Benefits of Volunteering

In my nine years as Headmaster, I have met and worked with some incredible volunteers through all of the myriad of parent support groups that make Scotch College a leading parent connected community.

Well it is that time of year again, the Scotch Parents AGM is on tomorrow night, Tuesday 19 November. Never have three letters struck more fear into the human race than 'AGM'. It is a three letter acronym usually associated with an event to be avoided in order to escape getting a job on a committee, or even worse, chairing the committee.

Instead it should be seen as a rare opportunity to give back to our community and add to the experience your son will have while at Scotch. When I first arrived, we had two parent committees; the original Mothers' Auxiliary, (a secret term meaning 'no men here') later renamed Scotch Auxiliary and the Parents' Association. While each group did a sensational job, there was a lot of community confusion having two parent groups.

With this in mind we all worked to create a single entity, now known as Scotch Parents. The idea was to have a group who represent our whole College from PreK – Year 12. Since its formation, this group has continued the magnificent work of our two previous groups.

Structure aside, what really matters is that Scotch Parents offers everyone a chance to make a real difference to the College and the resources and opportunities we can provide for every boy.

To volunteer is a noble act for which Australians are renowned – remember the Sydney Olympics. So why volunteer and get involved in the Scotch community? The answer lies in a number of areas.  The Western Connecticut University (2018) researched this topic with their own community and found the following benefit of volunteering.

1. Volunteering connects you to others

One of the better-known benefits of volunteering is the impact on the community. Unpaid volunteers are often the glue that holds a community together. Volunteering allows you to connect to your community and make it a better place.

2. Volunteering helps you make new friends and contacts

One of the best ways to make new friends and strengthen existing relationships is to commit to a shared activity together. Volunteering is a great way to meet new people, especially if you are new to a place. Volunteering also strengthens your ties to the community and broadens your support network.

3. Volunteering increases your social and relationship skills

While some people are naturally outgoing, others are shy and have a hard time meeting new people. Volunteering gives you the opportunity to practice and develop your social skills, since you are meeting regularly with a group of people with common interests.

4. Volunteering as a family

While it might be a challenge to coordinate everyone's schedules, volunteering as a family has many worthwhile benefits. Children watch everything you do. By giving back to the community, you show them firsthand how volunteering makes a difference.

5. Volunteering is good for your mind and body

Volunteering provides many benefits to both mental and physical health.

• Volunteering increases self-confidence
• Volunteering combats depression
• Volunteering helps you stay physically healthy

6. Volunteering: The happiness effect

Helping others kindles happiness, as many studies have demonstrated.

7. Volunteering can advance your career

If you are considering a new career, volunteering can help you get experience in your area of interest and meet people in the field. Even if you are not planning on changing careers, volunteering gives you the opportunity to practice important skills used in the workplace, such as teamwork, communication, problem solving, project planning, task management, and organization.

8. Volunteering can teach you valuable job skills

Volunteering can also help you build upon skills you already have and use them to benefit the greater community.

9. Volunteering brings fun and fulfillment to your life

Volunteering is fun. Doing volunteer work you find meaningful and interesting can be a relaxing, energising escape from your day-to-day routine of work, school, or family commitments. Volunteering also provides you with renewed creativity, motivation, and vision that can carry over into your personal and professional life.

So, if you thought coming to the Scotch Parents' AGM was risky, think again, it can change your life and make your son's journey at Scotch one to remember.

Our College is renowned for the level of parental commitment and involvement. Come and get onboard and experience the difference. Do not leave this up to others.

Chaplain's Reflection

'And above all, watch with glittering eyes the whole world around you because the greatest secrets are always hidden in the most unlikely places.  Those who don't believe in magic will never find it.' - Roald Dahl

What do you see when you walk out of your front door every morning?  My mind is usually cluttered, wondering if the children have packed everything they need for the day, rushing to get the car to the garage for the service, wanting to give the dog enough time to smell things but not too much to make me late.

And then I notice a tree, a rose bush, the sky, a bird and for an instant I commune with Nature and realise that the landscape is just as alive as me; and I am reminded of the sacred in me and of the sacred all around me.

When we move out with a watchful reverence, opening ourselves up to the possibilities all around, we may be surprised by what comes our way.

Year 10 take 3D printing to the Junior School

Less than five years ago, the concept of 3D printing for the purpose of rapid prototyping was considered progressive technology in the classroom. Through our Design and Technology courses, boys are now tasked with designing solutions to complex real-world problems where the use of 3D printing technology is an expected skill that is used throughout the design cycle. Learning centred around solving authentic problems has been evidenced to have powerful outcomes for boys' development as they more readily engage in the activities and take ownership over their learning. The intrinsic motivation that a student draws upon is far more powerful when they are continually making choices about their learning since understanding new concepts or acquiring new skills is necessitated by the desire to progress their ideas. Furthermore, this style of learning is also incredibly challenging since the boys must draw on a broad range of skills in order to be successful.  

The changing nature of technology use is building a generation of creators rather than passive users. In part, designing components to 3D print is certainly a reflection of that trend, but perhaps what is more impressive is the building of the technology itself. Over the past four weeks, the students of the Year 10 STEM course have built four 3D printers from a base kit by working in small teams. Provided with only the instruction that came with the kit, they worked together collaboratively to build the printer from scratch. However, even though having an additional four 3D printers would be advantageous to them, they identified that the younger boys at Scotch could perhaps gain greater benefit from learning this technology at an even younger age. Through their research of the Year 3 curriculum, the Year 10 boys carefully designed a lesson that incorporated teaching Tinker Cad, a 3D designing App appropriate for the age level, and aspects of Geometry found in the Mathematics curriculum. As the boys delivered this lesson last Wednesday, there was a sense of calm and admiration from the Year 3 boys as the older students guided them through their learning. Quick to pick up the concept, they were designing ideas on their iPads and sending them to the printer. 

What is remarkable about this initiative is not the technology, but the learning that took place in both year groups. The skills that are developed whilst planning and preparing to teach a class of much younger students and the benefit gained from role modelling maturity to a younger cohort is an important aspect that our College culture works hard to foster. As much as the 3D printers will remain behind in the Year 3 class to build the imagination of the boys who will have the opportunity to use them, the greatest outcome was the social interaction that unintentionally changed the way in which the boys see their role as a leader, learner and teacher within the school.

Dealing with Difficulty

"I'm not doing it for you". I was walking around Lake Claremont a while ago and I came across a dad waiting patiently for his son to retrieve his shoes. The shoes were on the other side of the fence – the boy had obviously been in the lake and had taken his shoes off but forgotten to pick them up when he climbed back over the fence. The boy had a stick and was trying to fish the shoes back. As I walked past the father I smiled and he said, with a slight look of chagrin, "Life lessons, eh?" Indeed.   

