Welcome back to Spring Term. It is wonderful to commence what is a relatively short, but very busy term; a term which includes a lot to celebrate and acknowledge as we work towards the conclusion of yet another calendar year.

While there are still a lot of people affected by the ramifications of COVID-19, in WA and in particular at Scotch, we are truly fortunate not to be facing some of the same lockdown and health challenges of many of our educational colleagues across the country and across the globe. As many schools and colleges face such limited opportunities this term to come together and celebrate, I feel it is important that we understand and take time to reflect on just how fortunate we are to operate what is essentially a very normal term, albeit with some minor modifications for some of our larger functions.

I sincerely hope all families took the opportunity to spend invaluable time with each other during the recent holidays. In our rapid-paced world, quality family time can suffer at the hands of getting tasks done and by adhering to an unrealistic set of commitments. If you were considering getting more balance back into your life, then why not start now?

It is hard to comprehend that last week marked the change of school year for our Year 9, 10 and 11 students who all commenced their new academic year by moving up a grade. Commencing the new academic year in October is something that sets us apart from many other schools and colleges. While it does present us with some logistical challenges, this strategy is aimed at maximising teaching and learning opportunities for both students and staff.

March Out

Of course, one of the biggest events on our calendar occurred last Friday when we bid farewell to our Year 12 students at March Out. This event is a highlight on the school calendar and seems to draw bigger crowds every year. The day is special not just because we say farewell to the Year 12s, but because it is one of the few times in a year when our whole school comes together. We do so because we want to say thanks and wish the Year 12s farewell. For our young boys, it provides yet another great moment for them to experience aspirational achievement as they watch our Year 12s march out and commence the first stage of their post-school journey.

Speaking of our young children, I would like to extend a very warm welcome to our new Head of Junior School, Mrs Maria Hodges, who joins us having held a series of significant leadership positions in WA. Maria's passion and expertise will no doubt ensure that we continue to grow and enhance the programmes we offer for our Junior School boys and their families.

Welcome also to the new families who have joined our Scotch community this term. It is great that you have chosen to join us and I know that it will not take long until you fully understand why you made the decision. Please do not hesitate to ask any of us for help as you settle into our community.

In closing, I ask all of the community to keep our Year 12 boys in their thoughts and prayers as they embark on their final examinations or work placement commitments. I know the boys appreciate the support of all of us at such a significant time of their Scotch journey. Our leavers have made a significant contribution to our community over many years, so we wish them the very best for the coming weeks.

To new and returning families, don't forget to come and say hello no matter whether we cross paths at school or outside of school somewhere in the community.

I look forward to seeing everyone around the College or in the wider community.

Have a great fortnight,

Dr Alec O'Connell
Headmaster

Chaplain's Reflections

David Attenborough's A Life on Our Planet is a must-see. Attenborough gives us a glimpse of how our planet has changed during his 94 years and maintains that the true tragedy "is still unfolding, barely noticeable from day to day: the loss of biodiversity".

The destruction of rainforests of Borneo, the habitat of the orangutans, is particularly upsetting. "Orangutan mothers have to spend 10 years with their young, teaching them which fruits are worth eating. Without this training, they would not complete their role in dispersing seeds, and the future generation of many trees would be at risk," says Attenborough.

If changes continue at this rate, he notes that by 2100, the world would be almost four degrees warmer and a sixth mass extinction would be underway.

In the last half hour, Attenborough outlines what we can do to reverse the damage and he reminds us that "if we take care of nature, nature will take care of us". There will be no silver bullet to solve this crisis, but there is hope that nature will heal and restore if we give it the urgent attention it needs.

Carla A. Grosch-Miller's version of Psalm 8, in Psalms Redux: poems and prayers, provides a prayer for the way forward:

"O God, how we have maligned and misinterpreted You – placing ourselves above all creation, commandeering the helm that we might control and use for our own comfort and convenience. Forgive us, and restore us to our senses, that we might see and sense and know and love all that is and all that can be. May our reverence for You be manifest in our reverence for all of life. May our wakeful listening penetrate the earth and reach towards the heavens. May our bold tenderness overcome our ignorance and enable wise action. For this life is a wonder. You have gifted us with all we need – beauty and bounty, word and wisdom, courage and companionship."

