelligence displayed in the playground with boys modelling what they are learning on inclusivity and learning how to regulate their emotions on the spot when things don’t always go their way.

Top right: Banjo Jones, Banjo Egerton-Warburton and Oliver Horth Bottom right: Will Della-Vedova enjoying time in the garden Below: Junior School students enjoying pajama day

Teaching and Learning

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Leaving nothing to chance with data, data, data Warwick Norman Deputy Head of Junior School – Teaching & Learning

I was asked recently to write an article that discusses our use of data in the Junior School.

My first thought was – do we really want to put everyone to sleep by talking about data?

As I started to write this article however, I was reminded of just how important data is for ensuring quality education that targets the needs of all learners. I have used the PYP – Key Concepts, to briefly outline the use of data at Scotch College Junior School.

Form: What is it like?

Causation: Why is it as it is?

At Scotch, we use data to measure students’ progress and ensure they reach their learning potential. The data we gather allows classroom teachers, support and enrichment staff to identify each student’s strengths and weaknesses in both literacy and numeracy, enabling them to tailor instruction to meet the individual needs of the student.

Collecting and analysing data ensures that educational strategies and interventions are based on evidence rather than assumptions.

By analysing data, our staff can identify effective teaching methods and make informed decisions about curriculum, instructional materials, and interventions that are most likely to benefit students.

The data we gather is a combination of mathematics, spelling, reading, and writing.

These are kept in year level databases (for classroom teachers to track student progress), as well as a whole sub-school database, managed by our Academic Support and Enrichment teams.

Function: How does it work?

Data provides a clear picture of students’ progress over time. Regular assessment and data analysis enable our staff to track growth, identify trends, and adjust instruction as needed.

This ongoing monitoring ensures that students are on track to reach their potential and allows for timely intervention if progress stalls.

By analysing data, teachers can identify specific areas where students require additional support or enrichment. Data analysis helps identify struggling students early, allowing for timely intervention.

By identifying learning gaps and addressing them promptly, teachers can prevent students from falling behind and provide targeted support to help them catch up.

Responsibility: What are our obligations?

Data-driven approaches promote accountability at all levels, including classroom teachers, academic support staff, enrichment staff, and leadership. It is a crucial communication channel between our sub-schools as information gathered throughout the Junior School years is then passed on to our Middle School via the whole sub-school database, so that they can be prepared to meet the demands and needs of their incoming students. The same approach applies to students moving from the Middle School to the Senior School.

Perspective: What are the points of view?

Using data to measure students’ progress at Scotch College, offers significant benefits.

It enables individualised instruction, early intervention, evidence-based decision-making, progress monitoring, and accountability.

By harnessing the power of data, teachers can ensure that every student reaches their full potential and receives the support they need to succeed and strive for their personal best.

Overcoming challenges.

An ever evolving journey.

Justin Shaw Student Leadership and Turas Programme Co-ordinator

Middle School for many students, is the start of a new journey, be that the change from a Primary School environment or a transition to a new school altogether.

At this stage, a foundation built upon a clear understanding of self and community, along with the skills and strategies to problem-solve are crucial. These understandings underpin the Turas Programme.

Semester 1 has largely focused on setting up for success, community values and building positive relationships. Each year level has explored themes such as shared values and growth mindsets in an age appropriate and engaging manner. As the semester has come to a close, the impact of this learning can be read in student report reflections, giving an individual voice to the learning that has taken place during the Turas Programme along with a broader reflection on the start to a new academic year.

Reflection and goal setting provides the starting point for our Semester 2 programme.

A shift in focus from what was new, to what is now more comfortable and less unknown, aims to build a sense of belonging as well as embracing the positive habits that have underpinned success thus far.

In Winter Term we have had the unique opportunity to implement Swinburne University’s Aristotle Emotional Intelligence Programme. This whole school approach to wellbeing sees each year level explore developmentally appropriate and researchbased lessons on the four branches of emotional intelligence. These include: • • • •

Photography task during Turas

Being able to recognise, verbalise and eventually apply strategies explored in this programme not only improves wellbeing but also teaches skills that are transferable to curriculum and collaborative working.

Turas is a constantly evolving programme, a dynamic and flexible model designed to explore the skills that foster a sense of achievement, pride, and belonging. It marks the beginning of a journey in Middle School, filled with numerous milestones, with the intention not of reaching an endpoint, but of equipping students with the understanding and abilities to overcome challenges that lie ahead. Guiding our students through this unique phase of their lives is truly a delightful experience.

At the close of the first semester, it is a pleasure to be able to share the reflections of some of our Year 7 students on the Turas Programme: “I have enjoyed the mood meter and mindfulness exercises. The mood meter helped me to recognise how I feel and how I would want to feel. It made me feel more relaxed knowing about my own feelings and being able to identify them. I also liked doing the mindfulness activities as they helped me unwind so that I could concentrate on myself and nothing else and it made me feel ready for PSA.” – Dion Sim

“The Turas period is very good for me because in a range of lessons we learnt about FOMO. This has helped me because I’m in a very different area to where I originally came from and I had all my friends there and they were hanging out every weekend, but I could not, because of the schoolwork and workload.

I got through it by making new friends and meeting new people who have the same interests as me. That is how Turas helped me overcome my FOMO.” – Harlem Bennell “Something that Turas has helped me with is time management. In one of our Turas lessons, we made a time management planner, and this has helped me ever since. Every night before homework time I get a reminder and it reminds me what homework to do. This helps me manage my time. This is why I believe Turas is a great subject.”

– Marcus Goto

Emotional Recognition Understanding Others’ Emotions Emotional Reasoning Emotion Management and Control

Teaching and Learning

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The INNOV8 team enjoying a day at the Apple Store

INNOV8: enhancing digital literacy in Middle School Meet the Middle School INNOV8 Team! Eight dedicated students from Years 6 to 8 who passionately advocate for the effective use of technology.

They are driven by their commitment to promote digital literacy, responsible technology usage, and innovation within our school community. As leaders among their peers, they demonstrate exceptional qualities such as initiative, collaboration, and a proactive approach to making positive changes. They aim to inspire their peers and actively contribute to the advancement of technology education both locally and globally.

INNOV8ED podcasts

One prominent project undertaken by the INNOV8 Team is their INNOV8ED podcasts which are released fortnightly throughout term on Studio Scotch. This platform allows them to share valuable insights and experiences related to technology integration by interviewing staff members, students, and outside guests.

Tech support for their peers

Their contributions extend beyond their podcast, as they actively participate in school assemblies where they showcase their leadership by delivering informative announcements, reminders, and engaging interactions with their peers. Their presence and involvement in assemblies exemplify their commitment to enhancing digital literacy, fostering a tech-positive environment, and encouraging responsible use of technology among students. The team also manage a tech helpdesk to assist their peers three mornings a week during PCG.

Global connections

In addition to their local impact, the team has also ventured into the global sphere through collaboration with the iLeaders, a student tech team advocating for technology in the United Kingdom. This international connection allows them to exchange ideas, share experiences, and discuss potential collaborative projects. By engaging with iLeaders, the INNOV8 Team broadens their perspectives, develops a global mindset, and exemplifies the qualities of global citizenship.

“The INNOV8ED podcast is an interesting aspect of INNOV8. Through interviews with various individuals, we share insights on technology integration and foster a deeper understanding of its role in education. This initiative helps us grow personally and empowers listeners to embrace technology for learning and personal development. Joining the INNOV8 Team offers rewarding experiences and valuable learning opportunities, including overcoming challenges, developing communication skills, and demonstrating leadership qualities. I highly recommend getting involved to explore your passion for technology, develop skills, and make a positive impact on your school community while advancing digital literacy.”

– Zachary Rumball, Year 8 “My favourite part of INNOV8 is doing the Podcasts. I love this as I am passionate about speaking to other people and sharing my opinions with them. One thing that I have found rewarding is the confidence I have gained from participating in the programme and doing the podcasts. I have learnt many cool and helpful tips relating to tech and our iPads.

These help, not only me, but many others with their learning. I would recommend getting involved with this programme as it is extremely fun and exciting.”

– Henry Dove, Year 7 “My favourite part of being on the INNOV8 team is that we have a chance to help people and feel great after. One thing I have found rewarding is our yearly excursions. This year we visited the Apple Store and participated in a photography workshop. We discovered a new point of view on photographing buildings, architectural details and structures with iPads. We looked at how to combine angles and lines to create perspective, add textures and shapes, and set the composition.”

– Oscar Unmack, Year 7 “We recently connected with a school in the UK called Sneinton Church of England Primary School. I found it really interesting to learn and connect with them over our common interest in technology.

I love the fact that with tech you will always have challenges, but we figure out how to overcome these and it is rewarding. I have learnt so much about how their tech team functions. I would 100% recommend INNOV8 to anyone.

It’s an amazing team to be a part of, the teachers involved are amazing and the activities and opportunities are fantastic.”

– James Ackerman, Year 7 Phoebe Behiels and Irene Louden ILT Education Specialists

Follow the INNOV8ED podcast series on Studio Scotch

Vertical system in action – Virginia International Tattoo Peter Burt Head of Senior School

Our tours, camps and expeditions provide some incredible opportunities for our students.

This year, Senior School students have traveled to regional WA, inter-state and internationally as part of our educational, sporting and arts programmes.

In the April holidays our Pipe Band traveled to the USA to perform at the Virginia International Tattoo, also spending time in New York and Washington before the performances in Norfolk. This was an incredible experience, and our students certainly embraced it. The hustle and bustle of New York City was a huge change from life in Perth and the group spent a few days exploring the city, visiting places of interest, and taking in ice hockey and Major League baseball games.

The trip to Washington took us through the Amish Country which was a huge contrast to our New York experience and the group performed in a small town on a stopover.

It was here that the ability of the group to switch focus and move from tourists to artists was so profound. The professionalism of the team, from staff, a few recent Leavers and our Year 19 - 12 students was seamless and, as someone removed from the daily habits of the band, impressive to watch. There was only a small opportunity to scope the venue and do a quick practice before performing in front of a supportive audience. The group was very

well received but it was also an opportunity to see the student leadership come to the fore and this was something that became more and more obvious as the tour progressed.

After Washington, it was off to Norfolk, Virginia for rehearsals and then the Tattoo.

The need for routine stepped up and the student leadership, underpinned by the Year 11 Leadership Programme which all students undertake, was clearly evident. Our vertical House system in the Senior School has been a feature of our pastoral care programme for decades, allowing the senior boys to work with and mentor younger students.

The Year 12 students take responsibility for many of the activities that occur within Mentor groups each morning, and our Year 11 cohort oversees events including Men’s Health Week. The system is a strength of the College and provides invaluable opportunities for these senior students whilst building a natural connection between them and the younger boys. This formation of strong bonds is important and the younger students often seek guidance from the older members of their House or School community.

The bond and mutual respect between the 40 Pipe Band members on the tour and the Pipe Band staff was clear from the outset but became so important during this phase of the tour. The example was set by our senior students and the younger Pipe Band members responded very positively. On reflection, it was imperative that these senior students were able to support the staff as there were more than 800 performers involved in the Tattoo, all descending on the Scope to warm up, rehearse en masse and coordinate an incredible showcase with a short lead time.

To watch the end product does not provide a true insight into the machinations of the event and while the Scotch students were the youngest members of the Tattoo, they belied their age with their professional approach and impressive performances.

The senior students know the importance of mentoring the younger students, providing guidance and support.

Our Pipe Band was asked to perform at numerous other functions during the week, adding to the workload and potential organisational chaos, but again, the calm leadership of the senior students was exceptional.

Whether it was performing at Hullabaloo, school events, VIP functions leading into the evening performances or the Drumline Battle on the deck of the USS Wisconsin against the Crazy Drummers from the Ukraine, our Pipe Band embraced every opportunity and were known in Norfolk for their ‘can do’ attitude, positive approach, and flawless performances. They were recognised wherever they went and were so well received by the other performers and by the wider public. They continued to set high standards and watching the vertical system contribute to this in such a positive manner was encouraging, but not surprising. The senior students know the importance of mentoring the younger students, providing guidance and support, and also of continuing to role model the expectations of the groups they are involved in, and the Pipe Band students did this so well.

Having met with each House group of Year 12 students over the past few months, the value they place on the vertical system in the Senior School is clear, both for the mentoring and support they received as Year 9 and 10 students and the leadership opportunities for the Year 11 and 12 students. It was a pleasure to see this in action and I would also like to acknowledge the excellent standards set by the Pipe Band staff Craig Bailey, Julian Anderson and James Murray day in and day out to guide this group of young men.

Teaching and Learning

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Tom Gray and Sacha Faneco at the Extended Essay Showcase

Education as process, not content Brendan Zani Deputy Head of Senior School – Teaching & Learning

Where would you begin if you were designing an education system from the ground up?

If you could take all the pieces, toss them up in the air, what might education look like?

Generally, like a wet-weather game of football, these discussions quickly descend into a mud fight, with punches thrown over what to put in, what to take out, and what it’s all for.

The bigger question here, though, is what it even means to be educated? Beyond qualifications, or admission to universities and

further training, this question harkens back to perhaps a more classical sense of education, education as a process.

Last year, Olli-Pekka Heinonen, Director General of the International Baccalaureate, wrote in an article for the International Schools Journal, that, “the challenges confronting us today are … more complex, more global, and more multifaceted”, and that “while we must not ignore the need to transfer knowledge and culture between generations … We now need to think about developing capabilities and skillsets that will help a new generation to cope and then flourish”.

What is clear then, is that to be educated has to mean something richer and thicker than the ability to master content alone.