One of the key goals for all of us is to enable our boys to develop into individuals who are self-reliant to some degree. If we don't want to be doing stuff for our kids for the rest of our lives (and we shouldn't), then we  have to  start teaching them the skills of independence from an early age. Yes, it is a delicate balance between doing too much for them and not doing enough – obviously we don't want them to be placed in dangerous situations. But too often it is easier for us to do it for them, rather than letting them take longer and perhaps produce a few tears and even a tantrum or two (and I'm not just talking about little ones here) but getting there under their own steam, so to speak. 

'Learned helplessness' is one of the saddest things we see as teachers: children who have had so much done for them and given to them (by teachers and parents) that they are incapable of acting on their own to solve a problem. They have come to believe that if they sit passively and do nothing, eventually, someone (an adult) will come along and do it for them. A fear of failure in the student (particularly academic failure) and a misguided desire to help (in the adult) by doing, rather than demonstrating and encouraging, combine to limit the capacity of that student to think creatively, to show ingenuity and initiative, and to demonstrate perseverance when things don't go right. When we encounter an event with may be beyond our experience, we can deal best with that situation if we have a bank of memories to draw upon which relate to different occasions where we have used different coping skills and which we can apply to the new situation. Fostering tenacity in a child is essential if they are to deal with difficult moments and experiences in their lives. We cannot be there to shield them from every negative event, and neither should we. Difficulties and challenges are what help us to develop character. It is far better that we teach children to accept that such things will happen; to understand that they can get through them if they persist; and to  realise  that they can be a better person for having had that experience. Not everything is fun, but we can still enjoy the challenge of doing our best in a  particular set  of circumstances.   

"I'm not doing it for you", followed by "You can do it", can be a very powerful combination of words for our boys to hear. 

Perfectionism

It is not uncommon for us to be faced with the challenge of students who constantly set themselves incredibly high standards and who come to think less of themselves when they are unable to always maintain those standards. These standards may apply to everything a person does, or only to one field of  endeavour . Often, these types of students are high achievers who are striving to do even better. Sometimes, these students are doing poorly at school because they set such high standards in their own minds that they don't think it is worth them even trying to reach those levels because they do not believe they can attain those levels. By not trying, they have a ready-made excuse for performing poorly. 

For such students, we  have to work with them to change their thinking, so that they aim for excellence, rather than perfection. We have been offered the opportunity to partner with Curtin University to help evaluate the effectiveness of a free online programme which aims to assist students who may have perfectionist tendencies. Students who join up will complete one module per week for eight weeks, with each module taking 30-60 minutes to complete. These modules would be done outside of school time. 

If you think that your son would benefit from being involved in this program, more information can be found at this link or this flyer. You can contact Emily Jones, who is the PhD student who is helping to monitor the programme (and is working under the supervision of Dr Trevor Mazzucchelli) at emily.j.jones@postgrad.curtin.edu.au

Our Pacific experience 

Recently the Australian Government has stated that their Pacific Ocean approach is one of their highest foreign policy priorities. While the policy does not mention a huge amount about education, the Asia Education Foundation at the University of Melbourne has looked toward the Pacific with their BRIDGE scholarships and, last month, Justin Shaw visited the Pacific on one of these scholarships. Please click here to read the report Justin prepared following his experience.

Uniting Care West Christmas Card Competition

For the second year running, a Scotch College student has had a card selected as a winner in the Uniting Care West (UCW) Christmas Card competition.

Charlie Robinson in Year 5 submitted the design below which now forms part of a pack that can be purchased in support of Uniting Care West (UCW).  Congratulations, Charlie. Please find the order form here and support UCW.

Uniting Care West's recent  Kambarang News outlined the organisations trial of 'Safe Nights', an initiative to open their Tranby Centre 24/7. Tranby supports people sleeping rough and opened 24/7 through Homelessness Week. The trial saw a reduction in alcohol and substance misuse in the area and coincided with the announcement of extra funding from the Department of Communities. Congratulations to Uniting Care West who does a great deal to support the College.

Uniform Shop

Holiday Opening Times

The Uniform Shop opening hours for the general school community during the holidays are as follows:

Summer Holiday Opening Hours  (9am - 12pm and 1pm - 4pm)

• Monday 20 January
• Tuesday 21 January
• Wednesday 22 January
• Thursday 23 January
• Friday 24 January
• Saturday 25 January (9am – 12pm)
• Tuesday 28 January (8am – 5pm)
• Wednesday 29 January (7.30am – 9.30am)

Normal trading hours resume on Thursday 30 January 2020

• Tuesdays 8 am - 5 pm
• Thursdays 7.30 am - 11.30 am
• Fridays 7.30 am - 11.30 am

Online Uniform Shop

Uniforms can also be purchased in the online Uniform Shop. Payment is by credit card or PAYPAL

Please go to Flexischools.com.au and click on Register, then follow the instructions in the email that you'll receive. Once you have registered at  Flexischools , you will need to add your son ("Add a student") as a student at Scotch ("Scotch College WA"). Enter him as a student in the year group he will be going into in 2020 (any class is fine).

If you need help with this process, please contact the Uniform Shop.

Secondhand Exchange

The Uniform Shop accepts all current items of uniform for resale. All items should be clean. Blazers must be dry cleaned and in good condition. The old-style blazer will be donated to charity. A frayed cuff, worn elbows, very old crests, rips & tears on blazers make them unacceptable for resale. Items will be purchased from you outright providing they are in good condition and the shop is not overstocked. Bathers, hats, socks & restricted sportswear are not accepted for resale, but will be donated to charity if handed in.

Year 12 Blazers

Year 12 blazers are available for sale. Because of the unknown nature of the overall size of Year 12 boys and to avoid disappointment, it is recommended that you come in for sizing ASAP.

Swimming at Scotch

Swimming at Scotch has already shown some exciting progress this term with the attendance numbers increasing every week and the boys showing some great improvements in the water. We encourage all students who would like to improve their swimming and fitness to come down to trainings.

The first meet of the 2020 swimming calendar will take place on Thursday 28 November and will be a great opportunity for all students from Year 6 upwards to have a relaxed event, practice their racing and post times. 

Swim Meet Information

Date: Thursday 28 November 2019
Venue: Scotch College Pool
Warm-up: 4.30pm
Swim Meet Start: 5.00pm
Swim Meet Finish: 6.30pm

Events

50m Butterfly
50m Backstroke
50m Breaststroke
50m Freestyle

A BBQ will be provided on the day for all swimmers.

Mr Ryan Steenkamp
Head of Swimming

Pedestrian Shared Path Improvement Works

Please click here for further information regarding scheduled roadworks and traffic interruptions.

Performing Arts

Does music trump reading for childhood development?

There's a fair bit of noise around in early childhood education circles at the moment, lauding the positive effects of music on childhood development.

A recent University of Queensland study investigated the associations between informal home music education for very young children and later cognitive and social-emotional outcomes. The study found that informal music making in the home from the age of two can lead to better numeracy, literacy, social skills, attention and emotion regulation by the age of five.