Year 11 New Beginnings through our Cognitive Curriculum

There is so much that I could write about this week as Senior School heads into a new academic year. I could focus on March Out, an event signifying the end of a journey for our wonderful Year 12s as they approach their final examinations. Or perhaps the exciting beginning of our Year 9 to Year 11 boys who have been involved in an extraordinary array of conference activities last week. Or even a welcome to Maria Hodges, our vibrant new Head of Junior School who will start a new chapter of her career at Scotch. Or the hardworking Year 5s who have moved into the next stage of planning for their PYP Exhibition. Or Beach School with Year 2s, Year 10 Expeditions, Year 8 Community Project, Year 5 and 8 transition days, the list of new beginnings goes on.

However, this week's article is focused on an exciting initiative that will directly benefit our Year 11 WACE students. In an effort to grow our Year 11s capabilities in the key areas of Leadership, Self-Management, Health and Wellbeing, Careers and Financial Literacy, Scotch, for the first time, will deliver a new course targeting these areas. Although the Year 11 Leadership course has been a strong part of our programme for a number of years, there are features that have been added to the overall programme aimed to help our Year 11 WACE students transition well. 

Delivered in four periods a cycle, we will continue to explicitly teach important skills to our students since the research we have gathered suggests a strong positive relationship between skill proficiency and academic performance. Titled, Year 11 Cognitive Curriculum, classes will be delivered in their Houses by academic staff who are passionate about sharing their expertise in this area.

Spring Term sees an entire term devoted to learning about effective study techniques, methods for organisation , goal setting, understanding how to access helpful resources and managing a positive mindset to deal with some of the challenges the Year 11s will face over the coming year. This expands into long term revision, memory recall, exam techniques and managing stress. In Summer Term, the course will develop into a sophisticated careers p rogramme  where students will learn about job prospects, further education, how to manage an online work media account and have an opportunity to practice interview techniques. In Autumn Term, the Commerce Department have written a nine-week  programme to teach the boys about financial literacy, so they are better placed to understand their own personal finances, budgeting, the impact of credit card debt and compounding interest. In the final term, Year 11 students will turn their focus back towards their study as they prepare for a year - long final examination. With the ongoing support of the Old Scotch Collegians, past students will provide an excellent network of support in conjunction with the Cognitive Curriculum teachers, where we will deliver a mix of exam skills and revision of content.

For the International Baccalaureate (IB) students, this aspect of their education is covered in the Approaches to Learning (ATL) that has been a part of their programme  since 2016. The ATL skills curriculum was established by the IB to  formalise important connections between learning. These skills are taught through the process of completing the Extended Essay (EE), Creativity, Activity and Service (CAS) and the Theory of Knowledge (TOK) course. Similarly, classroom teachers advance these skills during their independent research phase known as the Internal Assessments (IA). We are delighted to bring this preparation for university into our WACE programme and hope to enhance our boys' experience as we prepare boys for life.

A Collection of Thoughts

Are we making progress?

At this time of year, I often feel a sense of being overwhelmed: the new academic year begins in the Senior School with two days of conferences, and the Year 12 March Out Assembly and Marching take place. There is a great deal to get organised in what seems like a short space of time. In Middle and Junior Schools, we begin to gear up for the final term which involves reports and the transition programmes, which occur as boys prepare to move up a year and from one part of the school to another. I realise – yet again – that the year is three-quarters over, and I despair that I have not been able to achieve as much as I had hoped. 

The joy that accompanies the return of all staff and students helps to alleviate the sense of overwhelm and failure; when the school comes alive again, it all seems to make more sense. Their presence – being present with them – gives all of us the opportunity to help guide them but also to learn from them. 

My view is that there are four things that schools and homes should be doing for young people:

• Developing in them some understanding of the importance of looking after their minds and their bodies
• Instilling in them an appreciation of the essential nature of looking out for others and doing things for others
• Fostering curiosity about the world around them and a willingness to question, respectfully
• Demonstrating the importance of a sound work ethic and the central role of displaying courage 

A Society in Flux?