The Israeli academic Anat Zohar, argues what is needed is higher-order thinking, thinking that is “non-algorithmic…complex … yield[ing] multiple criteria and solutions” and involving “uncertainty”.

Easy. Right?

Globally, educational systems are trying to deal with this. Singapore has emphasised problem-based learning in its most recent curriculum design, and what the Brookings Institute described as a shift to holistic outcomes. Israel has been at this task for a while, explicitly teaching higher order thinking and ethical reasoning. In its most recent 16+ Programme Review, the International Baccalaureate recognised this in its pilot programme of Systems Transformation Pathway: Leadership for Just Futures, which will have students focus on tackling four global issues: Biodiversity, Energy, Food and Migration, in place of two examinationbased subjects.

However, even the most ambitious voyages into these seas encounter cultural headwinds.

Mike Tyson (more boxer than philosopher) said, “Everyone has a plan until they get punched in the mouth.” He could just as easily have been talking about education reform and the challenges of examinations and university entrance.

However, there is a rich dividend to be yielded by creating learning contexts where this type of thinking is required, where students learn

class, I wanted to explore its applicability as a technology, but straight away, I saw that I actually needed to adopt an interdisciplinary focus for my study.”

to conquer the theory, approach problems systematically, collect data, make meaning, reach conclusions, and defend those conclusions.

One of the reasons we are proud to offer the IB Diploma to our students is because of the transformation we see in students through the process of the Extended Essay, an independent, self-directed piece of research culminating in a 4,000-word paper and a core component of the IB Diploma.

Complex problems and multidisciplinary solutions.

These are students who are engaging with the world around them, identifying problems, and exploring those problems.

That also reflects a sense of agency, of student-choice in setting the direction of their study, driven by their curiosity.

Growth.

A significant part of their transformation induced by the Extended Essay is their capacity to evaluate and make informed decisions, working their way through setbacks and uncertainty. Sacha says, “I began my Extended Essay (EE) with a strong interest in exploring transport networks and was intrigued

by METRONET, but after preliminary research and investigation, I recognised the available data set was too limited because the policy had not been in place long enough to reach conclusions.”

It demands that students engage with the complex challenges they see around them. Sacha Faneco speaks of his passion for sustainable development and planning policy: “I conducted primary research and decided to explore liveability levels of Perth suburbs through the creation of a relative index. I was able to come to perceptive conclusions regarding the impact of distance from CBDs on liveability, and the significance of environmental components on affecting the liveability of suburbs.”

Tom describes that same process in similar terms, that the Extended Essay engaged him in “challenging data and source exploration”, and says:

Likewise, Tom Gray explains: “I began to develop a strong affinity for my electives of Biology and Economics. Having discussed the novel biotechnology of alternative proteins in

“Through this process, I developed my understanding of the many factors at play in the biotechnology and food production sectors. Furthermore, as I struggled with confining the scope of my investigation, I developed my skills in analysing lengthy research papers, designing credible approaches of inquiry, and synthesising

information into writing. As a result, my academic thinking and techniques have matured and improved, preparing me well for University.”

Developing young men ready to take on the world.

The perspectives from these students’ experiences, though, makes the genuinely complex and challenging nature of the task worthwhile.

Tom describes the Extended Essay as “truly impactful”: “I feel I’ve learnt to recognise my potential to learn and progress in the face of unknowns, and to my benefit, I graduate with a greater confidence to tackle challenges and take risks.”

Sacha reflected on his Extended Essay programme, explaining: “It ingrained in me the significance of discipline and persistence, not solely in academic research, but across all educational endeavors. I gradually fostered a sense of independence.”

If nothing else, this is the character and dispositions we want to see Scotch boys emerge with, ready for life beyond school.

Around the world, the question of how we educate, of what education ought to look like is hardly simple. At Scotch, we offer learning contexts that challenge students to engage with the world around them, to apprehend that world in its complexity, and to build the skills, strategies and dispositions to face them head on.

Tom Gray presenting his Extended Essay to parents and students

Teaching and Learning

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A sense of purpose.

A vision for the future.

Suzy Varley Leader of Pathways and Partnerships

Forming quality partnerships has never been so important to our young people as it is in today’s world.

With the ever-changing landscape of work and the myriad of choices that are available to students in a post-school context, strong partnerships can help them to navigate their world beyond the safety of Scotch College.

The world is changing, and traditional work roles are evolving and developing in response to this change. Similarly, post-school options are far more diverse, interesting, and engaging than they have ever been in the past. This is a challenging space for our boys and their parents to navigate. Ways of entering post-school study, the courses available and styles of teaching and learning in tertiary institutions continue to be reimagined in response to the demands of industry and the evolving work landscape.

Entry requirements for university are everchanging, there is the issue of pre-requisites,

Scotch College hosted the annual Combined Schools Tertiary Expo. A great source of information for our Senior School students.

how to source an apprenticeship, what subjects to study to make sure an application is competitive. The list goes on and on and it is no wonder that this confuses not only our boys, but their parents as well.

Research shows that individuals who have a strong sense of purpose and meaning in life tend to have better mental health, sense of wellbeing and cognitive functioning compared to those who lack purpose. Having a vision of what their future may look like and setting goals to work towards can help our students achieve a sense of purpose.

To help our boys make their decisions and find their purpose, it is important that we encourage them to be curious. It is too easy for them to pick the safe option and travel down the well-worn path of other students who have also chosen the comfortable route rather than to challenge themselves and think outside the box.

Throughout the year we facilitate opportunities for the boys to engage with post-school providers, through lunchtime visits, enabling them to ask questions and find out information firsthand. Our Pathways Breakfasts provide a forum for the students to network with leaders from a variety of industries of interest. We also host the annual Combined Schools Tertiary Expo, which includes exhibitors from local and interstate universities, TAFE, apprenticeship support agencies, employment agencies, the Defence Force, aviation companies and agents who work with US and UK institutions.

Encouraging our students to attend these

events, ask questions and do further research can help them to develop a more informed vision for their future, for when they leave the safety of Scotch College.

As the new Leader of Pathways and Partnerships at the College, I am always looking to build relationships with people and organisations who can provide opportunities to the boys that will enable them to envision a clearer purpose for their future. What this may look like is individual but can include a willingness to address the students on career and pathway related topics, mentoring or the ability to offer the students placement options to gain real life experience.

If you would like to join me and be involved with building the Pathways and Partnerships space, then I invite you to get in touch with me at Suzy.Varley@scotch.wa.edu.au so that we can discuss how you can contribute and help our students to navigate their postschool journey.

If you can’t figure out your purpose, figure out your passion. For your passion will lead you right into your purpose.

Bishop T.D Jakes

The Arts

Music and brain development; it’s unequivocal Scott Loveday Head of Performing Arts

Have you ever wondered why at Scotch, we consider music to be such an important element of every boy’s learning and development?

Aside from the mandates contained within the national curriculum, or a personal desire of any particular leader, it’s largely due to the ever-growing body of evidence that clearly shows the impact of learning a musical instrument (including singing) on brain development and function.

Throughout several decades, notable neuroscientists and psychologists have dedicated time to detailed scientific research to explore what happens within the brain not only when one listens to music, but when one plays music. The advent of MRI and PET scanning technology has provided researchers with clearer ways of objectively measuring the effects and reactions.

In 2021, Emeritus Professor Dr. Alan Harvey worked with our former Music Curriculum Coordinator, Mrs. Jennifer Sullivan to provide parent and student workshops which discussed some of the research and findings of various studies. Dr. Harvey is a world leading neuroscientist, who also happens to be a musician. One of Dr. Harvey’s notable public presentations was his 2017 TEDx appearance, where he was able to demonstrate the effect music has on the brain in real-time, by having his neuroscientist colleague Andrew Price undergo an EEG whilst listening to a series of pieces of music performed live by a string quartet from Perth Symphony Orchestra. I invite you to watch Dr. Harvey’s presentation; it provides for a fascinating insight into the human brain.

Musician, educator, researcher, and lecturer Dr. Anita Collins has long been interested in how music learning can enhance human performance. She’s spent years translating the results of studies undertaken by neuroscientists for the everyday parent, student, teacher, and school leader.

Dr. Collins advocates for access to a strong music education for every child in Australia and was the expert consultant for the ABC documentary Don’t Stop the Music.

Dr. Harvey and Dr. Collins agree that the research tells us: • Music education has a positive impact on the social and cognitive development

of children and these effects are long lasting: better hearing, better motor skills, improved memory, better verbal, and literacy skills, and in many cases better mathematical skills.

• When involved in community or social music making, there’s a very positive impact on the way children interact at a social level, including children that come from different cultural backgrounds.

• Multiple areas of the brain are activated when listening to music; however, when playing music, many areas of the brain are activated in intricate, interrelated and astonishingly fast sequences. Playing a musical instrument activates practically every area of the brain at once; it’s the brain’s equivalent of a full body workout.

It seems these benefits are unique to music; they are not replicated through other activities including the other art forms or sports.

For these reasons, we’re passionate about every student at Scotch engaging in meaningful musical learning, through our Music Tuition programme, our Classroom Music programme, our Co-Curricular Music Ensemble programme, and the various performance opportunities that are an extension of the learning environment.

We trust that the Scotch Community will partner with us on the journey.

The Arts

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The Australian Combined Schools Music Festival

Mikhael Djauhari Vice-Captain of Music

With COVID-19 restrictions having all but disappeared, interstate festivals and events have returned, and Scotch music ensembles are once again revelling in the opportunity to gain real-world performance experience.

The Australian Combined Schools Music Festival is a prestigious biannual event that brings together high level music students from some of Australia’s pre-eminent private school music programmes. Although not a permanent member of the ACSMF, Scotch was invited by Dr. Andrew Sutherland at MLC to participate in the festival as a partner school for 2023. The four-day festival involved performing in ensembles of various styles under the tutelage of outstanding national and international conductors. This year was

As a result of our representation in 2023, Scotch has now been invited to become a permanent member of the ACSMF and has received an invitation to travel to Adelaide for the 2025 festival.

the twenty second festival, held between the 28th of June and the 1st of July. Not only was it a privilege for this exclusive festival to be hosted on Western Australian soil, but it was also an incredible opportunity for Scotch College music students to workshop and hone their musical collaboration skills.

Three days of rehearsals (approximately eight hours each day) culminated in the Gala Concert, held at the beautiful Winthrop Hall on the campus of The University of Western Australia.

It was rewarding to see Scotch’s deep involvement in this festival, with participants from Junior, Middle and Senior School.

Through the sheer quality of our Music programme, boys from various instrumental and musically stylistic disciplines were nominated and accepted into the Primary Schools’ Choir, the Festival Choir, the Festival Concert Band, and the Festival Orchestra.

There is no doubt that these boys gained great experience and knowledge in the short period of three days, as well as enjoying the lifelong friends they made along the way.

It was inspiring to see the Scotch College Junior School boys from the Primary School Choir, walk out of the auditorium with beaming faces, pleased with the outstanding performance they had just delivered. In terms of personal experience, I am filled with gratitude and humility to have been accepted as the Festival Concert Band’s pianist.

Although it was a new experience, as I am more familiar with Orchestral work through my past string experience, I have increased my musical ability and gained experience

under the expert tutelage of my conductor.

As a student leader in the Performing Arts, it was extremely encouraging to see a great number of boys from younger years partaking in this event. These boys are the future of our department, and I am sure that they will become future role models in Scotch Music.

As a result of our representation in 2023, Scotch has now been invited to become a permanent member of the ACSMF and has received an invitation to travel to Adelaide for the 2025 festival.

I would like to close with one word: Pursue.

Pursue future opportunities such as these.

Pursue the experience and skills you will develop. Pursue the future connections that you will establish through the wonderful people you will meet and play music with.

Jazz Night

The annual Scotch Jazz Night was once again held at The University Club of Western Australia in Autumn Term.

Guests enjoyed a sumptuous three course meal, a free-flowing premium beverage package and tapped their feet to the sounds of the Jazz Combo, Jazz 101, the PLCScotch Jazz Big Band and the PLC-Scotch Jazz Orchestra. The event culminated in the crowd favourite staff-student SuperBand, which performed famous tunes from the books of Thad Jones, Count Basie, Nat King Cole, the Clayton-Hamilton Orchestra and even the Blues Brothers band.

Congratulations to Year 12 students Alex Pigneguy, Louis Wiese, Xander Dore, Caelan Browne, James Cowan, Emma Osling and Rilyn Hawkins who all performed their final Jazz Night gig before graduating at the close of this year.

The Arts

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Scotch productions take centre stage Clockwise: Cormac Chamberlain (Year 12), Finn Harold (Year 12), Archie Gilchrist (Year 11); Karl Evans (Year 11), Lochie Elliot (Year 12); Oliver Hayers (Year 12)

Swashbuckling action on Treasure Island Robert Louis Stevenson’s Treasure Island is regarded as one of the most legendary pirate tales of all time. This gripping adventure and coming-of-age story was dramatically staged

by Year 11 and 12 Scotch and PLC students.

The story is told from the perspective of Jim Hawkins, a boy who becomes embroiled in a thrilling quest for buried pirate treasure.

As he recounts the events of his journey from boyhood to maturity, the duality and moral ambiguity of human nature is revealed through an array of iconic characters, such as Billy Bones and Long John Silver.

The experience of staging Treasure Island proved a grand adventure for the creative team as we set out to immerse the audience in the swashbuckling action on board the deck of the Hispaniola. This stage layout presented an exciting challenge for the cast as they learned how to navigate the space while performing some exhilarating fight sequences, ensuring that the action never stopped.