The study, entitled  Being and Becoming Musical: towards a cultural ecological model of early music development aims to provide recommendations for policy and practice in childcare and early learning and development through comprehensive examination of how Australian families use music in their parenting practices. The findings of this study are based not upon formal musical study, or in the context of a formal educational setting, rather, they're based upon informal shared experiences (typically with a parent) and essentially social.

The basis of the findings comes at a time in history when singing in the family home is shown to be at perhaps the lowest level in history, with only one third of parents estimated to be singing [1]  to their children below the age of five. And what for the very young children that are in  child care , or formal educational contexts such as we have at Scotch with Little Pipers and Three Year old Kindergarten (or 3K as  it's affectionately known)?

Simply put, we have a strong desire to strengthen learning through that unique blend of creativity, organised sound and face to face interaction. A recent review of Music at Scotch commissioned by the Headmaster revealed a need for greater focus on developing a love for music in the early years. We want to create a culture where music is intrinsically a part of every young child's daily experience, both at school and in the home. Think along the lines of a Sing-to-Learn style programme  every day in the Early Learning Centre; a choir made up of the youngest members of our community and their parents, grandparents, aunts, uncles or caregivers; training and resources to encourage and equip families to return to those informal shared musical experiences in the home at the earliest ages. It's significant and it's incredibly exciting to be initiating.

For more information on our plans for Music in 2020, we invite all families to attend our information evening on Tuesday 26 th  November, from 6:30pm in the Memorial Hall.

 

Staffing update

Mr   Niran  Dasika, Music Tutor (trumpet), finished his role at Scotch this week in preparation for his relocation to Melbourne. We wish  Mr  Dasika all the best as he embarks upon the next phase of his music performance and education career.  Mr  Dasika will be sorely missed by many of the jazz trumpet students at Scotch who had grown to love his lessons and his gentle encouraging nature. Relieving  Mr  Dasika for the remainder of the year will be the familiar face of  Mr  Matthew Smith.

Mr  Glyn MacDonald, Music Tutor (trombone & jazz piano) and Jazz History Teacher concluded his role at Scotch in week one of this term, in preparation for his relocation to Christchurch, New Zealand.  Mr  MacDonald has accepted a position with the New Zealand  Defence  Force Band (Army), where he will employ his high-level skill as a trombonist, pianist and composer/arranger. We wish  Mr  MacDonald all the best as he prepares to relocate with his family later this year.

Mr Scott Loveday
Head of Performing Arts

[1]   Source: YouGov poll, December 2018, based on a sample of 2,000 adults

Technology, education and a brave new world

The Organisation for Economic Co-operation and Development (OECD) is an international organisation that works to build better policies for better lives. It extensively reports, amongst many other things, on the changing nature of education, the importance of pedagogies to support differentiation and student agency and the impact of technology on teaching and learning (www.oecd.org/education).

Whether it be our 1:1 device programme, the establishment of an integration team to provide support to teachers and students with technology as an effect tool or the College's focus on Approaches to Learning (ATL) skills development and assessment, these all directly address many of the issues that OECD reports identify.

Rapid technological advances impact on personal, social and professional development. The implications for education include changes in the demand for knowledge and skills as well as expanding possibilities for how we can teach and learn.

The growing sophistication of robots, artificial intelligence, big data and the Internet of Things generate anxieties about the automation of existing jobs. Such anxieties have existed since the first industrial revolution when factory tasks involving manual labour were replaced by machinery. With advances in engineering, computation and AI a new generation of jobs will be supplanted. As jobs are replaced by automation, society will focus on new jobs that are more creative and requiring skills less conducive to automation. This will be a never-ending human endeavour as technology advances.

Estimates suggest that computers are already able to perform literacy, numeracy and problem-solving tasks but computers will not replace humans entirely. Computers are not yet able to match the diversity of skill sets that workers, even those with lower skills, use in their daily activities.

As computer capabilities evolve, so does the demand for skills in labour markets – for instance the demand for socioemotional skills has increased over the past four decades. It is difficult to predict the speed with which future technologies may evolve, but it is likely workers may have to adapt their skill set over their working lifetime. This has implications for education and training systems that must underscore the importance of building students' adaptive capacities and developing robust systems for lifelong learning. Through developing ATL skills such as research, critical thinking and using technology as a resource, students of Scotch College learn how to learn as well as master content. They will be better prepared for their future.

With the rise of computation, AI and robotics there is increased attention to the fields of Science, Technology, Engineering and Maths (STEM) as these fields are closely related to national innovation capacity. Scotch College has invested in STEM programmes in Years 9 and 10 with a strong focus on developing skills around self-management, collaboration, communication, planning and identifying obstacles to progress. Many highly innovative jobs include individuals with diverse qualifications and even the most technologically advanced industries require workers with complementary skills. Education and training efforts should thus aim to develop diverse backgrounds and strong mixes of skills for students, including technical and cognitive and indeed metacognitive and socioemotional competence.

Technological development continues to advance low-cost and innovative applications for a more personalised and engaging teaching and learning. Virtual learning environments such as videos, simulations and virtual worlds can motivate students in their learning, facilitate situated-learning experiences that may not be possible otherwise and generate new avenues for interacting with others to practice particular skills. Examples include dissecting animals in a virtual lab or practice certain skills within real-life virtual situations that are otherwise too dangerous.

Scotch College continues to build systems, relationships and teams that enable us to provide an educational experience that will best fit our students for their future. We are supported by reports such as those from the OECD or other education groups that indicate we are well placed to meet the demands of new technologies as they change the way we work, develop and educate.

Dr Nick Spadaccini
ILT Curriculum Integration Manager

One heck of a Journey!

You prepare, your research, you train. All for the one big moment to showcase all of your preparation, your talent and to really challenge yourself. Whether this preparation is for a sporting pursuit or an academic one, the effort and focus needed is similar. You work, reflect, revise, and keep amending until the big day comes.

For our Year 5 students this journey began nine weeks ago. They worked with their teachers to explore the theme "As technology advances so does its impact." Each boy prepared their own burning question and began the preparation that would bring them to last week, to the 2019 Year 5 PYP Exhibition.

The journey for each boy was different. Some chose a question that was close to them, one that they saw and considered in their daily lives. Others chose topics that had a more far reaching impact. Whichever the question they explored, they followed the journey of research, reflection, revision and publication to bring them to the point to share their learning with our community.

The topics shared were varied and the confidence the boys displayed as they spoke to their guests was outstanding. However, the journey was far more important than the destination. Over the course of the lead up to the Exhibition, the boys had the opportunity to put to full use the skills they had learned through their PYP journey. They used their thinking skills and critically analyzed the information they discovered and transferred this information to their reports and presentations. They refined and practised their communication skills, both in the collaborative working relationships they fostered and for their final exhibition presentations. They were forced to improve their self-management skills, to be organised, affective and reflective and to work to a deadline. And they improved their research skills as they explored content online, in books and from people they interviewed.