I feel as though we are in a transitional phase in this society and it will be interesting to watch how it goes. Currently, we are at a stage where more and more people are saying how important wellbeing is, and yet they are clinging to the old ways of doing and seeing. Our underlying thinking does not yet seem to have shifted: there is still a desire to see our boys as being successful (usually defined in monetary terms), rather than valuable, to paraphrase Einstein. We still think in terms of titles and trophies and ATARs and rankings, rather than character and kindness and humility and courage. Although I think we are moving in the right direction, I am still not sure if the effect of COVID-19 will be to speed up this process of change or slow it down. Many people considered that it would be an opportunity for us to stop and look at what we do (and why we do it) and reset things, but that reset does not seem to have been as significant as we had hoped it would be. If we remain conscious of it, we can continue to work towards this happening. 

Numbers continue to dominate our lives. They are very beautiful and have enabled us to achieve incredible things. But they also pose a danger. There is a saying in wellbeing: If you treasure it, you will measure it. And yet, the very things most people profess to value above all things – love, honesty, kindness, trust – are almost beyond measurement and, in trying to measure them, we lose something. When we turn things into simple numbers, we should take care to recognise the limits on this. As a History teacher, I have a deep resentment to the notion of turning people into numbers. 

I've just started dipping into Maggie Dent's new book, From Boys to Men. Early on, she writes that wisdom – true wisdom – cannot be measured by grades or assessments. Later in the book, she writes that every child is born with their own unique gifts and challenges. It is such a simple yet powerful thing to keep in mind. Helping young people to recognise their gifts and develop them, and giving them the confidence to tackle and overcome those challenges is our primary goal. Each of us should be signposts and lighthouses for them. Dent incisively observes that a lot of boys are worried about wasting their lives; it is a fear that is hard for them to verbalise. Having honest, open, respectful and regular conversations with them (when you are next to them, rather than across the table from them) is the best way to deal with this and many other issues. Another point I was very glad to read was her encouragement of activities that are meditative by their nature. Stillness and quiet are often the missing ingredients in good decision-making, for us as much as for our boys!

Transitions in School

Transitions are often marked by celebration. There is joy and sadness, and looking forward and reminiscing, and there is movement and noise. But effective transitions also require stillness and some quiet, or at least being removed from our normal environment for a short while. Gratitude can flow into this space, and we can also resolve to make the most of what lies ahead. Sometimes in our efforts to prepare boys for the next phase of their lives, I think we take a little too much of the risk and excitement out of it. It is nice to know what is coming so that we can prepare for it, but life is not always like that. We are tested when the unexpected happens; we face our fears when we begin a new undertaking or enter a field for the first time. I am not suggesting that we should push them out the door and say, "Off you go!" without any assistance. We should make sure they have three things:

• A support toolkit (containing the skills to look after themselves and care for others)
• A map (which contains a strong sense of where they have come from and a clear picture of the possible directions they might take, but not necessarily a final destination)
• A compass (a set of values which will guide them)

These are not things we can give them on the morning of them undertaking their new adventure. These are things which must be developed over time, and which involve deep conversations and input from a variety of people. Sometimes, though, these will still not be enough. They will fail or get lost. As long as they know how to use their toolkit, map and compass, they will hopefully be able to find their way onto a pathway that is good for them. There is a satisfaction in owning our own progress and there is great joy in discovering for oneself; we should not rob our boys of either of these. 

Year 2 and 12 Gatherings

One small way in which we try to provide Year 12s with an opportunity to reflect on how far they have come is through the Year 2 and 12 gatherings. We had the last of these for our leaving Year 12s after March Out; it was one final opportunity to see how much they have grown and to briefly put aside the new world that awaits them as they spend time with their Year 2 buddies. It gives the younger boys something to aspire to. And in a couple of weeks, we will begin again with the new Year 12s (the leaving class of 2021) and our current Year 1s. 

SchoolTV

This month's online edition of this parenting webpage deals with the topic of raising boys . I found the articles at the bottom of most interest, particularly  Twelve Tips for Parenting Boys  and  Communicating with Teenage Boys . There is also a Maggie Dent article, on  Understanding, Nurturing and Connecting , which is worth a read.  

Uniform Shop

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Interactive Course Maps

Many students find starting new courses in Year 11 difficult and frustrating. They grapple with making sense of complex topics and lack the ability to make the connections needed to develop a deeper understanding. Broken down into basic components, however, making sense of complex topics and connecting interdependencies is not so difficult. Interactive Course Maps are being created to help students navigate their way through the course and break down the topics into more manageable parts; these maps are visual, interactive and information is chunked into digestible parts.