The journey of weaving all the creative aspects of the show together proved a substantial and hugely rewarding collaborative effort. From the exuberance and cheeky charm of the talented cast to the ingenuity of the designers and production team, everyone played a vital role in preparing this ship for sail.

An Ancient Adventure History came alive as the Year 5 students transported us back in time to ancient civilisations with their spectacular production of An Ancient Adventure. The stage was set to explore the fascinating worlds of Ancient Egypt, Ancient Greece, and Ancient Rome, all wrapped up in a delightful blend of humour, knowledge, and creativity.

With the iconic Horrible Histories flair, the students delved into the dusty tombs of the Pharaohs, the grand arenas of gladiators, and the awe-inspiring temples of the Greek gods. From start to finish, the Year 5 production was an incredible journey through time, led by our talented Year 5 actors. A highlight of the production was the incorporation of catchy music and witty dialogues, showcasing the students’ creativity and talent. The audience was captivated, making history not only enjoyable, but also memorable.

Beyond the outstanding performances, the production exemplified the power of teamwork and collaboration. From the supportive Year 5 teachers and parents to the musical talents of Mrs Anne Champion, everyone played a crucial role in making the show a resounding success. A huge thank you to the talented group of mums, led by Kate McClung, Eveena Palassis, Melissa Alder, Mel Capper, Marisa Palermo, Alice Bray, and Anna Hughes. A special mention to the amazing Louisa Durham for the impressive, specialised costuming, including the hand-beaten aluminium chest plates for the Greeks and Romans, made into our very own Scotch crest, becoming a piece of history in itself.

Congratulations to the Year 5 students on a fantastic performance, and we eagerly await the next historical adventure from our talented Junior School!

The Junior School cast of An Ancient Adventure

The Year 9 and 10 cast of Stories in the Dark

Stories in the Dark Debra Oswald’s play, Stories in the Dark, beautifully captured the essence of the power of storytelling. The talented cast of Year 9 and 10 PLC and Scotch students captivated audiences, transporting them into a world where imagination and magic provided solace in the darkest times.

The talented performers showcased their bravery and skills through a combination of puppetry, physical theatre, and folklore.

Within the confines of a derelict house, Tomas encounters Anna, a character who

became his guiding light. As the bombs rain down outside, Anna weaves folk stories to distract Tomas from the horrors lurking beyond their shelter.

The play’s exploration of storytelling as a means of survival reminds us of the transformative power of narratives and how they can transport us to different worlds, even in the darkest of times. The cast and crew’s dedication and commitment to their craft was truly inspiring. From the talented actors who brought the characters to life, to the skilled crew members who created

stunning sets and costumes, everyone gave their all to make this performance a success.

Each actor brought something unique to their character, making them come to life in a way that was truly magical.

The play left a lasting impression by demonstrating the enduring power of storytelling in a world filled with chaos and uncertainty and reminds us of the importance of imagination and the potential for magic, even in the face of adversity.

The Arts

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Enrichment

Reconstructing the past at The World Scholar’s Cup

Scotch participants at the Perth round of The World Scholar’s Cup

Many Perth schools come together to compete in the annual The World Scholar’s Cup, an academic competition with a different theme every year.

Collaborative Writing

This year’s theme was Reconstructing the Past which looked at the past and how humans have attempted to recreate it.

Scholars compete in teams of three in the following categories:

In this challenge you write a story about a specific topic such as science, music, maths, art, or other topics. Each topic ranges from creative scenarios to exploring persuasive arguments. For example, one of the topics was: Write a persuasive essay arguing for or against scrubbing history clean and starting over again with no memories of what came before us. After you finish writing you check with your teammates and edit together.

Team Debate

Scholar’s Challenge

This is very similar to debating but a lot faster. Even if you haven’t debated before the practice sessions prepare you and make you feel more confident. This is the most stressful event of the competition, but it is also a lot of fun. Teams have 15 minutes to prepare their arguments and each team member presents one of the points. Both teams take turns in presenting their points and arguing against the opposition until the judge decides who debated best.

This is a big multiple-choice quiz but with a twist. You can select multiple answers, even all of them. If you get a question correct with one answer you get one mark. However, if you get it correct by choosing more than one answer, you are awarded an increasingly smaller fraction of the mark. A tip for the challenge is to not get stuck on one question and double-check your answers at the end.

Scholars Bowl

Personally, this is my favourite event. In this challenge the team has a clicker to answer multiple choice questions on the board with questions linked with funny videos. It is pure chaos but so much fun. All teams are in the same room, so it is very loud and the excitement, when you get an answer right, is amazing.

Overall, I am happy I decided to participate in The World Scholar’s Cup. I had a great time competing with my friends, and I learnt a lot.

If you love learning and want to meet new people, try out The World Scholar’s Cup! Kiran Rout, Year 7

Top: Oliver Patterson, Zachary Rumble and Usher Bhaduri Middle: Year 9 Jackson Korean, Andrew Katsambanis and Micah Kingston-Wee Above: Year 9 Obi Rogers, Jack Mayo and Charlie Robinson

The World Scholar’s Cup Global Round – Seoul Having placed third in the Perth round last year, Oliver Spurling (Year 10 Alexander), Simon Pocock (Year 10 Cameron) and Oscar Ho (Year 10 Cameron), earned a place in The World Scholar’s Cup Global Round that took place over the July holidays in Seoul, South Korea.

With over 1500 students competing from 22 countries, the competition centred around the overarching theme Reconstructing the Past. Aside from several fun days of social, historical, and cultural activities, the boys engaged in four days of intense thinking, writing, and debating. With only 15 minutes to prepare for each debate and challenging topics such as “science should be taught in the order that it was discovered”, the team was pushed to their limits. Well done to Oliver, Simon and Oscar for representing the College and Australia so well in what was a massive and talented field. Special mention to Oliver Spurling who placed 18th overall as one of the youngest competitors in the Senior Division.

“Over the July holidays, we competed in The World Scholar’s Cup Global Round, which was held in Seoul, South Korea. Mr. Sterrett and Ms. Hodgson accompanied us through all facets of the trip, from the competition itself, to going to the Demilitarized Zone between North and South Korea on what was probably the foggiest day known to mankind.

Each day, we immersed ourselves in South Korean culture, with frequent trips to Korean BBQs as well as attempting to follow the seemingly impossible metro system. Throughout the trip, we visited places such as the Blue House, Gyeongbokgung Palace, art museums, and a Korean rice cake museum where we made our own rice cakes.

Throughout all the events (debating, collaborative writing, a solo multi-choice quiz, and a team multi-choice) we met many people from across the globe and made new friends. On the social side, there was a cultural fair which immersed us in many different global cultures, a semi-formal ball with a DJ, a talent contest, and tours organised by the WSC team. Overall, throughout this amazing experience, we have all grown much closer (sharing a triple bed hotel room helps), made new friends from across the world, and really enjoyed participating in The World Scholars Cup Global Round”.

Oliver Spurling, Jason Pocock and Oscar Ho

Enrichment

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Challenges and fun through the Enrichment Programme The Enrichment Programme provides our most academically able students with rich, challenging, learning opportunities beyond the mainstream curriculum.

The programme is designed to offer depth and breadth of opportunity in support of a student’s intellectual, social, and emotional growth.

The programme is characterised by unique and exciting collaborations between our sub-schools and cross-campus collaboration with Presbyterian Ladies’ College.

Opportunities include clubs, broadening initiatives, competitions, and tailored outreach programmes with our partners in industry and academia. These programmes support boys of high ability to realise their potential and harness their many talents

towards making a positive contribution to the global community.

We take a look at some of the activities that boys across Junior, Middle and Senior School have undertaken this term.

Sam Sterrett, Head of Enrichment

Ethics Olympiad

Thursday afternoons used to be everybody’s sport day but that all changed when the Ethics Olympiad started.

In Term 2 we all had a new ingredient in our daily routines as we went from tackling people at sport to tackling hard ethical problems. It all began when Mrs. Webster and Ms. Hodgson invited us to compete in the Ethics Olympiad. We pictured gold medals and podiums rewarding our athletic talents and skills. Then we were introduced to our Year 11 mentors who were going to help us learn and teach us about ethics. Thanks to Alex Hudson, Clem Hardie and George Rowe. What started as a quick introduction became a very strong relationship. They had amazing, astounding minds and we gradually became ethical masters! They taught us about deontology, virtue ethics, utilitarianism, and care ethics. They also fed us Chokito bars, feeding our stomachs AND our minds!

A winning formula for us.

Some polite debating and a few Chikitos later we competed against boys and girls from all around Australia, Hong Kong and Singapore!

We gathered in break-out rooms, set up our Zoom meetings and discussed cases such as Freaks and Geeks, Photoshop Fiction and The Story of Rosy Dock. Whilst it was a day of hard thinking, it was a very enjoyable and rewarding experience.

Lucas Robaina Chacon, Francis Chenu, and Dylan Vytaliginam, Year 5

STEM Start-Up Club

Have Sum Fun

The STEM Start-Up Club allows us to explore Science, Technology, Engineering, and Mathematics (STEM) while giving us the opportunity to develop entrepreneurial skills.

Throughout last term, our team of Mike Liu, Simon Pocock, Oliver Spurling, Luis Nettleship, and Heath Arbuckle have competed in, and won, the Have Sum Fun online competition. This competition consists of five tough rounds of 10 questions each, through all branches of mathematics.

It has taught us how to collaborate in a team and develop strategies for solving challenging questions, including dividing and conquering, algebra techniques, guess, check, and adjust, as well as a vast range of other strategies.

The major project we are currently working on is coding our own arcade games and laser cutting the physical arcade consoles to play our games. I am also working on some ideas for building a hydroponic garden with friends in the club.

Other project ideas are crafting eco-friendly surfboards, and making a simulator racing steering wheel. I am enjoying hanging out with my mates who love STEM and making cool things that can be applied to the real world.

Tom Bowman, Year 10

It also taught us how to work well under timed conditions, with us all putting our trust in each other on every question and working collaboratively by listening to how to solve a problem in different ways. We partook in this competition on Friday mornings before school which was challenging sometimes, but also showed the team’s dedication to working together to solve these problems, regardless of how tired we were on a Friday morning.

Overall, our team has learnt many different strategies to tackle difficult problems mathematically, strategically and as a team.

Last but certainly not least, we Had Sum Fun. Mike Liu, Simon Pocock, Oliver Spurling, Luis Nettleship, and Heath Arbuckle, Year 10 Far Left: Ethics Olympiad Left: Have Sum Fun Above: STEM Club

Hosts Nikki Jenkins, Adil Cader and Xavier Blanaves

Studio Scotch Welcome to Studio Scotch, Scotch College’s own professional-grade podcast recording studio.

Managed by educators Stephen McLean and Sam Sterrett, Studio Scotch produces a multitude of podcast series that capture the educational landscape and culture of the College. The Studio offers an exciting platform for students, teachers, parents, and Old Scotch Collegians to share their interests and insights on education with the global Scotch community and beyond.

Proudly supported by Scotch Parents and the Old Scotch Collegians’ Association.

The Range Project Approaches to Learning in Middle School

Welcome to The Range Project podcast, your insightful gateway to the world of education. Hosted by Sam Sterrett and Stephen McLean.

The latest episode of The Range Project features the dynamic Head of Middle School, Mr. Brad Gill. Delve into the core of education as we unravel the significance of the middle school education and why Middle School is a point of difference at Scotch College. In this engaging discussion, we navigate the landscape of soft skills, also known as “Approaches to Learning,” and their indispensable role in shaping a holistic boys’ education.

Discover the pivotal role that Middle School plays in a student’s journey and gain a deeper understanding of the soft skills that equip young minds for success in an ever-evolving world. With thought-provoking insights from guests and deep questioning from the hosts, The Range Project shines a light on the path to a well-rounded education, fostering skills that extend far beyond the classroom. Tune in and embark on a transformative educational voyage with us.

The Great Debate Old Scotch Collegians vs.

Student Debaters in AI Debate

Get set for an exciting clash that merges history and the present in a lively exchange.

Our fun new podcast series brings you Old Scotch Collegians facing off against our student debate team, diving into the captivating realm of artificial intelligence (AI) and Chat GPT. Watch as the wisdom of the experienced Old Scotch Collegians meets the sharp insights of our current student debaters. Our talks zero in on the dynamic ways AI is shaking things up. From reshaping industries to giving education a makeover, we’re digging deep into the positive potential of AI and of course, we’re also tackling the tricky stuff— ethics, privacy, and more.

Get ready for down-to-earth, thoughtprovoking discussions that highlight the power of shared insights. Tune in for an entertaining debate that celebrates learning, growth, and the magic that happens when experienced minds meet young, vibrant voices.

Political Pulse

Political Pulse is a student-run, owned, and managed podcast where we interview experts in political sciences and collect student insights into these areas.

On our most recent episode, co-hosts Xavier Balnaves (Scotch College) and Nikki Jenkins (PLC) converse with Ita Buttrose, Chairperson of the ABC, for a discussion on her career, career opportunities for students, and the direction of the ABC in the near future. The hosts enjoy the company of Adil Cader, an expert in foreign policy who manages a highly regarded podcast of his own, ‘Talking Foreign Affairs with Adil Cader.’

Political Pulse has had the pleasure of interviewing a number of other guests such as the ambassador of Ukraine to Australia, Tony Abbott, and other notable experts in the field.

You can watch our most recent episode with Ita Buttrose, by scanning the QR code below.

This podcast isn’t just about debate; it’s about connection. Old Scotch Collegians and student debaters come together to create a space where ideas flow freely.

It’s a face-off that bridges generations, showcasing how different perspectives lead to a better grasp of the future.