Each of our boys are indebted to the support they received from their passionate teachers, Miss Cirillo, Ms Louden and Mr Wells. Their assistance and guidance helped to bring it all together for each of our exhibitors.

The process allowed each boy to challenge himself in these key areas and enjoy great success on the day. The lead up, the preparation and the process were far more important than the end point but what an end point it was. On the day the boys spoke with passion about their topic. They knew their stuff and clearly wanted to share with all who came to see them. You could sense and see the pride they had in their accomplishments because they had travelled the journey, learned, and succeeded.  The 2019 PYP Exhibition as simply a brilliant destination after a most excellent journey. 

Art News

The Year 5 artists have been busy researching and discussing their PYP exhibition central idea 'As technology advances, so does its impact'.

After a great debate on the impact of technology, the boys decided upon their subject matter and whether it had a positive or negative impact. The Italian 16^th century imaginative artist Giuseppe Arcimboldo (1526-1593) was the inspiration for their final artwork. The artists completed a digital silhouette which included hand drawn imagery. The artwork has been presented either within the silhouette (positive impact) or in the background (negative impact) depending on their chosen subject matter. Each profile was completed using the app Sketches.

The central idea was the overarching principle which perfectly linked digital artwork to traditional drawing methods. I encourage you to visit the artwork which is on display alongside the Year 5 PYP exhibition.

  

Mrs Jane Roche
Junior Art Specialist

2A News

How does one define a good unit of inquiry? The unit of inquiry into 'Where we are in place and time' was an excellent starting point. The central idea looked to identify the skills and attributes of significant people that may make a difference to individuals and communities. One of the questions raised by the boys was 'what defines a significant person?' and this formed a basis for the first debate held in the Year 2 classroom. This led to a second question, 'How big or small a difference can we make to someone else?' Finally, and perhaps most significantly, 'Is being important to one person the same as being important to everyone?' The Year 2 boys thoroughly enjoyed debating and exploring these questions.

Following these discussions the boys met with a number of significant people, from Callum Kennedy in Year 4 who gave a lesson on caricatures, to the Hon. Colin Barnett, former Premier of Western Australia who gave the boys an insight to how the Optus Stadium, Elizabeth Quay, and the Children's' Hospital were built. The politics around each of these landmark constructions was fascinating.  Equally, the hotly debated concept of Sunday shopping being introduced to Perth was an inspiring and exciting story, one in which they will never forget. Being a leader isn't as easy as it looks!

'Snail Mail', is a new concept for this age group as the world changes so rapidly into using technology to communicate with one another. Using this "ancient" medium of communication exchange, the boys chose a person who was significant to them, wrote a formal letter, walked to Claremont, paid for a stamp and posted it just before third term holidays. On the first day back in Spring Term, there was a disappointed sigh as no reply had arrived at the class. However, this all changed on day two when letters started to trickle in. Heartfelt discussions into what is unconditional love was held as the first letters received were from family and loved ones. By Week 2 this all changed, as two letters from the well-known author Andy Griffiths had come to class. An interesting learning curve into the need to put a return address happened in Week 3 as a letter written to Hugh Jackman was returned to sender. I don't think this will be the first or last letter the 2A boys will be writing as their joy from receiving a handwritten letter was profoundly moving to some of them.

In October the boys said goodbye to their Year 12 buddies with a movie making afternoon. Laughter could be heard all the way to the Middle School Library and vast hugs of farewell and good luck was a resounding call. In 10 years, the boys will be able to look at the movies and remember how a fantastic friendship had been forged.

The Year 12 students were not the only buddies the 2A boys were lucky enough to have. The Year 2 girls from PLC were also buddied up with a Scotch boy for the year. Termly meetings and outings were held with the finale on Monday 4 November consisting of a spending trip to Coles in Claremont. The boys were paired up with their buddies, and between them, they had $10 to spend on lunch which had to be healthy with only one treat and one they could both share! Compromise, budgeting and nutrition were just a few things the boys focused on for the day without really knowing it.  "You tricked us into doing maths" was heard at the end of the excursion. Yes, I did, and you loved it!

Mrs Fiona Alexander
Year 2 Teacher

The 2019 PYP Exhibition

The Primary Years Programme (PYP) Exhibition is the culminating event of a Scotch College Junior School boy. For some, it is a six-year journey undertaken by the students and is a celebration of not only what they learn but also how they learn in an inquiry-modelled approach.

This year the Year 5 boys were immersed in a 9-week collaboratively constructed unit of inquiry.

The inquiry was part of the transdisciplinary theme of 'How the World Works'. The boys developed their own central idea; "As technology advances so does its impact".

The boys were involved in all of the essential elements of the PYP and share them with the whole school community in an exhibition presentation. Our Specialist staff took responsibility for the driving some of the essential elements as well as looking at the central idea from their areas of expertise. PE focused on social skills (approaches to learning), Art looked at the relationship between the central idea and the boys' personal beliefs around technology,  French focused on the work of Madame Currie and her advancements in technology, and Performing Arts looked at the central idea through a sneak-preview performance of 'Let the Games Begin'.

Our Performing Arts teacher, Ms Phebe Samson will take the lead in the Year 5 students sixth unit of inquiry by continuing with the same central idea but under another transdisciplinary theme; 'How we express ourselves'.

Thank you to all the parents who came in as experts during the early stages of the inquiry and also thank you to all of the staff who gave up their time to mentor students at various times during the exhibition. The special 'thank you' however, goes to the classroom teachers who guide the inquiry and constantly motivate the students to keep working through a challenging yet rewarding period of their learning journeys.

  

Mr Warwick Norman
Junior School Dean of Teaching & Learning

From the Head of Middle School

If you drive down Shenton Road on a regular basis you will have seen the new Senior School Maths and Commerce building emerging on the edge of the top oval.  I am sure you will agree that it looks impressive.  Access for students is still on track for very early next year.  One of the developments to go with the new building is the landscaping and resurfacing of the top oval.  This is now closed off to students and as a consequence the Senior School Pipe Band has held their Tuesday morning practices in the Middle School Quad.  What a way to be greeted on arrival to school and what an advertisement for prospective pipers and drummers.  The timing could not be better with applications for boys in Year 7 and 8 2020 who wish to commence learning the pipes (or drums in Year 8) now being considered.

Rounding out our Music Programme for the year was the JS/MS Spring Soiree last Thursday evening where the boys played to a packed Memorial Hall.  There is some talent in our midst, and some courage too.  The final item of the evening was the Middle School Concert Band, who played to an ovation and an extended encore.  This band goes on tour next week with the 40 boys putting on performances and workshops at Jolimont and Mosman Park Primary Schools showcasing the musical development they have made in less than two years.  They already have gigs lined up at three schools next year.