Visual mapping supports students who are visual learners and think in images. The Interactive Course Map integrates visual elements such as colour, curves and hand-drawn icons making it interesting and engaging. The icons are interactive and allow students to explore and visualise the course concepts, which in turn support the student's understanding and retention of the information.

Chunking is the process of taking smaller parts of information and grouping them into a larger whole. This process helps humans retain and retrieve information more effectively. When we remember phone numbers, we chunk them into smaller parts. For example, 0-4-3-0-5-5-5-4-4-3 is typically chunked into 0430-555-443. Using a map to chunk the concepts of the course, students are able to take smaller parts and combine them into a more meaningful and memorable whole.

The Interactive Course Map helps develop understanding. However, to be really effective the student must make their own connections between the interdependent concepts, and work at developing their own concept maps. These Interactive Course Maps can be downloaded as templates for students to develop their own unique versions and can be saved as a pdf for printing and annotation. Starting a new course is not easy, but by addressing the three key elements of visual representation, chunking and mapping, Interactive Course Maps can help every student develop a deeper understanding and better memory retention.

Mrs Adelle Wilkes
ILT Integration Specialist

Composition Masterclass 

Composing is a process that takes time. It is a journey that requires the individual to generate new ideas, to reflect on their work and refine what they have done. The process of composition accesses many higher-order thinking skills such as critical thinking, problem-solving, analysing, evaluating and creating. For centuries people have composed music for a variety of purposes ranging from chamber music, dances, ceremonies, films, protests songs, etc. In the days before humanity notated music, people shared music through 'doing', a tradition where people would perform music and others would remember it.

Pythagoras had a natural curiosity about music and was one of the first to study the mathematical relationship between music intervals. Philosopher and Roman senator Boethius wrote a treatise titled The Principals of Music and translations of his work brought Pythagoras' mathematical understanding of music into the medieval period. His treatise was printed in Venice during the 15 th century and became influential throughout Europe. Boethius believed that arithmetic and music were intertwined and unified the principles of order and harmony. Throughout the 1600s music notation continued to evolve; music notation, bar lines, performance directions and dynamic markings all started to appear on music scores.

Composing and performance are intertwined. To be able to write for instruments, each must inform the other to create a work of music. Composers such as Mozart, Beethoven and Schumann were all great composers, however, they were also great performers.

Composing music involves mathematics, creativity and critical thinking. In recent years, neuroscientists have developed a deeper understanding of the areas where music is processed in the brain. Research has shown that music engages many areas of the human brain. During composing the areas in the brain responsible for emotional processing and information integration show increased connectivity. Composing activities provide students with the opportunity to generate new ideas, and plan what they are going to create and produce. It is a journey where they will take risks, make mistakes, overcome challenges, consider alternatives, and develop their ideas to a point of realisation. What all good composers have in common is a good idea. It is the craft of composing that turns this idea into a great work. When a composer writes a piece of music, they must have an understanding of the style and context they are working with, the technical capabilities and idiomatic use of instruments, as well as knowledge of how to develop their rhythmic, melodic and harmonic material.

On Tuesday 1 September, the Year 9 Specialist Music students participated in a composition masterclass with renowned Perth composer Mr Griffin Wright. This session involved students workshopping their compositions and refining their harmonic and melodic ideas. Throughout the masterclass the boys were given opportunities to experiment with accompaniment styles, voice leading, idiomatic writing and harmonic function. Prior to the masterclass, they had spent time listening to and analysing scores of great composers such as Bach, Beethoven, Bartok and even The Beatles. This opportunity was designed to help students to develop their personal and original composition voice whilst reinforcing their understanding of music fundamentals. The masterclass was a great success and will be the first of a masterclass series that will run each term. These masterclasses are designed to prepare students for higher-level composition tasks in Years 11 and 12, including the Year 12 Composition Showcase where the students' works are performed by professional musicians in front of a live audience.

Jennifer Sullivan
Music Teacher | Music Curriculum Coordinator

Why Scotch College Junior School?