Enrichment

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Teacher Feature

The Scotch Community welcomes back Dr. Duncan Picknoll, Head of Outdoor Learning and Adventures

Tell us about your journey to now.

When I was young and asked what I wanted to do when I was older, I never really knew.

But I always loved playing and learning in the outdoors. I grew up near bushland and the ocean, and I would leave home in the morning and return in the afternoon after a day full of adventure.

I started my career as a Health and Physical Education and Design Technology teacher before completing a postgraduate degree in Outdoor Pursuits. For a while, I worked as a freelance Outdoor Educator and lived out of my backpack for 200 field days a year, which became unsustainable when my wife and I had twins. I was fortunate to be offered an Outdoor Education Teacher role at Scotch and stayed for nine years including as the Head of Outdoor Education. I then moved to Notre Dame University, where I spent 14 years building their Outdoor Education programme and growing our future Outdoor Education teachers.

When this role came up, I’d recently met up with Head of Senior School Peter Burt and Director of Co-Curricular Richard Foster and it reminded me of what a special place Scotch is, so I decided to apply. Scotch has an excellent Outdoor Education programme with great staff and wider school community involvement, so I can’t wait to continue strengthening it.

Why is outdoor learning such a critical part of education?

Outdoor Education is a curriculum subject area. Outdoor Learning is a teaching pedagogy and methodology which can support other subject areas and contributes to a greater part of the vision of school education.

Learning outdoors enables us to incorporate cultural learning, put lessons into practice and explore environments. It creates space to experiment, grow and get feedback in a supportive environment.

Outdoor Learning can teach resilience in ways that classroom learning can’t. It puts students in group settings in challenging roles where students learn to solve problems, develop respect and care for one another, take on leadership opportunities and learn about the environment. Wellbeing continues to be a major focus in schools, and outdoor

experiences, particularly expedition based programmes are an excellent way of taking students away from their usual routine to build these skills.

We provide Outdoor Learning experiences to all our students, from Kindergarten to Year 12.

How do the focuses change from our youngest to oldest students?

Some excellent learning opportunities are happening at Scotch, for instance, our Junior School’s Nature School programme. Creating space and allowing nature to be the teacher is important for students of any age, but the lessons must respond to students’ needs and life stages.

Risk-taking is key to self-discovery and a focus across all year groups. We must provide opportunities for our students to take measured risks and learn to fail. We know that young people will always take risks, some good and some bad, but the outcomes can be profound if you balance risk with the necessary skills to combat the situation.

Carefully sequenced Outdoor Learning provides opportunities to safely explore risk and use these outcomes in everyday life.

We live in a noisy, non-stop world and so have become unaccustomed to pause, reflect and experience silence, even though we know it’s vital for our wellbeing. In Outdoor Learning, we teach reflection in a structured way, with guided questions, journalling and solo experiences to promote productive thinking.

What has been one of your greatest adventures? What did you learn from it?

After finishing the Outdoor Pursuits course, I spent 16 days on a mountaineering course in New Zealand with only a guide beside me. I climbed Mount Aspiring and learned a lot about resilience – one day, we walked for 18 hours from the bottom of the mountain through crevasses, summited and returned to a cave against horrible weather conditions. It taught me much about weather interpretation, how quickly weather can change and the importance of decisive decision-making.

That expedition led me to explore mountains in the UK and abroad. I considered this time of my life as a rite of passage and kickstarted my transition into Outdoor Education teaching.

Head of Outdoor Learning and Adventures, Dr. Duncan Picknoll

The best adventures happen because of the people. Places are important, but it’s the group of people with whom you have a shared experience that we can never recreate. You may not all be there the next time, the weather is not the same, and you won’t be the person you were before.

What’s next for Outdoor Learning at Scotch?

Great things are happening already, allowing me to develop our programmes further. I’m passionate about journeys and am looking for ways to bring our excellent programmes together to create a whole-school journey with staggered milestones.

From a solid base we know that our students in the later years of their education have skills, so there’s an opportunity to offer higher-end adventure-based expeditions beyond the current Year 10 Expedition programmes, possibly including climbing more challenging mountains and exploring other remote environments.

I’m currently working with our Head of Middle School Brad Gill, to identify how we can enhance the formative transition from Year 8 to Year 9 with Outdoor Learning. I’m also exploring how we can create more wellbeing opportunities with outdoor activities to include service learning and reflection.

Sullivan Moody, 1st XVIII football Captain, interviews Coach Steve Malaxos, and Assistant Coach and Manager, Matt Jahn

What has most impressed you about the Scotch footy programme?

SM: They are desperate to achieve success for Scotch and prepared to do almost anything to achieve it. The coaches from seconds right down to Middle School are very good.

What qualities do you look for in higher individual honours and for team success?

Steve Malaxos, Matt Jahn and the assistant coaches with the 2023 team

Can you give us a brief rundown of your coaching history prior to joining Scotch?

The PSA has many coaches carrying impressive resumés.

Do any of them pose challenges?

SM: I was the Assistant Coach to AFL teams Sydney Swans and Fremantle Dockers for 5 years each. I coached East Fremantle Colts who were premiership winners in 2010 and League 2011-2015.

SM: All the coaches and teams throw different challenges. We have consistently adapted and progressed our coaching as a result. This year we had our closest games against Chris Mayne’s Trinity. They were highly motivated to beat us. I think our fundamental game-style, when executed well, stands up to most tactical challenges.

MJ: My first year teaching was at St Philip’s College in Alice Springs where I coached the 1st football team to the Grand Final. That team included Tom Logan who was in Year 9 at the time and went onto being drafted by Brisbane and then traded to Port Adelaide.

What were the biggest changes and challenges coming into a PSA environment?

SM: The limited pre-season and the fact that many of the first XVIII players are engaged with Futures or Colts up until very close to the start of the PSA season is a challenge.

The three weeks break in July, whilst a good refresher, is nevertheless a big break. You have to a do lot of things right to get the team ready to go for Term 3.

MJ: The biggest challenge is dealing with parents who don’t agree with selection decisions. It is always the hardest part of football when you have to inform a student that he hasn’t made the team.

The PSA is a famously close competition with every week being a big test. How have you kept the boys motivated and playing at their best week-in, week-out?

SM: It does take energy from all of us to be absolutely ready every week. I rest and recharge a lot during the week. I try to assist the boys in doing this, even though we still need to train properly. The players have been intrinsically motivated which is critical. I think the boys coming through have seen success and want to be part of it.

MJ: I have learnt to listen more and talk less. I want to empower players to be able to make good decisions on the field, not wait for coaches to tell them what to do. In quarter time breaks, listen to the players, don’t overload them with information and make sure I understand how they perceive the game to be going. As for motivation, it’s about commitment and understanding that wearing a first XVIII jumper is an honour.

SM: You need at least a solid athletic base and reasonable skills by Senior School. To get to even WAFL level requires a dedicated approach and mental toughness. Football is a demanding game in every way; physically, mentally and emotionally. Whilst it takes a variety of players to form a good team, they must all be desperate to play well and be prepared to give full effort, always.

MJ: Work ethic. How willing are they to keep improving? They also need to be team orientated, have good decision-making skills and spacial awareness.

Controversial question but is the 2023 team the best out of your time at Scotch?

SM: A very controversial question! The 2023 team is statistically and results-wise one of the best teams in PSA history, let alone Scotch history. All the teams were slightly different. The 2023 team won more comfortably, more often than the other teams. I am very proud of all of them.

MJ: Statistically I would say yes. To finish with a percentage over 300 is an amazing effort.

The 2022 team only lost one game by two points. The 2021 team was very talented but maybe not quite as defensive. The 2020 boys were just a hard-nosed outfit that got a sniff of winning and never wanted to lose!

Scotch hasn’t won five Alcocks in a row since 1986-1990. Will we see you next year?

SM: Much easier to think about doing well in 2024 than focussing on 5 in a row.

MJ: Yes, if Steve still sees a place for me where I add value, then I’d be more than happy to be involved again. The squad should be very strong again, so, anything is possible!

Teacher Feature 31

Sport

Sport: It’s a wrap David Gault Head of Sport

Across all teams and grades, from JPSSA, Middle and Senior school teams, Scotch boys presented themselves well week in and week out, with many notable team and individual performances throughout the season. A number of teams finished either top or equal top of their respective competitions, including 4th Soccer, 7A Rugby, 9A football to name a few.

At 1st team level, Scotch have had a very good year, highlighted with premiership wins for our Rugby and Football sides.

The 1st XVIII football team won Scotch’s fourth consecutive Alcock Cup with an impressive undefeated season.

Congratulations to coach Steve Malaxos and his support staff but most importantly to the

boys who played a wonderful 12 games.

The team finished with a percentage of 330 which is unprecedented, with 45 points being the highest score they had kicked against.

This is the first Scotch College team to go undefeated in the era where we play all teams twice, which this group of boys should be extremely proud of.

Our 1st XV Rugby team won the Redmond Cup with an undefeated season, winning 11 games and having a draw with Hale in the first round. It was our first Redmond Cup since 2020, but our sixth title between 2015 and 2023, which shows the strength of our programme in recent years. Many thanks to the coaches and staff but as with football, it is the boys who should take credit for the trophy, with their unwavering commitment to their coaches’ training programme.

The Scotch College Cross Country team had a huge improvement in 2023, finishing in second place overall behind winners Christ Church Grammar School. This is a great result after being sixth in 2022.

The improvement in our Cross Country programme was noted by a number of other schools, and we will look to enhance this further next year.

After sitting equal top with three rounds to play, unfortunately our 1st XI soccer team were unable to defend their title from 2022, finishing third this year, behind Hale and Trinity. Injury and player unavailability hurt us in the final weeks, but with many boys

returning next year, hopes are high that we can bounce back quickly to reclaim the Lawe-Davies Trophy. Hale took out the title this year.

A fourth-place finish was the final standing for our 1st VI Badminton team, finishing with a six-win, six-loss season, with our losses being to eventual winners Christ Church Grammar School, second place went to Hale and third to Wesley.

The 1st XI hockey team finished fifth with a 5 - 7 win loss record. Hale were the dominant team this year, with Christ Church in second place. Aquinas and Wesley finished third and fourth ahead of Scotch, but we had mixed results with those teams over the season. With many players returning next year, we hope to climb quickly in the quest for the Ray House Cup. Our surfing and golf teams finished second in their respective PSA competitions.

Christ Church won the surfing trophy, with Trinity taking back the Golf trophy off Scotch after we won it in 2022.

Finally, in the PSA Inter-School Athletics Carnival, Middle and Senior School athletes fought hard to bring home the Alcock Shield for the sixth year in a row. This was a massive accomplishment with some personal and PSA bests recorded on the day and a sensational way to wrap up the sport season.

Congratulations to all the athletes involved!

Wins and challenges The Winter Sports season for Middle School students has ended.

The students showed great passion and determination throughout this time, revealing qualities beyond just sports. There’s a connection between their journey and an episode of the show Bluey called Cricket, which teaches us about being strong when things get tough, keeping a positive attitude, and having a mindset to learn and grow.

In Cricket, Rusty, a young cricketer, shows us the value of working hard and never giving up. His determination to improve and face challenges head-on reflects qualities we want our students to have: courage, strength, and the will to keep trying. Failure is a part of success, and we learn the most when we take on challenges with an open mind.

During the Winter Sports season, there were wins and challenging moments, showing that injuries are a normal part of sports. Our students learned that setbacks are just steps toward success. Every boy that stepped up to support their teammates even when injured showed resilience, dedication to their team and remind us that being a team player is more than just playing – it’s about creating a positive team spirit. Supporting each other and staying dedicated, even when faced with challenges, leads to great achievements.

Junior School JPSSA trophy winners

JPSSA trophies for Junior School

Well done to all the students for their active involvement during the season, and thank you to the coaches, teachers, and parents for supporting the teams throughout the season.

Christopher Lapsley supporting his teammates in spite of his injury

Last term witnessed a host of sporting events to keep our Junior School boys busy and engaged in physical activity.

Our Year 3s continued their JPSSA journey with an enjoyable soccer carnival at Christ Church’s St Johns Wood playing fields, whilst our Year 4 students competed in hockey, football and soccer carnivals against Hale School and Christ Church Grammar. These carnivals expose our young students to all the JPSSA sports available to them when they join the Year 5 and 6 students in the JPSSA competition.

Our Inter-House Cross Country carnival was a fantastic celebration of house spirit and personal effort with a keenly contested carnival taking place on the College grounds on Wednesday 31 May where every boy tried their best. Cross Country offers students the chance to give their all for their house and teammates.

There were some fine individual runs with 3 records broken on the day by, William Millard (Year 2), Lachlan Horton (Year 3) and Oscar Lo Proto (Year 4). The house competition was won by Gordon House. This passion for running came to the fore at the Inter-School event where Scotch won the JPSSA trophy against the other PSA schools. This was a testament to their outstanding commitment to training and their spirit of competition on the day.

Junior School athletes also placed first in the JPSSA Athletics Carnival bringing home the shield. Congratulations to all involved!

Sport

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Sport

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All hands on deck!

What’s not to love? Beautiful scenery and afternoons spent on the glistening water at the Royal Freshwater Bay Yacht Club. There is so much more to this sport, however.

We asked Giacomo Helliar, Captain of Sailing to share his experience for those who may be interested in trying their hand at sailing at Scotch.

How big is the team and how do you help with the junior members who are just starting out?

The team consists of approximately 20 individuals, ranging from younger Year 7 boys to the older Year 12 boys. The Year 7s bring valuable contributions to the growth of the sailing team and play a crucial role in forming exceptional crews. However, this also places a significant responsibility on the older boys to foster their growth and development as they progress through Senior School and into leadership roles as skippers.