Our participation in the annual UnitingCare West Christmas Appeal is in its final stages.  Each Homeroom class is endeavouring to fill at least one of the orange bags with items that make up a hamper for a family in need. The photo above is of boys at the lunchtime Lino Print Club who cut the lino designs and printed the collection bags with Christmas motifs.  Thank you to all our families who contributed non-perishable items to the appeal.

Semester 2 Reports

This is a busy term for Teaching and Learning in the Middle School as we prepare to report on your son's progress in Semester 2.

Early in Winter Term, the boys set themselves some new academic goals and we have seen some impressive gains in student results this semester as the boys committed themselves to their goals. Our boys have also spent many weeks carefully writing their self-reflection of this semester and I hope you will enjoy reading your son's reflection as much as we have.

A feature of our reports this year is the reporting on the individual Approaches to Learning (ATLs) using a four-point scale of Novice through to Leader and this upcoming end of year report includes all of the ATLs that were explicitly taught throughout 2019. For further details about the reporting of ATLs, please refer to the explanatory notes which will be emailed out when the reports are released.

Finally, whilst the Semester Reports include a graph that allows you to compare your son's results with his cohort, I would argue it is more valuable to view your son's results in comparison to his first semester.  I encourage you to sit with your son to read the report together and take a moment to celebrate the successes he has had.

Semester 2 Reports will be finalised on Tuesday 10 December and will be released through SEQTA Engage that afternoon.

Mrs Sophie Berry
Dean of Teaching & Learning Middle School

Year 8 2020 Community Project Parent Information Evening

As a three-year MYP programme school, the International Baccalaureate has a Community Project which is one of the great culminating projects that helps boys demonstrate the ideals and attributes of an IB learner.  In 2020 your son will complete the Community Project as their culminating event of the MYP.  The Community Project recognises the IB's philosophical position that action is a critical part of learning and the College's own mission statement regarding the importance of service.

We are inviting all Year 7 parents to join us in Memorial Hall on Thursday 28 November, from 6.30pm – 7.30pm for a presentation and outline of the Community Project and what it will mean for your son in 2020.  This is a very important presentation as the Community Project will require some significant parent support as boys, working in their small groups, investigate, plan, deliver, reflect upon and eventually showcase the service opportunity they have in Year 8.

Myself as Community Project Coordinator and the Director of Service and Citizenship Mr David Kyle will co-present the meeting.  We look forward to your attendance, your input, ideas and support.

Mrs Mia Sullivan
Community Project Coordinator

Headmaster's Commendations

Congratulations to the following Middle School boys who received a Headmaster's Commendation in Spring Term:

8.3	Matthew Turkich
8.3	Aidan Coolican
8.4	Azhar Sgro
8.5	Oliver Hayers
7.4	Hugh Boxshall
7.4	Lachy Teissier
7.7	Isaak Ventouras
6.1	Joshua Cook
6.1	Alasdair Watson
6.2	Lucas Marley
6.3	Joseph Finn

Student Achievements

Congratulations to Willem Campbell (7.1) who has been selected to part of the Tennis Australia Ballkids programme this summer, including being involved in the new ATP Cup at the Perth Arena.

Important Dates in Middle School Spring Term

Thursday 21 November	Year 8 Bibbulmun Track Returns JPSSA SC v GG
Friday 22 November	MS Assembly (internal), 12.00pm MacKellar Hall Year 6 Concert Band Showcase, 1.30pm – 3.15pm PSA SC v GG
Monday 25 November	Year 7 Bibbulmun Track Departs (Boarders only) Year 8.1 Snorkelling Programme
Tuesday 26 November	Year 8.2 Snorkelling Programme
Wednesday 27 November	Year 8.3 Snorkelling Programme Year 7 Bibbulmun Track Returns
Thursday 28 November	Year 8.4 Snorkelling Programme JPSSA Bye Year 8 2020 Community Project Launch, 6.30pm – 8.00pm Memorial Hall
Friday 29 November	PSA Bye (Sport Training)
Monday 2 December	Year 6 & 7 2020 MS Orientation Day Year 7 Adventure World Excursion Year 8 Transition Day in Senior School
Tuesday 3 December	Boardies Day Year 8.5 Snorkelling Programme
Wednesday 4 December	Year 8.6 Snorkelling Programme
Thursday 5 December	Year 8.7 Snorkelling Programme
Friday 6 December	IB Learner Profile Awards Final Assembly, 11.30am DC Year 7 Parent Function, 7.00pm Claremont Football Club
Tuesday 10 December	Year 8 Scotch Parents’ Breakfast MS Speech Night, 6.30pm DC (all Year 8 students required to attend) Spring Term Concludes Semester 2 Reports released to SEQTA Engage

From the Head of Senior School

Organisational Psychologist Adam Grant in his 2016 Ted Talk states that "Procrastination can be a vice for productivity, but it can be a virtue for creativity". At first glance, this statement seems at odds with our thinking. As teachers, we encourage boys to start their work early, to map out a plan to tackle the task ahead and then work towards mini goals which, depending on the type of task, may include research, formulating an argument or opinion, and then to produce a draft and a final piece of work. 

So, what is the basis of Grant's statement on procrastination?  A number of  years ago he was offered an investment opportunity in a company being set up by some students, however, after completing his due diligence he decided that, despite their pioneering idea, they were not well enough organised to make it work. Grant was wrong and that company, Warby Parker, is now recognised as one of the most innovative in the world. 

Grant coined the term "Originals" to describe people who he identified as non-conformists, those with new ideas who are prepared to champion them, people who "drive creativity and change", the very type of people he chose not to back in Warby Parker. He wanted to better understand them; how they approach challenges, how they think and what drives them. Grant labelled himself as a " precrastinator ", someone who starts a task immediately and completes it well before it is due so, with the help of a student, he studied the habits and creative output of people like himself, as well as both moderate and chronic procrastinators. 

What they discovered was that the ' precrastinators ' completed the tasks on time but in a rush and, in that "frenzy", did not present original thoughts while the chronic procrastinators, those who left things to the last minute, were too busy with distractions to have any new ideas. The 'Originals', however, who Grant says have moderate procrastination tendencies, found the "sweet spot" in terms of creativity and operated in the zone between the ' precrastinators ' and the chronic procrastinators. 

So why is this? The 'Originals', Grant argued, start straight away, look at the problem or the task and then put it to the back of their mind. In doing so, they allow themselves the opportunity to incubate their ideas, nurture different concepts, consider alternatives and "make unexpected leaps" that they would not have been able to achieve if the task had been completed immediately or been left to the last minute and become all consuming. 

Grant argues that being quick to start, but not as quick to finish, can boost creativity. People can motivate themselves by doubting their ideas. They have time to energise, to experiment and refine those "bad" ideas in order to develop good ideas. Like everyone, 'Originals'   have fears and doubt and sometimes it is not  in spite of  these qualities but because of them that they succeed. The important aspect is to start quickly, plant the seed and then let the ideas grow and be tested. 