There have been many times over my career that I hear parents discussing why a private education at a school like Scotch is not required until their child is older when the ‘important’ learning occurs. My experience demonstrates why this choice is of such benefit to our youngest students. In fact, I would argue that it is while the child is at their earliest stage of learning that this choice is hugely beneficial and can set the child’s love of learning and light the spark within them to achieve to their full potential throughout their educational journey and into their adult working life.

We now know that children’s brains develop at an incredible speed in the early years of life, a time when many neural pathways are formed, and connections are made. Learning is rapid at this time and the foundations built early will be ever relied upon. The experiences and opportunities a child is given is integral to their growth and learning, now and in later years. Positive relationships and experiences assist in healthy brain development and can impact on a child’s learning for years to come. Put simply, the early years of a child’s learning experiences lay the foundation for all that is to come and are an important catalyst to their future options.

Children build a picture of themselves as learners from the start of their educational journey. This concept of self creates a belief in their abilities to take risks in their learning, problem solve, investigate, question and learn from getting things wrong. It invigorates their natural curiosity and creativity and when fostered, nourished and nurtured, important foundations are laid. There is strong evidence that enriched, stimulating environments and high-quality pedagogy are fostered by better qualified staff; and better quality pedagogy leads to better learning outcomes (Litjens and Taguma, 2010). The right learning environment coupled with skilled teachers who are experienced and understand how to construct and enhance environments and programmes to harness and support children from their very early learning experiences, will cement these abilities that can be called upon throughout the child’s schooling and life.

What cannot be underestimated, is the necessity for early intervention through thorough practices and the monitoring of learning and understandings throughout the early primary period. Research clearly indicates that with well planned and complete practices in place to recognise, act and monitor each child’s progress, the majority of children achieve age appropriate educational, social and emotional milestones which will allow them to access and continue their educational journey successfully into Middle School and beyond. Research demonstrates, that children who are in educational settings where early interventions are supported and well implemented may show potential for increased academic readiness in the later years, achieve stronger results and have better peer interactions. The influence a school environment like Scotch can have on a child’s later success in school is unassailable.

The best teachers, strong pedagogical practices and a learning community that strives to meet the needs of each growing and changing child is what a Scotch Junior School experience entails. Add to this the exceptional Pastoral and Wellbeing programmes, extra-curricular opportunities, facilities, grounds and endless opportunities to experience broader programmes beyond the classroom, such as Bush and Beach School, and the evidence speaks for itself. Making the choice to embark on a Scotch education in the early years is something you can do to equip your child with the tools they will need for their later schooling and future learning. The best possible foundations is something you will never regret and they will never forget!

Physical Education News

Spring Term sees a host of new activities taking place for Junior School boys in Physical Education as the warmer weather approaches.

This term, students will be working on numerous skills related to Basketball, Cricket and European Handball, whilst the Inter House Gaelic Football competition will run at recess and lunch times on Monday and Tuesday for Year 3 to 5 students.

Students will also be participating in swimming lessons near the end of the term whilst our younger students in Year 1 and 2 can look forward to the Aqua Fun Day taking place near the end of Spring Term.

Summer JPSSA recommences for Year 5 students and we wish them well in their Inter School sporting competition.

Mr Scott Whiston
Head of Junior School Physical Education

1G News

What a whirlwind of learning it has been for the students in 1G. Winter Term began with an inquiry into 'How the world works', where we looked into systems that shaped the planet.

We had fun learning big words like evaporation, condensation and precipitation when we learnt how the water cycle works. Mr Patrick Barry from Senior School visited 1G with the Van der Graaff generator. We learnt about static electricity, which is not the same as current electricity. He talked about positive and negative charges, which we know has something to do with how lightning and thunder work. We were very brave and had lots of fun when we placed our hand on the Van der Graaff and watched our hair stand on end.

Our Inter House Athletics Carnival was a real blast. We had so much fun competing in sprint races, hurdles, long jump, and relays. What fine sportsmen you are! Look out for our precision and skill as we move through the grades.

We have now moved into 'Where we are in place and time'. Our homes reflect both cultural and personal experiences. We shared many photos and videos of our own homes, exploring features from homes built over 100 years ago and compared them with homes built today. Over the coming weeks we are looking forward to exploring different homes from around the world.