How often do you train?

For the competitive squad, training involves after-school sessions on Tuesday and Thursday throughout the Spring and Summer term.

What is the most challenging and rewarding part of this sport?

Building a strong team dynamic proves to be the most challenging aspect of the sport.

It requires countless hours of practice to achieve seamless coordination among team members. Yet, it is also one of the most rewarding aspects of team racing in sailing.

When everything falls into place, when each person knows their role, the result is a flawless and seemingly a choreographed display of sailing prowess.

Tell us about the recent State Sailing competition.

The competition took place at Nedlands Yacht Club over two days. A three-way battle soon emerged between Scotch, Christ Church, and Shenton College. Shenton was a firm favourite going into the regatta

How much experience do you need to join the team?

Over the years, the sailing team has comprised sailors with varying skill levels.

Some members are completely new to sailing, while others have been sailing for 5-6+ years. Regardless, all team members share a keen enthusiasm for getting out on the water.

Scotch Sailing Teams A and B

but were knocked out in the semi-finals by an increasingly confident Christ Church team. Both Scotch and Christ Church put on impressive performances on the water however, the Scotch maroon team won an incredible 11 out of 12 races and convincingly secured the title once again.

I would also like to make special mention of the Scotch seconds team placing a solid effort in fifth place ahead of Denmark sailing club.

What would you say to someone who has never sailed and to future Scotch sailors?

Sailing is a sport that caters to everyone, whether you are driven by the racing aspect or simply enjoy being out on the water. We have some excellent facilities and passionate sailors at Scotch, so have a go. Having been a part of the sailing team for five years, our ongoing success is a testament to the countless hours of hard work the boys have put in and with so many younger boys in the crews, sailing is in safe hands.

Service

Small acts of charity.

A powerful force for good.

School Captains plucking up courage before taking the plunge in the dunk tank. Left: Crazy Sock Day

Callum Mitchell Vice-Captain of School (Service)

At the end of last term, we ran our second major service activity of the year, the Fight MND Big Freeze Dunk Tank.

The dunk tank ran in both the Senior School and the Middle School and funds were raised towards MND research through the sales of the Big Freeze Beanies, which students could purchase through the school.

What made this event special was the immense support we received from our school community. Students and teachers alike united to promote the cause and created an electric atmosphere of camaraderie. The large crowd teeming around the dunk tank provided an environment which encouraged all students to have a throw and a chance to dunk their favourite teachers or students.

strives to create awareness for those who suffer from mental illness in Australia and requires participating teams to complete 3,144 push-ups in recognition of the number of Australians who took their life in 2021.

As a Scotch community, we were able to raise awareness for suicide prevention whilst learning about mental health and have fun and stay healthy at the same time. We had a total of 252 students participate in the PushUp Challenge and the College completed 406,560 push-ups.

Middle School made an amazing push for Crazy Sock Day which was a heart-warming triumph for Uniting WA Cosy Toes Sock Appeal. Students proudly showcased their vibrant, mismatched socks, while donating 461 pairs, blankets and sleeping bags for the homeless, along with $474.40. Beyond the fun, this event raised awareness for those less fortunate, displaying the power of empathy and social responsibility. The students’ compassion and enthusiasm highlighted the significance of giving back,

proving that even small acts of charity can create a powerful force for good. Crazy Sock Day at Scotch College exemplified a united community’s potential to make a meaningful impact on society, leaving hearts warm and spirits lifted. Following on from the success in the Middle School, the Senior School will be collecting blankets and sleeping bags for the appeal.

Finally, Scotch College is proud to participate in Wear It Purple Day for the first time ever this term to foster an inclusive and supportive environment for all students.

By wearing purple, we stand in solidarity with the LGBTQ+ community, showing our commitment to acceptance, respect, and diversity. It’s essential to create a safe space where everyone feels valued and can express their true selves. Together, we can celebrate individuality and send a strong message that at Scotch College, we embrace and celebrate the uniqueness of every student, irrespective of their sexual orientation or gender identity.

Nick Hudson, Chief of Push Ups, with Middle School boys

Beyond the laughter and joy, the Fight MND Big Freeze Dunk Tank served a greater purpose. We raised significant funds that will go directly to supporting MND research, assisting patients, and raising awareness of this devastating disease. Our school community has demonstrated that together, we can make a difference and bring hope to those affected by MND. Last term, we also introduced the Push-Up Challenge, which we ran for the first time throughout all the sub-schools. This initiative Service

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Community service in Year 10 At Scotch College, every Year 10 student participates in the Friday afternoon service programme, immersing them in the world of service. This programme offers a diverse range of experiences to help students appreciate the concept of service, fostering a sense of community-mindedness and solidifying service as a fundamental pillar in their education and life journey.

Community Pipe Band The Scotch College Year 10 Pipes and Drums plays in the community on Friday afternoons. Each week, our community service jobs vary from playing at Claremont Quarter, to playing at old people’s homes like the Queenslea. I enjoyed playing at the homes because it is nice to provide the elderly with fun music that brightens their day. The band’s performances also allow us to talk about our musical instruments and answer their questions. Weekly performances require several hours of preparation, tuning and playing. They also require the band members to manage their performances away from the traditional senior band support. The performances have allowed the Year 10 community members to be ambassadors of the school and support our aged community.

James Bowie and Jack Boylson

Friends of Lake Claremont Scotch College partners with Friends of Lake Claremont and every Friday the organisation enlists Scotch and Christ Church students to maintain the upkeep of the lake and help with ongoing restoration efforts. The service entails boys getting their hands dirty with practical outdoor skills such as planting, mulching, and familiarising with the fauna and flora. These are all good skills for both the average boy and those looking to get into wildlife and habitat restoration. As a student avid about the preservation of wild habitat and species, the skills and understanding I picked up during the programme have provided a great insight into the work required to upkeep and restore habitats. The experience was made all the more impactful by the kind, like-minded people who put their time towards the organisation.

Dhiren Wirashinha

People Who Care People Who Care is an organisation that helps people who are not be able to care for their homes and gardens due to their age and physical ability. We help them with gardening and trimming. The process not only helps them, but also teaches us skills which will be beneficial to us in the future. These hands-on experiences provide invaluable bonding opportunities with our peers and help improve our teamwork skills and communication which will help me in the future.

Jacky Yang

Stem 3D Printing Scotch College’s 3D Printer Project introduces 3D printing to young students from other schools who have not had the opportunity to explore this new technology. We assembled a 3D printer, developed educational resources, and created an engaging presentation. The programme culminated in a presentation to students from Mount Claremont Primary School and Palmyra Primary School, where we also provided their schools with a 3D printer of their own. This programme not only fostered the development of teamwork and communication skills, but also exposed us to teaching and presenting to a young audience.

Riley Schellack

The Salvation Army Through our partnership with Salvation Army, we have learnt that a lot of people didn’t choose, but instead, were forced into homelessness due to various causes such as domestic violence, abuse, and broken families. As our instructor Liam said, “the longer they are homeless, the harder it is for them to get out.” So, we are keen to help them as soon as possible. Our main task was making sandwiches for them. We also had the opportunity to understand homelessness by talking with people and walking in the city. I have developed social and communication skills through this programme and, most of all, I am keen to help more people in the future.

Mike Liu

Surf Rescue Surf Rescue ran over first two terms on Friday afternoons. Each week we spent either 30 minutes in the classroom and an hour in the pool or went to Cottesloe Beach for the whole afternoon to learn lifesaving skills. This isn’t so much of a direct service but the skills you learn could ultimately help save someone’s life which is the biggest service you can provide. It’s great to get in the pool and do a fun activity while learning at the same time. It was a really rewarding way to finish off the week.

Digby Smith

North Balga Primary School A group of Year 10 students chose this service activity and helped coach Year 5/6 soccer players at North Balga Primary School in the lead up to their lightning carnival. The players, and in particular the teachers, were grateful for our efforts into helping their students grow as players. I saw that my hard work paid off after the teacher told me they won their lightning carnival. Not only did this experience send-off students with smiles at the end of the school week, but we also gained a plethora of skills through this service such as teamwork and perseverance.

Zai Khan

Swanbourne Primary On a Friday afternoon we walk down to Swanbourne primary to help the Year 5 and 6s with sport. This term we are helping the teaching staff and children with training in preparation for the athletics carnival. We raked sand in the jump pits, measured the childrens’ throws, joined in on tunnel ball and running around and having fun with them. The kids seem to really enjoy chatting with us and asking us questions about Scotch. It has really benefitted us as we get to learn how to interact better with the younger kids, teach them a few things and provide positive feedback. I really enjoy this service and helping the local school community.

Jordy Bowden

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Community

A boarding journey that turns into a community for life Scotch College embraces a global and holistic view of education, opening the world to country students through diverse experiences and flexible educational pathways designed to suit the personal strengths, learning preferences and ambitions of each student.

While greater educational opportunities are undoubtedly a driving factor in the decision to send a child to boarding school, when looking to the future it isn’t only a student’s values, skills or academic performance that will shape their lives, but also the community that stands behind them.

Above: Boarding parents enjoying a Sundowner at The Gooch Pavilion Left: Headmaster Dr Alec O’Connell (left), Old Scotch Collegian and CBH Group CEO Ben Macnamara, Captain of Boarding Lachie Elliot and his father Justin Elliot caught up at the College’s recent Ag Day

Headmaster, Dr Alec O’Connell, has often spoken about how proud he is of the exceptional community at Scotch, which includes staff, students, parents, and thousands of alumni scattered across the world.

“We know our boarding families want their sons to have the very best opportunities a Scotch education can offer, but they also have a strong sense of community and are proud of where they come from, which are values we share.”

“Throughout their years at Scotch, boarders often form very close friendships and connections within their boarding family, and this community continues to provide them with a sense of belonging and support throughout their lives.”

“While academic success is an integral part of the school, it only scratches the surface of what makes our College great. It is the passionate community that really sets us apart.”

The connections made within the Scotch community don’t only enrich the personal lives of students but are also incredibly valuable in supporting career development and progression.

The Old Scotch Collegians (OSC), which is one of the largest organisations of its kind in Australia with 16,500 members living worldwide, contributes substantially to the College through financial support and diverse knowledge. Members provide students with employment and vocational advice and support, including work experience and mentoring, before welcoming them into the organisation when their journey at Scotch comes to an end.

Since graduates will be an “Old Scotch Boy” for many years longer than they were a student, the OSC represents a large and dynamic force within the College community.

It takes great pride in creating and

maintaining deep ties between students, Old Boys, and the entire College community, with these relationships forged and benefits felt from the first day a boy commences school.

Old Scotch Collegian and CBH Group CEO Ben Macnamara spoke to students at Scotch’s Ag Day recently about the value of the College’s expansive network and urged them to take advantage of those connections.

Ben spent five years boarding at Scotch College before attaining a commerce degree at university and embarking on a global career. He spent over a decade working in Sydney, London, New York and Singapore for accounting and consulting firm PwC. “I look back on my time at Scotch very fondly and feel very fortunate to be part of this community,” Ben told students.

“My connection to the College has come up throughout my career and it’s a way to connect with people wherever I’ve been around the world. I think the boarding aspect of that played a critical part.”

“You’re fortunate to be part of an incredible community here at Scotch and there are lots of connections to the ag sector, so I encourage you to pull on those.”

CSBP Fertilisers account manager trainee and 2017 Scotch College graduate Tom Palmer did not come from a farming or regional background but said the connections he made throughout his years boarding at Scotch fuelled his passion for agriculture.

“Some of my friends were from farming families so I spent a fair bit of time on their properties and those connections certainly impacted my decision to go down the ag path,” Tom said.

Whether they choose to return to their home community, work in the city or embark on a global career, boarders can always rely on the Scotch community to support them throughout their lives.

“Boarding school is a holistic approach to education that offers boundless opportunities for personal and academic growth,” Dr O’Connell said.

“It allows boys to develop new interests and make friends while acquiring the life skills needed to succeed.

“When a student begins his boarding journey at Scotch, he embarks on a lifelong journey and graduates into a community for life.”

Jenna Santos

Once a Pipe Band parent, always a Pipe Band parent!

Parents and the Scotch College Pipe Band at the Virginia International Tattoo

Who doesn’t love the Scotch Pipe Band?

70 musicians who perform at local senior housing facilities, primary schools, and sporting events as part of the College’s wider community service commitment as well as at key College events. Regionally, the pipes and drums can often be heard at field days, agriculture shows and community functions.

Some would argue that the Pipe Band is the voice and identity of the College and a key force that brings our community together.

Trish Hawkey, President Pipe Band Parent Support Group shares some insights into how this remarkable Scotch Community operates.

When did you join the Pipe Band community?

My son Lachy became a piper in Year 7 in 2019 so I have been involved since then. I took over as President at the start of Term 4, 2022.

How big is the Parent Support Group and how often does it meet?

We have over 150 members and we meet monthly.

With so many engagements, there must be many parents involved behind the scenes and a lot of juggling. How do the PB parents work together?

Yes, there is! We have a committee – Secretary Rubini Ventouras and Treasurer Katrina Chalmers. We also have various committees who manage our big fundraising events such as the biannual Scottish Banquet and a battalion of volunteers. Parents also help with events or simply by taking the boys to and from events. Band practice and performances are often early in the morning or on weekends and often clash with other school events so most of the Pipe Band parents pitch in to help if parents have a conflicting commitment.

Does the Parent Support Group travel with the boys when they are performing? This must be fun!