So, what does this mean for our students? Obviously if it is about their study habits, the earlier and more often the work is reviewed the better. If it is a new task, it is important to address it straight away, gather some thoughts and formulate some ideas and, then, let those ideas percolate over a short period of time. Challenge those ideas, doubt them, grow them, allow creativity to go to work and then refocus on the task and finish it.

Careers Information

Notre Dame University   

Future Students 1-on-1 Advice Sessions  
18 - 29 November 2019  
Meet with one of the friendly advisors at Notre Dame who will introduce you to a range of  programmes  and pathways that align with your strengths and interests.  Register here

ATAR Advice Day

Thursday 19 December, 8:30am-2.00pm
Future unknown? If you're not sure of your next steps, chat to advisors and students at Notre Dame about your uni options. General pathway students are also invited to come along and find out more about studying at Notre Dame. You can even apply on the day! Register here

It's not too late to apply to start uni in 2020!
A friendly reminder that for Semester 1, 2020 Notre Dame will consider applicants who have completed the following in Year 12:

• A Cert IV and ATAR English with a 50% or higher scaled score (or equivalent), for admission to degrees in the  School of Arts & Sciences  and  School of Business
• An approved university enabling program, for admission to degrees that have a minimum ATAR requirement of 70.

Applicants are encouraged to contact Notre Dame to discuss the best admission pathway for them.

University of Western Australia

Future Students (Undergraduate)

If you have already  submitted an application , call 131 892 and select option 3 to speak to Admissions.

Extended opening hours

The Future Students Centre will be ready to answer all your questions over the holiday break.

• Thursday 19 December: 8.30am - 5pm
• Friday 20 December: 8.30am - 5pm
• Monday 23 December: 8.30am - 6pm
• Tuesday 24 December: 9am - 4pm
• Monday 30 December: 9am - 4pm
• Tuesday 31 December: 9am - 4pm
• Friday 3 January: 9am - 4pm

From Monday 6 January 2020, normal opening hours will apply from 8.30am - 5.00pm.

SAE Creative Media Institute

Students are invited to visit the SAE Institute Perth campus and get a feel for the courses offered. See demonstrations of current and past student projects from all study areas, including recently published student games, screenings of short films from the animation and film departments, diverse graphic design portfolios, and audio production projects.

Thursday 28 November, 5.00pm - 7.00pm. SAE Institute Perth is located at 116 - 120 Roe St, Northbridge.

TAFE WA | Info Night: Diploma of Screen and Media (Film & TV)

26 November 2019, 5:30 pm - 7:30 pm at  North Metropolitan TAFE Perth

The need for creative and qualified thinkers in the film and television industry is growing. TAFE's industry standard studios and  professionally-run  productions will give you the most practical experience possible that will prepare you for working in a TV crew or film shoot with confidence.

Attend the free Information Night to speak to experienced lecturers about your 2020 course options and check out the incredible facilities.

Find out more here  

TAFE Applications are open!

Applications are open for Semester 1, 2020 so here is some useful information to help in guiding students on where to go and what to do, to get enrolled for next year.

How to apply

For full-time study , students need to visit  TAFE Admissions and complete an online application. Students will then be required to send in their relevant documentation. They will then receive a Letter of Offer which will invite them to come on campus and enrol (in January 2020). 

UNSW | Physics Online Course

Are you interested in studying physics at University? Start it whilst you are still at school or use it to  reinforce your school studies.

UNSW provides a free, fully online short course covering the basics of physics. From motion to energy, friction to gravity, learn everything you need to know to kickstart your science education.

You can sign up for the course at any time and complete it at your own pace.

Find out more and enrol here  

Years 9 - 10 The Conco Phillips  Science Experience

This is a great opportunity for Year 9/10 students to explore the vast array of science courses and experiences at university, through 4 days of engaging, interactive workshops, lectures and challenges under the guidance of scientists. Students will be able to broaden their experience across fields such as Physics, Chemistry, Nanotechnology, Engineering, IT, Mathematics, Forensics, Ecology, Marine Biology and Vet.  
To secure a place and for further information go to: https://www.scienceexperience.com.au/

16-19 December 2019 hosted by Murdoch University.

Academic Task Force 2020

Head Start Programme January 2020 for Years 7 - 12, please click here for further information.

C.A.S Hawker Memorial Scholarship

The C.A.S Hawker Memorial Scholarship is one of the most prestigious scholarships for undergraduate and postgraduate students in Australia.
Applications open soon, so keep an eye out here for more .

Unwanted Textbooks 

Time to de-clutter! If you have any unwanted textbooks that you haven't already thrown out and would like to recycle them please drop them off to the Senior School reception and a good home will be found for them.

Master Mind Australia

January 2020 Jump-Start Programmes - For all students entering Year 7 – 12 in 2020

NAPLAN -- Study Skills – Essay Writing – Subject Revision & Preparation

The January Preparation Program aims to prepare students for Term 1 (2020) before the academic year begins. The classes will revise those important components from the 2019 syllabus that are vital for success in the new year. The program will also preview what students can expect in their courses in 2020.

Courses will be conducted at:

Hale School - Thursday 16th to Tuesday 21st January, 2020                            

Christ Church Grammar School - Sunday 19th to Friday 24th January, 2020     

For further information please contact Dr. Robert Hallam at Master Mind Australia (08) 9486 1377 www.mastermindaustralia.com.au

Tips for Finding Summer Jobs

See our three top tips here

Job Spotlight - Intelligence Security Industry

Intelligence Officers work day and night to help protect Australia's secrets and keep citizens safe. You could be working with computer systems and IT in cyber security, or on the ground with military and police.
If you think you've got what it takes to help keep Australia safe, a career in Intelligence could be right for you.

Intelligence Security Industry

Can you keep a secret? Fancy working in espionage, communication interception, or cryptanalysis? You could be providing early warnings about imminent emergency situations, engaged in crisis management, helping to plan military operations, protecting sensitive information, or working to influence the outcome of important events.

Or maybe you'd just like to be a small cog, providing support within the intelligence networks responsible for keeping Australia safe from military attacks, terrorism, and crime amongst other things.  Either way, a position within the intelligence security industry could be for you.

Careers with the AFP

The Australian Federal Police have opened expressions of interest for entry level jobs starting in 2020.  Register your interest for a career with the AFP

If you are fit, healthy and have a strong sense of justice, you can register your interest in starting your career with the AFP as a Police Officer or Protective Service Officer.

Read more about entry level positions and register here:  https://www.afp.gov.au/careers/entry-level-recruit-policing-and-protective-service-officer-recruitment

Apprenticeship Vacancy – Carpentry

If you know of anyone who is interested in commencing an apprenticeship in Carpentry please contact Mr Frusher either by email pfrusher@scotch.wa.edu.au or phone 9383 6830.