We are looking forward to a busy Spring Term with Book Week, Grandparents' Day, swimming lessons, Aqua Fun Day and Orientation to Year 2.

Mrs Kristen Gray
Year 1G Teacher

Enrichment in the Junior School – Spring Term

What a joy it has been to recommence existing initiatives and to launch new opportunities that are designed to challenge, stimulate and enrich the learning of our students in the Junior School. Winter Term certainly saw teachers and students eagerly reconnecting with co-curricular offerings, online competitions and assessments, with all parties benefitting from the hindsight that our school closures and COVID-19 limitations have given us all.

Tournament of Minds

The organisers of Tournament of Minds changed the format this year, allowing teams to collaborate on a digital challenge, submitting a final video presentation of their work. Miss Cirillo and I worked with an enthusiastic group of Year 4 and 5 boys who chose to focus on Language and Literature and worked independently and creatively on the Lords of the Lost Locked Lion Language, incorporating figurative language devices very cleverly into their original script and designing costumes with the minimum of materials and the maximum of fun and innovation. We were very proud of them all and congratulations must go to Billy Black, Raymond Bodie-Hall, Charlie Burton, Angus McIntosh, Ben Bloch and James Ackerman for their impressive work which gained an excellent review from the panel of judges.

Challengeopolis

Another new initiative that was borne out of restrictions, has been a new collaboration between Christ Church Grammar School, PLC and St Hilda’s. Challengeopolis is a non-competitive event where mixed teams of pupils participate in a series of challenges designed to broaden their thinking, socialise and expand their horizons through philosophy, artistic design and open-ended mathematical tasks. Judging by the feedback from participants, this is an area that all schools will look to grow in the coming years by inviting more schools to participate and in greater student numbers. Congratulations to our inaugural team members; Lachlan Gillett, Alexander Rogers, Elias Rigg, Ethan Palassis, Marcus Yang and Ahren Mahesh.

Philosothon

Cross campus associations and opportunities have also enabled us to continue to offer a wide variety of challenges to our students. The Middle School Philosothon annually invites eight Year 5 students to enter and gain valuable experience in the world of philosophy as they discuss and challenge one another’s points of views in a series of topics including:

1. Is it ever morally right to kill someone?
2. Can a robot be conscious?
3. How do I know the world isn’t virtual?
4. What is freedom?

Our Year 5 entrants coped brilliantly with the exposure to this event and I hope that it has sparked their enthusiasm to participate in future events. Well done to Eryn Richards, Tom Gamble, Eugene Cha, Ishir Bhaduri, Eamonn Maher, Raymond Bodie Hall, Gus McIntosh and our Most Promising Year 5 Philosopher Billy Black.

Connect to Create

This term will see the launch of Connect to Create where Junior School boys from Years 3 and 4 will work alongside Senior School IB students in a series of workshops, as they collaborate in an exciting range of subjects; Philosophy, Debating, 3D Printing, Drones and Robotics, Digital Storytelling and Music. The prospect of this association is mouth-watering and we are anticipating an enthusiastic response from all parties involved when we launch the projects in Week 2 to all of the pupils, parents, teachers and experts that are involved.

PYP Exhibition

Our Year 5 students are now entering the final stages of their Primary Years Programme (PYP) Exhibition, a discipline that stretches and challenges all students to think more broadly and deeply about their burning questions surrounding the transdisciplinary theme of 'How the world works'. Added to this is the Year 5 Musical which is always outstanding and provides every boy with the chance to explore the Performing Arte. Please mark the date in your calendar as it is a wonderful showcase of talent. Finally, spare a thought for Mr Wells and Ms Louden as they prepare their Year 5 and 6 teams for First Lego League competitions that are due to commence in November. It has been a massive undertaking and has required many hours of additional work and problem solving but I am sure that our contestants will excel, and I wish them every success.

Mrs Alison Webster
Junior School Enrichment Coordinator

Head of Middle School

Continuous Reporting

March Out once again was a wonderful illustration of the culture and values inherent in a Scotch College education. My advice to parents is to attend one March Out before it is your son's turn, not just so you know what expect on that day, but to see and hear in a single snapshot the symbols and messages of what we as a College see as important.

Over the weekend we had our new 2021 boarders and parents on site. It was a busy and engaging few sessions with both groups. One of the questions I was asked that I felt was worth repeating was: "How will we know how our son is going with his assessments?"