Yes, we do. Parents will often attend performances around Perth and in the regional areas. Recently, over 20 families travelled to Norfolk (USA) for the Virginia International Tattoo. We spent time together both at the performances and socially which helped us connect as a group. We had a “wrap party” in Norfolk after the last tattoo performance, and there were over 100 people there from the Scotch College Pipe Band!

For those families who are unable to travel on tours we have a WhatsApp group so that they feel connected.

What makes the Pipe Band community special?

It feels like being part of a big, beautiful family! We all look out for each other and every single one of us is supportive of the boys and very proud of what they do.

Regardless of our backgrounds and whether we have a son piping or drumming or what year he is in, it feels like we “get” one another.

What does your son enjoy the most about being a part of the Pipe Band and the friendships he has built within this group?

Because they all put such a lot of effort into the band, they all understand the value and demands of being committed and participating fully in the band. This creates a special bond. When they travel, they get to know each other well, which cements their friendships. One of the things that has impressed me the most, is how the older boys look after the younger boys. In Norfolk everyone was inclusive and caring. All the boys were given meal tokens to use at local restaurants. The day before we left, many had left over tokens, so they used them to buy food and distributed it to the homeless – a great example of how caring the boys are.

Engaging with the local community in Norfolk, USA

What would you say to parents and boys who would like to get involved?

Do it! Your son will have a world of opportunities open to him, and you will get to spend time with lots of wonderful people.

Oh, and he will learn a fabulous instrument as well!

Will you miss it once your time as President comes to an end?

I will miss it for sure, but I think I will always feel connected to it. Once a Pipe Band parent, always a Pipe Band parent!

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Build bridges of empathy and compassion

Learning to play the Didgeridoo during Arts Day

Brad Gill Head of Middle School

As I sit to write this article, plans are in place for the College to celebrate NAIDOC Week, our country is poised to vote on ‘The Voice’ and I am reminded of the lyrics, so beautifully composed by Bruce Woodley, of I am Australian.

In a diverse and multicultural world, schools play a crucial role in shaping young minds and promoting social harmony. By fostering understanding, healing, and unity, our commitment to reconciliation aims to create a supportive environment where students and educators can learn from their diverse backgrounds and grow together.

Authentic reconciliation requires acknowledging historical injustices and confronting uncomfortable truths about the past. Schools must create spaces for open and honest discussions about their history, including the darker aspects, such as colonialism, discrimination, and prejudice.

This process helps build awareness and empathy, fostering a deeper understanding of the experiences of marginalised groups.

academic performance and helping to create a strong sense of self for all and especially our Indigenous community.

A crucial aspect of promoting reconciliation in schools is revising the curriculum to include diverse perspectives and histories.

By incorporating the contributions of Indigenous Australians, students can develop a more nuanced understanding of the world and their peers. This approach promotes inclusivity and challenges stereotypes, empowering students to become critical thinkers and agents of change.

In today’s globalised society, cultural competence is a valuable skill. Authentic reconciliation equips students with the ability to navigate diverse settings with empathy and respect, preparing them for success in an interconnected world.

It is obvious that educators play a pivotal role in facilitating authentic reconciliation.

Therefore, providing teachers with ongoing training and professional development on cultural sensitivity and awareness is crucial.

This equips them with the tools needed to create a safe and nurturing environment for all students.

When students and staff engage in authentic reconciliation, they develop a sense of shared identity and belonging. This creates a stronger sense of community within the College.

When students feel accepted and valued for their unique identities, they are more likely to be engaged in their studies. This is true for all students, and we are continually working to ensure that our Indigenous students feel that true sense of belonging too. Reconciliation fosters a positive learning environment, positively impacting

At Scotch College, reconciliation is not a one-time event; rather, it is an ongoing commitment to fostering understanding, healing, and unity. By embracing the principles of truth, inclusivity, restorative justice, cross-cultural understanding, and teacher training, we aim to create transformative environments where students learn to celebrate diversity and build bridges of empathy and compassion. We have commenced a comprehensive review of the College’s Reconciliation Action Plan and will use this document to help students develop into empathetic and responsible citizens who actively contribute to a harmonious and inclusive society.

We realise that this commitment to authentic reconciliation is a journey and like all journey’s, success depends on sharing the responsibility, becoming more informed, learning from history and acknowledging that there may be setbacks along the way but that ultimately committing to the journey is more important than reaching the destination.

The Career Accelerator Programme – bridging the skills gap Narelle Goodfield Head of Accelerate, Scotch Global

In today’s rapidly evolving work landscape, employers are seeking agile employees who can think on their feet, communicate confidently, thrive in diverse teams, and demonstrate cultural fit.

While traditional degrees provide valuable technical knowledge, there is a significant gap between industry requirements and the practical skills that set individuals apart.

The inaugural Career Accelerator Programme which launched in July, was designed specifically to bridge that gap for post-Year 12 students. This unique programme was created to equip pre-career students (18-25 year-olds) with essential skills that employees demand in today’s workforce.

“The feedback we receive from young people is that it is difficult to know which skills to focus on developing and how to stand out in a competitive graduate market,” said Cara Fugill, Head of Scotch Global. “This programme provides them with the important tools they need to launch a successful career and draw attention to themselves for all the right reasons.”

Students had access to business leaders, valuable industry knowledge and direction on their intended career pathways, as well as guidance, mentorship, and important connections for progressive futures.

“Whether post-high school students are looking to upskill for an internship or pivot to a new future study regime, our programme can help them achieve their goals”, said Cara. “We believe that every student deserves the opportunity to pursue their dreams, have greater knowledge of industry options, roles, and opportunities.

This programme makes this possible.”

“A brilliantly designed and run programme that will be a huge boost to the lives and careers of every participant. Being a mentor was a rewarding opportunity to both support each member of the project team and to help guide the team towards returning a positive contribution to the sponsoring organisations.”

– Dr Shaun Ridley, CEO Australian Institute of Management “I was impressed by the incredible talent and innovative solutions offered by the young university students taking part. Their fresh perspective on engaging the next generation in volunteering to address the decline in community sports volunteers is inspiring. For businesses looking to be part of shaping the future and tapping into the potential of tomorrow’s leaders, getting involved with Career Accelerator is an excellent opportunity.”

– Carolyn Turner, Head of Philanthropy & Special Projects, WA Cricket

“The learning was challenging, collaborative and highly engaging. The guest speakers were absolutely world class, and I really felt that I received some highly valuable information and direction on how I can learn new skills for the future.

As a cohort we became extremely close in a very short period due to the group work activities, gatherings, and residential component. The programme was packed from morning to evening, giving us access to industry leaders and enabling us to pick their brains and extract gold nuggets of advice. I would highly recommend this programme and I would 100% do this again at any stage in my career.”

– ***(Anonymous) “I went into this programme having no idea what to expect and I came out with so many new connections and knowledge that will help me for years to come. Even if you are not sure if it will help you or not, take the opportunity because I can guarantee that you will get something out of it. I do not know where my career will take me, however this programme has given me tools to help me get to wherever I want to go.”

– ***(Anonymous)

Aydin Hutchison (OSC 202), Taelise Dykstra, Carolyn Turner, Head of Philanthropy and Special Projects (WA Cricket) Lilah Hardisty, Hannah Hawke and Connor Leigh enjoying the Career Accelerator Cocktail Party featuring WA Cricket

What sets us apart is our commitment to connect promising young talent with industry leaders in a relevant manner. Our high-intensity programme demands the best from students, and the outcomes have been nothing short of exceptional. Through immersive experiences, mentorship, and hands-on real-life business projects, the co-educational cohort of 22 students gained the practical expertise and confidence needed to work collaboratively with our industry partners, problem-solve and present findings and solutions in a workplace setting.

Five notable business partners joined this new initiative, Multiplex, Nexxis, Rocky Ridge Estate, Type 1 Diabetes Family Centre, and WA Cricket. Each organisation hosted our pre-career students for a look behind the scenes at their organisations and mentored them with an organisational specific painpoint, for the students to solve and share fresh insights.

To learn more about or join us on the next Career Accelerator transformative journey as either a student or business partner take a look at our programme brochure via the QR code or contact Narelle at narelle.goodfield@scotch.wa.edu.au or on 0409 431 079.

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OSC President

OSC launches the Members Assistance Programme Aaron McDonald OSC President

number of outstanding applications. I am pleased to report that the winners were: • Thomas Chalmers (grandson of John Black (OSC 1955)); and • Hugo Silbert (son of Michael Silbert (OSC 1979)).

Introduction of OSC Members Assistance Programme

On behalf of the Old Scotch Collegians, I am delighted to share the following updates: Hon. Roger Cook MLA (OSC 1982)

The 31st Premier of Western Australia, the Hon. Roger Cook MLA, is one of our own.

I have trawled through the archives to confirm this: He was a 1982 Leaver, Vice-Captain of School and Alexander House Captain.

Whilst at Scotch he excelled in Rugby and, unsurprisingly, Politics. His father, Dr Hugh Cook (OSC 1947), was also an Old Scotch Collegian. He was a winner of the PC Anderson Scholarship. We hope that the Premier stays in touch with the OSC and continues to lend his time to the College and the OSC.

The OSC Committee has resolved to implement Member Assistance Programme to support Members of the Old Scotch Collegians by assisting them in any time of need they may face, offering counselling for its members. The service will be provided by Access Wellbeing Services and is immediately available to all OSC members entirely free of charge. You can access it by telephoning them on 1300 66 77 00.

Upcoming events

The second half of the year is always a busy time at the College, and it is no different for the Old Scotch Collegians calendar. We are looking forward to celebrating March Out with the Year 12s and wider college community on 13 October, and our annual Founders’ Day Dinner which will be held on 20 October.

This year we are delighted to be welcoming Professor Kenneth Freeman (OSC 1957) back to the College as our guest speaker, to discuss his findings on “Dark Matter and the Scientific Method”.

As always, please reach out if the OSC can be of further assistance to you: oscpresident@scotch.wa.edu.au

2023 PC Anderson Scholarship

The PC Anderson Scholarship was awarded at Assembly on 30 June. There was a large

Dr Alec O’Connell, Headmaster and Aaron McDonald, OSC President with Hugo Silbert and Thomas Chalmers

Scotch Business Directory Now open to the wider school community

Supported by the Old Scotch Collegians, our Business Directory has proudly featured local, regional, national and global businesses founded by our alumni. We have expanded the directory to include the wider school community, and invite parents and those with significant connection to Scotch College to have their business included.

Submit your business or visit the directory at scotch.wa.edu.au/scotch-business-directory We encourage our community to support locally owned businesses as much as possible. Check in to the directory before making your next purchase or booking a service, and you might just find some great deals too!

Alumni Spotlight

Medal of the Order of Australia for OSC David de Vos Following the wonderful news that Mr David de Vos (OSC 1961) had received the Medal of the Order of Australia as part of the 2023 King’s Birthday Honours List, we were fortunate to have him visit the school and reflect on his career and time at Scotch.

David received his award for contribution to the broadcast media and there have been significant contributions!

Is there a body of work or an interview that you are particularly proud of?

As well as being a journalist for well over 50 years, David has been a presenter, a scriptwriter, a director, a producer, and received numerous accolades for his work, including the 2008 AH Kornweibel Arts Prize as a part of West Australian Media Awards. He was also the feature prize winner at the 2003 and 2006 Australian Journalist Association.

I loved the Holiday Programme. I was the Executive Producer of the 7.30 Report in Perth, and the opportunity came to front up the Holiday Programme. It wasn’t like Getaway; it was real stories. That’s what I enjoyed the most. The Police Training Academy series was also a highlight. When I first presented the concept to the police, one of the officers I presented to was Chris Dawson. I felt he would say no but I was wrong, and it ended up being an incredibly rewarding series.

Our conversation was wide-ranging, touching on David’s time as a bartender at The Marlborough Head in London in the late 1960s through to the rise of the Teal Independents and the state of Australian politics.

David, you joined the ABC in 1968 and your career spanned the golden age of television, a time before streaming services and when television personalities were stars. What are some of your fondest memories?

I think it was the golden age and it was wonderful being in WA when we made stuff here. Now it is very difficult to get things done in WA; they’re only concerned with Sydney.

The other side of the Blue Mountains you can forget.

I started at a time of 16mm film, and a magazine was only 10 minutes long. This required greater preparation and then a maximum of five questions, leaving little room for error and upon returning to the newsroom, everyone would watch the rushes and feedback was immediate! Nowadays, with digital files, people can use recordings as a notebook, talk for three hours and then edit, and this is how I do it too.

I had other particularly memorable interviews including Bill Cosby, Lee Kuan Yew, and Robert Mugabe, who was absolutely terrifying. The Mugabe interview came about because of not being able to get an interview with the ANC in South Africa. It was at the time when Qantas flights were flying into Harare once a week, so I spent a week over there and interviewed Mugabe who had a handshake like a lettuce. He wasn’t the President yet, but he was terrifying.

I also experienced a riot in Colombo where I felt the impact of tear gas where you don’t know what to do. You can’t open your eyes and following an explosion we witnessed the horror of limbs removed from bodies and the smell of burning flesh. Not that I’d want to be a foreign correspondent, but I was doing stories for Four Corners.

What drew you to a career in journalism?

Default, I think. I did an English degree at university. I waited for a mate to finish his degree and then headed off to Europe and did all the usual things. Then I came back and got a job as a cadet at the ABC. I don’t know that I’d thought about journalism, but it

involved words and writing, and I was happy with that. So, I slipped into it and I’m never quite sure if it has been the right thing for me.

I’d like to have been an archaeologist!

What are some of your memories of school?