Mr Peter Frusher
Careers Adviser

Senior School Important Dates Spring Term 2019

Date	Event	Location	Time
Week 6B
Monday 18 November	Year 12, 2020 Marine and Maritime (General) RST Excursion	Boat Shed	8.30am – 3.15pm
	India Service Tour Parent Information Evening	Memorial Hall	6.30pm – 7.30pm
Tuesday 19 November	WACE Examinations final day
	Scotch Parents’ AGM	Dining Room Annexe	7.00pm – 8.30pm
Wednesday 20 November	Salvation Army Soup Kitchen	Northbridge	6.15am – 9.30am
	Year 1 and Year 12, 2020 Breakfast and Games	Dining Room Verandah	7.15am – 8.30am
	Brain Reset Wellbeing Session	Room 13.301	3.30pm – 4.45pm
	French Language Tour Parent Information Evening	Memorial Hall	6.00pm – 7.00pm
	Basketball Tour Parent Information Evening	Design Classroom 16.104	6.30pm – 7.30pm
Thursday 21 November	Diploma Examinations final day
	Year 12, 2020 Geography (ATAR) Excursion	ALCOA	8.15am – 3.15pm
	Year 11, 2020 Marine and Maritime (General) Sailing Course	Boat Shed	8.30am – 3.20pm
Friday 22 November	Senior School Marching and Assembly	Dickinson Centre	8.30am – 9.45am
	PSA Sport – Scotch College v Guildford Grammar School (please visit sport.scotch.wa.edu.au)	Home	1.30pm onwards
	Year 10, 2020 Bibbulmun Track Expedition final day
Saturday 23 November	PSA Sport – Scotch College v Guildford Grammar School (please visit sport.scotch.wa.edu.au)	Home	8.30am onwards
Sunday 24 November	Family Rowing Breakfast (Years 7, 8 and 9, 2020)	Boat Shed	9.00am – 10.30am
Week 7A
Monday 25 November	Year 12, 2020 Biology (Diploma) Camp departs	Dryandra	Returns Tuesday 26 November
	Year 12, 2020 Marine and Maritime (General) RST Excursion	Boat Shed	8.30am – 3.15pm
	Year 10, 2020 Commerce Excursion	UWA	9.00am – 12noon
Tuesday 26 November	Year 11, 2020 Marine and Maritime (General) Sailing Course	Boat Shed	8.30am – 3.25pm
	Music Department 2020 Parent Information Evening	Memorial Hall	6.30pm -7.30pm
Wednesday 27 November	Parent Support Group Breakfast	Dining Room Annexe	7.30am – 9.00am
	Year 10, 2020 Photography Excursion	Fremantle	8.30am – 3.25pm
	Valedictory Dinner Workshop	Archives Reading Room	9.00am – 11.00am
	Brain Reset Wellbeing Session	Room 13.301	3.30pm – 4.45pm
Thursday 28 November	International Cuisine Day	Senior School
	Year 12, 2020 Student Leadership Workshop	AIM, WA	8.30am – 4.00pm
	Alexander House Staff v Student Cricket and Barbeque Fundraiser for All Abilities Cricket	McKay Oval	3.30pm – 6.00pm
	Scotch College and PLC Swim Meet	School Pool	4.30pm – 6.30pm
Friday 29 November	Senior School Marching and Assembly	Dickinson Centre	8.30am – 9.45am
	Year 12, 2020 Student Leadership Workshop	AIM, WA	8.30am – 4.00pm
	St Andrew’s Day Vale Service	PC Anderson Memorial Chapel	11.00am – 12noon
	PSA Sport – Year 7, 8 and Year 10, 2020 training only
	Year 10, 2020 Cadet Camp departs	Ern Halliday Sports and Recreation Camp Ground	Returns 1 December
	Valedictory Chapel and Dinner	Collegians’ House Lawn and Dickinson Centre	Please be seated for Chapel by 5.50pm
Monday 2 December	Year 9, 2020 Transition Day	Senior School	8.30am – 3.15pm

Mission to Mars

Sending humans to Mars remains a phenomenal undertaking by all standards and, as such, presents very real risks and challenges.

In collaboration with Penrhos College's MESH X programme, boys in the Year 10 Enrichment Programme travelled to Penrhos for a day of collaborative problem solving around the audacious idea of colonising Mars by 2031.  Each term, the Year 9 and 10 Enrichment Programme features immersive, multi-disciplinary activities such as this that involve boys in challenging, collaborative, open-ended problems aimed at meaningfully connecting their learning to the world beyond the classroom. 

The day began with an enlightening Q & A session with Mars One advocate  Josh Richards who laid out the challenges of getting to Mars in riveting detail. He was then inundated with a battery of excellent student questions, one of which provocatively posed, is it ethical to be pouring money into this programme, when our planet needs all the support it can get? His response, that this notion was somewhat of a false dichotomy and space travel has led to some of the most helpful innovations we now take for granted. Problem solving our way to Mars may very well reveal the answers we need to sustain life on our planet into the future.    

Josh has been shortlisted (final 100) to be one of the first teams to colonise Mars in 2031, as part of the Mars One initiative. He shared his divergent life journey, beginning with his studies in Engineering at Curtin University, then onto the mining industry as an explosives expert, a stint with the British Commandos, stand-up comedy and his current job, deep sea cave diver. All the while, going through the rigorous Mars One application process for a one-way ticket Mars (there is no return journey currently planned).

Following the Q & A, students formed collaborative teams, each researching a particular challenge under the following key themes associated with a mission to Mars; ethics, communication, power, travel, health and well-being. The day finished with a hands-on activity in which teams conceptualised, prototyped and presented some extremely novel and engaging solutions to Penrhos staff from multiple subject areas for critique.

David Epstein's provocative new book 'Range, Why Generalists Trump Specialists' challenges the old adage ' to attain genuine excellence in any area — sports, music, science, whatever — you have to specialize, and specialize early' . He presents a series of powerful example in support of this notion that ' to become a champion, a virtuoso or a Nobel laureate does not require early and narrow specialization. Quite the contrary in many cases. Breadth is the ally of depth, not its enemy. In the most rewarding domains of life, generalists are better positioned than specialists to excel.' 

We know that our high ability students have the capacity to make complex inter-subject connections with relative ease and often seek 'top-down' understanding when learning (Clark 1997, Kanevsky and Geake 2004). As a result, they are well placed to develop the kind of 'range' Epstein is talking about, however, he argues that if we are to fully embrace this vision, we must do away with the folk wisdom, 'jack of all trades, master of none'. According to noted Israeli historian Yuval Harari (Sapiens, Homo Deus, 21 Lessons for the 21st  Century), the most pressing challenges humanity faces are all complex and global in nature. They will require an understanding of these complexities and deep cooperation if we are to solve them. In short, we have a responsibility to help our high ability students develop the 'range' of skills they'll need to become the problem solvers of the future.