At Scotch College we have a process titled Continuous Reporting, essentially the sharing of information to improve student outcomes. We use a platform called SEQTA Engage for our parents to access this information. The Continuous Reporting process has two central elements:

• Feedback: following each summative assessment; the target audience is the student.
• Reporting: semester-based, twice per year; the target audience is the parent.

Whilst each aspect has a target audience, we anticipate both forms of information are read by both parents and students.

The purpose of feedback is to provide, within the most useful timeframe possible, advice, instruction and encouragement to enhance learning. In Middle School following all summative assessments (the more formal, structured and normed type assessments) we use the following structure to frame our feedback comments:

• What was done well?
• Where improvement was seen?
• Suggestions for future improvement

These comments along with a Criterion Level of 1–8 are recorded and made available within 10 school days of each summative assessment on SEQTA. Parents are notified of this SEQTA posting via an email.

Further to the affirmation and direction within the feedback, staff teach students how to reflect on their recent efforts and provide them with classroom time and a framework, along with prompts and sentence starters, to self-reflect on their unit of work and the concluding assessment. It is a valuable skill that is refined as students move through the years and can become a very powerful self-directing process in upper school and beyond.

The point I hoped I made to the boarding families when they asked me this question was to highlight that feedback, whilst accessible to both student and parents, is more effective as a conversation directly with the student. The final point I made was a parent can contact a teacher at any time throughout the year to ask for information on their son's academic and pastoral progress.

7.6 Poetry Slam

During Winter Term, the unit of work during English was Poetry. The 7.6 class explored a range of ballads and free verse poems including the famous Highway Man by Alfred Noyes and Phenomenal Woman by Maya Angelou. The boys in 7.6 loved the exposure to a large variety of poems and took on the challenge to identify the deeper understanding by analysing the poetic, visual and sound devices used in the poem. They also looked closely at the choice of words the author used that helped create a particular tone and mood of the poem.

For the final assessment, the students had the opportunity to select a topic to write about and present an original poem using the poetic devices and frameworks taught during the unit. There was a breadth of interesting topics explored, from AFL to global warming and mental health. The students presented with passion and creativity in front of their classroom peers then two finalists from each class were chosen to present in front of the Year 7 cohort.

A poem by Thomas Sojan

A poem by Isaac Oddy

Mr David Watson
7.6 Homeroom Teacher

6.4 Investigating our Migrant Past

During the Winter Term, the Year 6 boys have been busy creating a Migrant Suitcase which was all part of an exciting iLearn unit where students investigated a notable Australian migrant who has made a significant impact on Australian society. As an introduction to the unit, boys started the term with a fascinating interactive excursion to the Maritime Museum to explore the stories of people who had migrated to Western Australia. Boys learnt of the challenges, achievements and contributions of a group of migrants and how they impacted the future of Australia. They thoroughly enjoyed the opportunity to recreate through role play some of these different migrants stories. They also discovered how to build a museum-quality display and examined artefacts that represent a migrant's life journey.

When boys returned to school, they were full of enthusiasm to start researching a famous Australian who had migrated to Australia. Their task was to create a Migrant Suitcase (shoebox size) that included five artefacts representing different aspects of the person's life. As a part of the unit, the students learnt about the White Australian policy, the Displaced Person's Act of 1947 and push and pull factors that influenced migration.

A highlight of the term was an incursion involving Dr O'Connell and student Arad Rad (Year 12), who told their personal stories of migration to Australia to the Year 6 cohort. The culmination of the term was the 'classroom walkthrough' where all the Year 6 boys had the opportunity to present the Migrant Suitcase they had created to the rest of the cohort. A vast range of migrant stories was presented, including Victor Chang, Penny Wong, C.Y. O'Connor and Majak Daw. It was also wonderful to see boys also choosing family relatives and personal sporting coaches to research.

Finally, on the sporting front, the Year 6 Inter House Gaelic Football competition was a formidable hard-fought contest between the Houses with the mighty David House declared the champions.