I was not a star at school. Many of my friends were. I played cricket with John Inverarity once. I don’t think he was impressed! My worst moment was in the army cadets, on the camp at Northam. We were a big unit, and we did a raid on St Louis who were slightly smaller unit than us. Mr Patrick McGushin was a Latin teacher and the Commanding Officer, he was apoplectic and accused us of this, that and the other. Then he said, “who went”, and the five bad boys put their hands up and I put my hand up. We got sent back to school and on the steps outside his office Max Keys was in an icy rage. Then he saw me, the good boy!

So, nothing happened. No one was caned; I probably saved the cooler boys.

I got to know the school much better when my wife, Ainslie, was on the school council.

The Centenary Ball in a massive U-shaped tent is another highlight.

What advice would you give to current students looking to take a similar path in journalism?

Make sure there is an end point, that there are jobs. If you look at local news, there are very few males. Anyone can become a journalist these days because many people come from different careers. A lot of lawyers become journalists. I think there are probably better jobs. That said, considering my career, it has been good to me. I’ve been everywhere.

A big thanks to David for his time and we sincerely hope the investiture, to take place at Government House after this edition of Clan has gone to print, was a success.

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Obituaries

Farewell to Basil Balme (OSC 1940) The Old Scotch Collegians were saddened to hear that Dr Basil Eric Balme (OSC 1940) passed away on Monday 10 July, just weeks after celebrating his 100th birthday on Tuesday 13 June. It was a fantastic innings for one of our oldest past students, who was a stalwart of Perth’s western suburbs.

Basil attended schools in Victoria Park, Como and Subiaco in his early years. While attending Perth Boy’s School, he completed the Junior Certificate and was awarded the Coombe Scholarship which gave him entry into Scotch College. He started Year 10 in 1938 and quickly became a popular student as he was good at sports and played in the football and cricket teams. One of his fondest memories of school was beating Aquinas College to win the Darlot Cup at the WACA in 1939. He became Head Boy at Scotch College but once said he thought it was because so many boys left due to World War II. Basil graduated from Scotch College in 1940 and spent a year at the University of Western Australia where he began a science degree.

With World War II raging he joined the Royal Australian Navy in 1942, initially at HMAS Leeuwin. “As I had a background in

high school physics, I was transferred to Melbourne for a course in radar technology,” Basil said. “I was largely involved in convoy duties, escorting other ships throughout the Mediterranean and England. I originally trained as a radar operator and spent all the war years at sea either on English cruisers or corvettes. For several months I was on board with Philip Mountbatten, who would later become Prince Philip, and I remember having several conversations with him.”

After the war Basil returned to UWA to complete his degree BSc Honours (1948) in oil geology. He won a Fulbright Scholarship to New York University, before securing a paid job there. He completed his Doctorate in Science (1969) at UWA and was a member of staff for many years. His very successful career in geology saw him travel widely and work on every continent except Antarctica.

In London during 1949, he married his sweetheart Helen Cook, a country girl from Dumbleyung in WA. On their return from the UK, the couple bought a house in Agett Road, Claremont, and later built a home in Queen Street, Claremont. They had three children and enjoyed a happy life together in Perth until Helen passed away in 2008.

Basil maintained a connection to Scotch College. He served as a Council Member

from 1975-86, Chairman of Council from 1983-86, and was a member of the Alexander Society. In his last year as Chairman of Council, Basil presided over the establishment of the Scotch College (WA) Foundation Inc. Basil attributed his innings of “100 not out” to maintaining an intellectual curiosity in all aspects of life. Basil is survived by his children Stephen (OSC 1969), Jane and Mary, as well as his beloved grandchildren and great children.

Basil was a remarkable man, and the Old Scotch Collegians send deepest condolences to the family.

Calendar

Celebrating lives Basil Balme

1940

Rob Nix

1957

Tony Nicholas

1943

Tony Cox

1957

Ronald Sounness

1945

Walter Lingwood

1957

Don Skinner

1947

Ken York

1958

Cliff Fraser

1949

Colin Thorpe

1959

Jim Flockart

1949

John Hogben

1960

Brian Somes

1950

Malcolm Seaward

1960

John D’Arcy

1950

Graeme Bell

1962

Stuart Dunkley

1950

David Paterson

1965

Tony Smith

1950

Dene Irvin

1967

Kim Wade

1952

Ian Campbell

1967

Lester Watkins

1952

Preston Parker

1972

Ray Smith

1953

Robert Cassidy

1973

Geoffrey Liddell

1954

Peter Sims

1975

Ronald Gibbs

1954

Stephen Clynch

1976

John Edwards

1955

Graeme Brown

1980

Don Langdon

1955

Roland Bovell

1983

Ian Lyon

1957

Paul Miller

1993

Fri 13 Oct

Fri 3 Nov

March Out Playing Fields

Class of 2003 – 20 Year Reunion Gooch Pavilion

Fri 20 Oct

Founders Day Dinner Dining Room Fri 27 Oct

PSA Golf Day Cottesloe Golf Club

Tues 14 Nov

OSC Admissions Headmasters Tour Scotch College Thu 30 Nov

Class of 1973 – 50 Year Reunion Gooch Pavilion Thu 30 Nov

St Andrews Day Vale Scotch Chapel

Events

Old Boys’ AFL 9s Cup

In trying conditions at CCGS Mount Claremont playing fields, our Old Scotch Collegians lined up against our crosshighway rivals, Christ Church Grammar School Old Boys Association, in an AFL 9s Charity Match for Beyond Blue.

Clockwise: The Scotch and CCGS participants; Alex Ventouras and Braden Kerr; Lewis Daisley; Lewis Daisley and Joel Barnden

Our President, Aaron McDonald (OSC 2001), led our team, which included Drew Banfield (OSC 1991), Michael Richardson (OSC 2001),

Business Directory networking drinks

Members of the Scotch Business Directory enjoyed a networking event on Thursday 4 May, which was generously hosted by Gary Mackintosh (OSC 1985) at Hames Sharley’s spectacular CBD office.

Clockwise: Guests listening to guest speaker presentations; Nathan McIntosh (Abel Property), Mark Hector (Qube Property); William Johnson (Johnson Group WA)

Gary Mackintosh, Mark Hector (1986) of QUBE Residential, Rod Hamersley (OSC 1997) of Australian Development Capital and Paul Blackburne (current parent) of Blackburne Property

Alex Ventouras (OSC 2016), Jacob Mann (OSC 2016), Joe Woods (OSC 2016), Lewis Daisley (OSC 2016) and Nick Allan (OSC 2016), who scored our only goal! This time CCGS Old Boys took out the Cup, but we had lots of fun, recorded no major injuries, and raised $762 for Beyond Blue. We look forward to the re-match.

Management, led a panel discussion on landmark developments in Perth and what’s next for property development in Western Australia.

Thank you to Tom (OSC 2002) and Nick Hill (OSC 1999) of Juniper Estate and Nick Wheeler (OSC 2005) and Jeremy O’Neill (OSC 2005) of Geordie Bay Brewing Co for treating our guests to a selection of standout quality wine and craft beer.

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Seniors Luncheon Clockwise: David McIntyre, Jim Natt, Malcolm Purser; John Snell and John Henderson; Simon Devitt and Mike Bignell; Tom Stacy, Clive Addison; John Menhany, Robert Fenwick

Class of 1993 Thirty year reunion

It was a joy to welcome back our longstanding Old Scotch Collegians and celebrate our community for life at our Seniors’ Luncheon on Friday 26th May 2023. It’s been over fifty years since these gents graduated from Scotch College, with Doug Love (OSC 1949) trumping the traditional ‘countdown’, having started his Scotch College journey in grade two back

in 1939! A gorgeous three-course lunch was shared with the group as we looked back at memories from Scotch College and beyond.

The Class of 1993 celebrated their thirty year Reunion on Friday 23 June in the Gooch Pavilion, with the celebrations continuing at The Claremont Hotel after the official function.

It was a fantastic evening with a great turnout,

thanks to the huge effort from the cohort to travel from afar to be there.

Special thanks to Glenn Longmire (OSC 1967) who conducted our traditional countdown, and to Charlie and the Year 10 Service Pipe Band whose performances were thoroughly by all the attendees.

A special thank you to our lead organisers, Mark Gale, and Dave Scott, for their effort in pulling the event together.

Clockwise: Kirk Bellerby, James Mackie, Michael Dickson; Class of 1993; Garth Fitzgerald, Jay Robertson, Aaron Pix

College Cup

Clockwise: Standing: Pablo Bedetti, Mick Mallarawarachi, Lachlan Norcott, George Boulden, Grayson Downes, Saxon Oma, Richard van Ufflen, Andrew Briggs, Joshua Bennie. Kneeling: Marcello Torre, Adam Brenz-Verca; Rober Eliott-Lockhart, Adam Brenz-Verca, Saxon Oma, Joshua Bennie, Thomas OsterGaard, Grayson Downes, George Boulden, Scott Glaskin, Marcello Torre, Mick Mallarawarachi, Pablo Bedetti, Lachlan Norcott, Richard van Ufflen

Clockwise: Winton Messina, Ambrose Nicholls; Class of 2022; Fletcher O’Connell, Banjo Harold

As expected on Autumn mornings, the Old Scotch Collegians sailors arrived at Royal Freshwater Bay Yacht Club to a very light easterly breeze, something that seems to be synonymous with the College Cup. This year was our strongest turn out with over 20 sailors competing which meant we could field two teams on the Foundation 36s, with a surplus on the Scotch changeover boat, generously provided by Kim Gamble (OSC 1973).

Both teams sailed well, however the younger crew stacked with match racers who spent most of their time on the Foundation 36s

proved to be too slick in the light and tricky conditions, with a near perfect scorecard of 1st, 1st, 2nd, and 1st over the four races. The veteran’s boat also placed in an impressive fourth place. Scotch College has now won the College Cup for a second year in a row and is hopefully at the start of a winning streak.

Huge thanks to George Boulden (OSC 2015) who pulled the Scotch contingent together again this year, and who also provided the race day wrap up. Thanks also to Nim Bhharathhan (OSC 2017) for capturing photo highlights of the day.

Reporter collection Thanks to members of the Class of 2022 who attended the annual Reporter Collection Breakfast. It was great to see so many of you at your first official OSC event since leaving

the College. We loved hearing about what everyone is up to this year – travels, studies, and trades. We look forward to seeing you all again soon!

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Pathways breakfast Clockwise: The industry mentors; Dr. Alec O’Connell, Headmaster together with mentor Man Singh (OSC 2007), Mechanical Engineer, Director and Engineer – Gypsy Liners; The Students enjoying the discussion with Angus Stewart (OSC 2015)

Annual wine tasting Clockwise: 1985 - 1988 OSCs enjoying the evening; Rod Somes wins the door prize; Bruce Dukes addressing the guests

Students recently had the opportunity to meet with Old Scotch Collegians from a variety of industries, providing an opportunity for conversation about their mutual industry of interest.

A special thank you to our table hosts Steven Hendry (OSC 1999), Tim O’Donnell (OSC 2013), Lukas Finn (OSC 2016), Kyle Bradley (2007), Edward Swinhoe (OSC 2003),

Our popular Annual Wine Tasting event was held on 31 August and hosted by Jay Beeson (2001) at his family business, Old Bridge Cellars.

Richard McLellan (OSC 1972), Dave Bowman (OSC 1993), Matt Akins (OSC 1995), Neil McKerracher (OSC 1968), Angus Stewart (OSC 2015), Tristram Woodhouse (OSC 1991), Michell Clark (OSC 2017), Alex Aberle-Leeming (OSC 2008), James Pears (OSC 1998), Rohen Stone (OSC 2011), John Gardner (OSC 1989) and James Woods (OSC 2002) for providing valuable career advice.

Amongst the cartons at Old Bridge Cellars warehouse, guests were treated to a beautiful range of locally produced wines from Margaret River’s renowned Domaine Naturaliste Vineyard while hearing from their winemaker Bruce Dukes (OSC 1984).

What have they been up to?

David Broadfoot (OSC 1963)

After leaving school my first full time job was with the industrial supplier, McPhersons where I was fortunate enough to spend time with a mentor and fellow OSC, Merv Matthews. After 4 years with McPhersons, I was approached by Rothmans to join their marketing team. They were recruiting in the sporting arena and at the time I was showing some potential playing golf. I learned some valuable lessons in management and marketing, but my golf game didn’t improve.

Helen and I were married in 1968 and later with two children, Genevieve and Drew, I accepted an

offer from Applied Power, a US-based hydraulics manufacturer, to open an office in Perth. This led to a transfer to Canada and then to the US. We were away for 10 years before coming home to Perth.

I took up a position with Scotch, dividing my time between the OSC and launching the Alexander Society, recognising OSCs and their families who have made significant donations to the College.

It was a great pleasure to reconnect with Merv Matthews at this time. The 60-year reunion, held earlier in the year, was a great opportunity to renew old friendships.

Cameron Newham | 1983

After leaving Scotch I attended The University of Western Australia. My first job was as a software engineer, and I’ve stayed in that profession ever since. In 1993 I wrote the IT book Learning the Bash Shell. In 1996 I moved to the UK and have had several IT jobs in various places in England. My main interest and claim to fame is having visited and photographically documented in detail over 9,000 rural parish churches in England, amassing

a library of 600,000 images. On the strength of this, I was elected a Fellow of the Society of Antiquaries.

Penguin Random House approached me in 2020 and suggested I write a book using my pictures.

This resulted in a major book, Country Church Monuments, published in October 2022, which showcases 365 of the best monuments to be found in rural churches in England and Wales.