Josh Richards' approach to life is illustrative of this notion of developing 'range' as a person who is constantly learning new things. How does he do this, our students asked? By working hard to develop the transferable skills and mindsets he needs to confidently navigate his way from one unfamiliar situation to the next. This is why at Scotch we are in an enviable position to be already 4 years into developing an entire skills-based curriculum for our students in the form of the  Approaches to Learning

 

Epstein, D. 2019. Range: Why Generalists Triumph in a  Specialised  World. Riverhead Books.

Holt, Jim. "Remember the '10,000 Hours' Rule for Success? Forget About It."  The New York Times , The New York Times, 28 May 2019,  www.nytimes.com/2019/05/28/books/review/david-epstein-range.html .

Kanevsky, L, & Geake, J 2004, 'Inside the zone of proximal development: Validating a multifactor model of learning potential with gifted students and their peers', Journal for the Education of the Gifted, vol. 28, no. 2, pp. 182-217

Mr Sam Sterrett & Mr  Steve McLean 
Enrichment Coordinators

BCEC - Finding a Place to Call Home: Immigration in Australia

On Friday 1 November, eight Year 12 Economics students, including myself, were accompanied by  Mrs  Ellis and  Reverend  Gary to attend the  Bankwest  Curtin Economics Centre Report on Immigration in Australia. We went to the Grand Ballroom at the Hyatt in the City for a lunch at which we, among other schools such as  Aranmore  Catholic College and Wanneroo Secondary College, heard from many professionals within their respective fields. We discussed issues surrounding the growth in the immigrant share of Australia’s population and how this impacts the Australian  labour  markets, education systems, wages and social cohesion. 

As stated by the findings of the report, “A one percentage point increase in the share of migrant workers leads to an increase of 2.4 percentage point in the real wages of native-born workers”. Statistics such as these were beneficial to our understanding of the impacts of immigration within Australia. One of the main issues we discussed was the  underutilisation  of migrants’ skills in Australia and this discussion helped in broadening our perspectives about the topic. Attending this lunch held by the  Bankwest  Curtin Economics Centre was helpful for us as Economics students as it developed our understanding of the current Australian economy and issues surrounding it. 

 

James Devereux
Ferguson House

Christmas Fare and Gifts 2019

Once again this year we are pleased to offer delightful Christmas treats from 'Coffee Table Delights' that includes their cakes, shortbread, cookies and Christmas bark. We also have a selection of Pipe Band merchandise that includes the Scotch College apron, TSA approved luggage straps, and our coffee mugs with our Pipe Band caricatures or school crest. Please see the list of goods on offer here.

To place your order, please complete the form and email it to PBPSG@scotch.wa.edu.au or to pay by credit card over the phone please call Glenda Crawford on 0408 068 841.

Orders will close on Wednesday, 27 November 2019.

Orders can be collected from the Pipe Band room on:

Thursday 5   December: 8.00   -8.30am or 2.30 -3.30pm

Friday 6 December: 8.00 -8.30am or 1.00 -2.00pm

All proceeds raised go towards uniforms and equipment for the Scotch College Pipe Band.

Thank you for your continued support of the Scotch College Pipe Band. For any queries please contact PBPSG@scotch.wa.edu.au.

Glenda Crawford
President
Pipe Band Parent Support Group

Scotch Parents

I am certain that there is a collective 'sigh of relief' currently being breathed in the households of our 2019 Leavers.  Time now for both the boys and their families to relax and enjoy some well-earned downtime.

For many Scotch parents this is the last part of your journey with us and I would like to thank you all for your valuable contribution to our Scotch community.  You have been integral contributors to the school organising dances, balls, social functions, morning and afternoon teas, lunches, BBQs, fundraisers and most importantly supporting your boys throughout their time at Scotch.  Thank you for everything that you have done, the time you have invested and the sacrifices you have made - we hope that you continue to be part of our Scotch family.

 

Tickets for the 2019 Valedictory Dinner are on sale now and close this week – if you have a son in the 2019 leavers cohort and have not yet booked a ticket to attend, please do so ASAP by clicking here.

We are still looking for some parent volunteers to help with the set-up of Valedictory Dinner on Friday 29 November from 11am – if you can spare a couple of hours please go to https://signup.com/go/shZiumc

Many thanks to the 42 current Year 12 boys who have put up their hands and volunteered their time to be our Valedictory Waiters on the night.

The AGM of Scotch Parents is tomorrow (Tuesday 19 November) in the Dining Room Annexe at 7.00pm.  It is a great opportunity for you to come along and get some insight into what Scotch Parents is all about and hopefully think about being involved.  I know that everyone is 'time poor' but the rewards from being part of such a vibrant and valuable association that greatly contributes to Scotch College are numerous.

Many thanks to all of our Class and Year Reps for 2019 – you have pulled together many great activities and social events which have been very well attended.  I am very excited that we already have new year group parent reps in the senior school for Years 9, 11 and 12 – if you're a Year 10 parent and would like to help out please let me know.

Thank you all for your support of Scotch Parents in 2019, I have enjoyed my time as President and meeting so many energetic parents.  It has been a pleasure working with you and I think we can be proud of the fantastic events we've organised and the beneficial projects we've been able to support in 2019.  I look forward to welcoming a new and energised committee to take us into 2020.

Sara Hector
President
Scotch Parents

Upcoming Events organised and supported by Scotch Parents

• Friday 29 November: Valedictory Dinner and Chapel, Dickinson Centre
• Friday 6 December from 7pm:Year 7 Parents End of Year Drinks at the Tiger Bar, Claremont Football Club from 7pm – bookings can be  made here.
• Tuesday 10 December: Year 8 Parents & Boys Breakfast, Middle School Quadrangle
• Tuesday 28 January 2020: Welcome BBQ

Scotch Groups – A way for all Support Groups to communicate!

We have a new communication portal “Scotch Groups” that is accessible via this link. The site is relatively new but will be a point for parents to access information for all of the groups within the College including Scotch Parents and all the Support Groups. 

These groups are secure, closed groups that will require you to request access to join so please follow the link and become a member of those groups relevant to your son to keep up to date with the latest information.

To access the groups you will require your parent login information (this is also your SEQTA login) if you have any difficulties locating this information please contact the Tech Centre on 9383 6866.

If you have any queries regarding Scotch Groups please contact Mel Colling on Mel.Colling@scotch.wa.edu.au or 9383 6926.

Kawai Piano Sale

Don't miss the opportunity to purchase a quality Kawai piano that has been used at Scotch College for teaching. These pianos are only 12 months old, all have been professionally maintained and carry a full Kawai 12 year manufacturer's warranty. For 4 days only, these pianos and a limited number of 'ex-demo' pianos will be offered to the public at specially discounted prices.