David Bowman | 1993

After leaving Scotch College I launched straight into studying Mechanical Engineering at the University of Western Australia. On graduating I lived and worked for a few years in the Pilbara, followed by a short stint of railway maintenance in London before settling back into a range of Iron Ore project roles based in Perth. I’m now firmly settled in Perth and consulting across the broader mining industry.

Amongst all of this I’ve served in the Army Reserve Pipes & Drums and Volunteer Fire & Rescue. I have recently reconnected with my son Tom in Year 9 this year.

Michael Culley | 1993

I left Scotch in 1993 and went straight into the family business that my great grandparents started in 1925, Culleys Tearooms, in High Street Fremantle.

I took the business over from my father Darrell Culley (OSC 1960) becoming the fourth generation to be involved. We now have a production bakery in Kardinya. From here we service wholesale products including pies, cakes and bread to cafes, sporting clubs, pubs etc. We proudly have four retail outlets in Kardinya, Bibra Lake, O’Connor and the original Fremantle store.

I am happily married to Melissa, and we have four sons Charlie, Jack, Tom and Leo. I have competed in The Rottnest Channel swim close to twenty times with three of my mates from scotch 1992 leavers Ross MacKinnon, David Young and Simon Wroth.

Our team is called ‘Scotch on the Rocks’. I still catch up with many other friends from my school days and keep a close eye on the sports results in the PSA.

Tim O’Donnell | 2013

Following internships at KPMG and EY, I worked in the EY Mergers and Acquisition team until 2019. I was then a Director in UBS’ Australian investment bank, working with mining clients from UBS’ Perth office. In June 2023 I left UBS and am now Vice President at Appian Capital Advisory LLP, a private capital fund investing in mining and renewable energy assets globally.

Whilst I remain in Perth, Appian is based in London, providing a great opportunity to travel. In December 2022 I married my wife, Sofia, with our wedding attended by many OSCs.

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Archives

Clockwise L–R: 1982 Keys House photograph 250x300; 1950s-1960s Scotch College Boarding House and John Shearer (OSC 1914) Family home Stirling Street Perth slides; 1950s Don Langdon (OSC 1955), Winton Langdon (OSC 1961) and Ken Langdon (OSC 1953) at St George’s Cathedral Perth at sister’s wedding 100x140

JAMIE KING (OSC 1982) Jamie King (OSC 1982) donated memorabilia from his leaving year. The donation included his 1982 Year 12 portrait and group photographs of Year 12 Alexander House and Keys House. His leavers t-shirt was screen printed in the art department featuring striped school tie on the front and bold “Leavers 82” printed on the reverse. Additionally, Jamie donated the Class of 82’ 20-year reunion photographs featuring 82’ Old Scotch Collegians - Nigel Gellard, Graeme Clatworthy, Tim Wilhelm, Bill Fry, Andrew Frazer, Ben Crabbe, Geoff Newing, Richard Young and Russell Curtin.

EDWARD WEIR (OSC 1966) Graham Weir (OSC 1966) kindly donated a selection of items associated with the College including fourteen Reporter editions dating from 1986 to 1999, 2001 Clan Edition No. 86, 1997 Centenary calendar, Graham Whitley’s OSC 1962 felt school cap gifted to him and his son’s Scott’s (OSC 1995) Leavers jumper.

AURELIE YEO Aurelie Yeo, sister to David Shearer (OSC 1950), and great-granddaughter of Reverend David Shearer, founder of ‘The Presbyterian Church in Western Australia’, donated two photographic slides taken by her mother, Muriel Atkin, in the 1950s. The slides depict the family terrace home of her father John

Shearer (OSC 1914) with written inscription “Dad’s House where he was born” and the second slide features the double storey Scotch College Boarding House located at Stirling Street, Perth.

SUE HAYES ON BEHALF OF JOHN BARRIE (OSC 1965) Sue Hayes, daughter of Ronald Barrie (OSC 1936), donated three prize books belonging to her brother John Barrie (OSC 1965). The books were awarded for General Proficiency at Speech Nights in the 1960s by Headmaster Dr. G. Maxwell Keys including The Sea is a Magic Carpet by Peter Padfield, The Tunnell by Eric Williams and The Miles That Midas Touched by Gavin Casey and Fred Man. The bound editions are embossed with the school crest and hand signed.

KEN LANGDON (OSC 1953) Ken Langdon (OSC 1955) recently donated his brother Don’s (OSC 1955) Funeral Order of Service booklet dated 11th July 2023 and held at Scotch College Chapel. The booklet includes lifelong images of Don’s achievements. Along with the booklet he donated a classic 1950s black and white photograph of him with his brothers in their school uniform attending a celebration at St George’s Cathedral, Perth; featuring from left to right Don, Winton (OSC 1961), and Ken in succession.

ROB BROUN Rob Broun donated memorabilia belonging to his father Nick Broun (OSC 1945) who attended school during WW2 from 1941 to 1945. Rob recalls Nick’s fond memories of Scotch including making many boarding friends and returning for numerous reunions including Founder’s Day Dinner celebration where on one evening he was the oldest Old Scotch Collegian in attendance.

Nick was an only child hailing from a farm in Beverley and after school in the late 1940s he worked as a journalist for the The West Australian Newspaper where he met his wife, fellow journalist, Barbara May Patison. Nick returned to farming after his journalism career where he ran sheep and farmed wheat, barley, and oats.

CHRIS THYNE (OSC 1974) Chris Thyne (OSC 1974) continues to donate memorabilia belonging to the Thyne family’s association with the College. The generous donation includes Chris’s blazer pocket and prefect badge. Two blazers and an autographed Year 12 school shirt belonging to his brother Tod (OSC 1979). A blue leather prize book gifted in 1944 to his father John (OSC 1946) titled The Universe Around Us, fourth edition by J. H. Jeans, stamped with Scotch College Crest in gold lettering and gifted by Headmaster Peter Corsar Anderson awarded for Dux of Form 6B3.

Clockwise L–R: 1950 PSA Inter-School Athletics Competition One Mile Race Trophy won by Kingsley Teakle (OSC 1951) for second; 1950s Old Scotch Collegians Best and Fairest Hockey Team Trophy; 2023 Kingsley Teakle (OSC 1951) holding his PSA Athletics trophy for the One Mile Race; 1927 Scotch College Rowing Crew IV; 1946-1947 Master Tix Jenkinson and student Geoff Kennedy (OSC 1949) fishing at Cottesloe Beach 1959 55th PSA Annual Athletic Meeting Programme

KINGSLEY TEAKLE (OSC 1951) Kingsley Teakle (OSC 1951) donated several items including an extraordinary 1920s striped blazer belonging to his father, David OSC 1921. The one-of-a-kind striped blazer in excellent condition features gold braid colours for Shooting. He gifted his 1950s school tie and blazer featuring colours for Shooting, Hockey, Athletics, Football XVIII. Blue and Gold braid decorates the pocket and cuffs while maintaining brass crested buttons.

Included in the donation was a 1950s trophy awarded for Best and Fairest of the Old Scotch Collegians Hockey Club and a small silver trophy with bakelite base for the PSA Athletics Carnival One Mile Race. Kingsley suggests “he was unsure where he was placed coming into the last lap of the race and was trailing behind Bun Lynn (OSC 1950) ‘the sure favourite’. He was the best runner, and I must have said something to Bun on the way through “Are you happy for me to go” and I pushed through, coming second to an Aquinas College student – a good sportsman as well” Kingsley Teakle 2023.

TOM NORRIS Tom Norris kindly donated a photograph of the 1927 Rowing Crew IV. The historical photograph depicts students uniformed in khaki singlets and white shorts on the Swan River, possibly taken before the PSA Head of

the River race. George Nelson (OSC 1927) (Bow), Lawrence Robertson (OSC 1928) (2), Chester Stitch (OSC 1927) (3), C Foreman (OSC 1927) (Stroke) and William Murray (Cox) (OSC 1929) feature. Tom’s friend Ian Mackay, father to William Mackay OSC 2012, helped facilitate the donation.

BRADLEY MCMEIKAN (OSC 1975) Brad McMeikan (OSC 1975) donated his grandfather William Roy Bishop McMeikan’s (OSC 1915) photographs. The 1915 Eight Winning Crew image depicts Scotch’s first rowing crew eight pictured at the newly constructed Boatshed, Freshwater Bay. Included is a 1915 Scotch College Prefects group photograph and two portraits of William in full military regalia prior and during embarkation off/to WW1.

DARREN ROGERS Darren Rogers donated an incredible suite of PSA School sporting programmes including the 51st, 53rd, 54th and 55th PSA Official Athletics Day Programmes dated from 1955 to 1959. PSA Annual Swimming Contest 52nd, 53rd, 55th, 57th Programmes held at Crawley Baths dating from 1957 to 1962 and Reporter editions dated 1957-1958.

SHELLEY BARKER (OSC 1949) Shelley Barker (OSC 1949) donated three photographs including his high-jump shot taken at the 1949 PSA Athletics carnival, an image of Master Leigh Jenkinson (‘Tix’) fishing at Cottesloe Beach with Geoffrey Kennedy (OSC1949) and Shelley catching his first Mulloway. Shelley donated a fascinating memoir ‘My Life at Scotch College 19391949’ that describes snippets of school life.

“At some time during my first year at Scotch I decided that I did not want to be at school so I legged it for the Swanbourne railway station at mid-morning break and caught the train to Cottesloe Beach. My mother was horrified when I turned up at home but didn’t take me back to school. The next day the headmaster Peter Corsar Anderson warned me not to wag it again or I would get the strap he carried in his pocket at all times. I took his advice and only wagged it on one other occasion when I was in my last year at school” and later in that year June 12th 1949 “I wagged it from school and went fishing at Keane’s Point jetty. Using a live trumpeter as bait I caught my first Mulloway weighing 27 lb. I sold it to Les Jordan, proprietor of the Brighton Hotel.

First subject next morning was chemistry and after the lesson ‘Tix’ Jenkinson said to me “stay behind Barker”. When we were alone he said to me “I hear that you caught a big fish yesterday, tell me about it.” I found out much later in life that ‘Tix’ was a very successful fisherman, a specialist in catching Dhufish.

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During the war years the shortage of young teachers was compensated for by the appointment of retired Masters from private and public schools. Of these some were outstanding teachers and others not so good. Mr Whitber, one of those, was an outstanding Maths teacher and very good at maintaining discipline. Walter Belford, a retired farmer, taught history but was never given the respect he deserved by his pupils. He was the author of the famous book “Legs Eleven” about the 1st Eleven XI WW1 Battalion. George ‘Bull’ Campbell who had been teaching at the school for many years was a wonderful teacher, very amusing and a delightful person. The best of all in my opinion was ‘Tix’ Jenkinson.

He made the subjects seem easy and enjoyable and I personally went into science being influenced by his enthusiasm. Don Thomas was also a very good teacher who taught biology and influenced me to become a Biologist. Don was much admired for his gymnastic skills. On occasions he

walked up or down the steep flight of steps leading to the oval on his hands.

He could also complete the giant swing on the high bar. He was a great asset to the school after he retired from teaching. There were five of us from Scotch who did degrees in zoology at UWA at about the same time. Tony Lee OSC1949, Don Edward OSC1950 and I all did Ph.D’s with Geoff Beyers OSC1949 and Graham Hodgkin OSC1949 both completing Bachelor’s of Science at UWA. In August 1960, my father wrote to me at Washington State University to tell me that the University senate had ratified my Ph.D. I wrote in my return letter that I had to thank ‘Tix’ for the motivation to study science. My father lived in a house directly above the Boatshed and on the afternoon that he received my letter he saw ‘Tix’ going into the boatshed and showed him my letter. I was pleased that he had done so because I never saw ‘Tix’ again” Shelley Barker 2023

Top: 1939-1949 Shelley Barker (OSC 1949) Under 16 High Jump Bottom: 1949 Shelley Barker (OSC 1949) catching his first Mulloway

Building a Tradition Right: 2017.10.20 Memorial Hall Re-dedications and Scotch College Heritage Centre Opening Dr Ken Michael, Mark Paganin, Dr Alec OConnell, Michael Silbert, Moderator Steve Francis, Chaplain Chas Lewis

Above: Headmaster Andrew Syme with students in 2007.

Robert Miller and Matthew McGuiness hold up the Austin Robertson Cup for Shearer House

Our updated edition of Building a Tradition should be available early in 2024. We have been fortunate to have the original author, now Emeritus Professor Jenny Gregory AM, spend considerable time over the last 18 months updating the history and including five new chapters; focused on the end of the Dickinson era, the Syme era and finally the O’Connell era.

Professor Gregory has utilised extensive oral histories, interviewed dozens of staff, students, Council members and parents to capture the history of the school, the changes in the community and the education being delivered and the heart and soul of the College. The new book will round out with a chapter focused on pandemics and the impact of these events on the College. Interestingly, when the original book was published, very little information was available in the Scotch archives on the impact of the pneumonic influenza of 1918–1919 which killed more people than World War One.

The original book is officially out of print and finding the original files, in a format that could be used, was a journey. For this reason, it was decided not to publish a history of the last 25 years but rather an updated edition that will include 125 years of Scotch College’s history. This has enabled Professor Gregory to continue her themes and research in the style which has been so well valued since the first edition was released in 1997, when it won the WA History Foundation’s Award for best first book in the field of Western Australian History.

As Professor Gregory has said, the changes in the last 25 years have been “immense” and in a similar vein to the original, we are sure the new edition will become a valued and often cited piece of work, both by the Scotch community and for education in Western Australia.

David Kyle, Director of Admissions and Advancement

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