 

Mrs Sarah Blunt
6.4 Homeroom Teacher

Student Achievements

Last term Middle School boys sat a number of ICAS/UNSW & AMT Competitions. Congratulations to the following boys below on their results:

Australian Mathematics Competition

Year 6

Mayo, Jack	High Distinction
Daoud, Guillaume	Distinction
Robinson, Charlie	Distinction
Regli, Luca	Distinction
Chambers, Thomas	Credit
Lisle, Cooper	Credit
Stephan, James	Credit
Walters, Jackson	Credit

 Year 7

Ho, Oscar	High Distinction
Pocock, Simon	High Distinction
Bennett, William	Distinction
Gibson, Harry	Distinction
Knuckey, Oliver	Distinction
Lovegrove, Nicholas	Distinction
Oddy, Isaac	Distinction
Spurling, Oliver	Distinction
Thorpe, Rory	Distinction
Wall, James	Distinction
Chambers, Billy	Credit
Hutchison, Jarrod	Credit
Morgan, Lachlan	Credit
Vanden Driesen, Xavier	Credit
Vaughan, James	Credit

 Year 8

Winch, James	High Distinction
Walton, David	Distinction
Campbell, Cooper	Credit
Duffield, Tom	Credit
Gleeson, Thomas	Credit

 UNSW English Competition

Year 6

Lovegrove, Thomas

Distinction

 Year 7

Spurling, Oliver	Distinction
Oddy, Isaac	Credit
Pocock, Simon	Credit
Vaughan, James	Credit

 Year 8

Douglas, Jack	High Distinction
Marstrand, Aidan	Distinction
Winch, James	Credit

 UNSW Science Competition

Year 6

Regli, Luca	High Distinction
Mayo, Jack	Distinction
Daoud, Guillaume	Credit
Stephan, James	Credit

 Year 7

Lovegrove, Nicholas	Distinction
Vanden Driesen, Xaver	Distinction
Vaughan, James	Distinction
Chambers, Billy	Credit
Knuckey, Oliver	Credit
Pocock, Simon	Credit
Spurling, Oliver	Credit

 Year 8

Winch, James	Distinction
Walton, David	Credit

UNSW Digital Technologies Competition

Year 6

Regli, Luca	Distinction
Daoud, Guillaume	Credit
Lovegrove, Thomas	Credit
Stephan, James	Credit

 Year 7

Wall, James	Distinction
Pocock, Simon	Credit
Spurling, Oliver	Credit
Vanden Driesen, Xavier	Credit

 Year 8

Duffield, Thomas

Credit

UNSW Spelling Competition

Year 6

Mayo, Jack

Distinction

Year 7

Spurling, Oliver	High Distinction
Lovegrove, Nicholas	Distinction
Burke, Dylan	Distinction
Knuckey, Oliver	Credit
Vaughan, James	Credit

Important Dates — Middle School Spring Term

For all upcoming events, visit our online calendar.

Tue 20 Oct	Year 7 Scotch/PLC Quiz Night, 5.45pm Dickinson Centre
Wed 21 Oct	6.2 Surf Camp departs 6.1 Surf Camp returns
Fri 23 Oct	MS Assembly, 12pm Dickinson Centre 6.2 Surf Camp returns
Sun 25 Oct	Year 6 Family Fun Day, 2pm Matilda Bay
Mon 26 Oct	6.3 Surf Camp departs 7.2 Sailing programme
Tue 27 Oct	7.2 Sailing programme
Wed 28 Oct	6.4 Surf Camp departs 7.3 Sailing programme 6.3 Surf Camp returns
Thu 29 Oct	7.3 Sailing programme Year 5/6 Cricket Match, 9am–4pm (selected students)
Fri 30 Oct	6.4 Surf Camp returns
Sun 1 Nov	Year 7 & 8 Bibbulmun Track departs (boarders only)
Thu 5 Nov	Year 6 Academic Assessment Services Testing, 8.30am–12.30pm Middle School Year 7 & 8 Bibbulmun Track returns
Fri 6 Nov	MS Assembly (staff & students only), 12pm MacKellar Hall
Mon 9 Nov	7.4 Sailing programme
Tue 10 Nov	7.4 Sailing programme
Wed 11 Nov	7.5 Sailing programme Remembrance Day Ceremony JS/MS Inspirations Exhibition Opening, 6pm Art Gallery, Junior Middle Library
Thu 12 Nov	7.5 Sailing programme JS/MS Spring Music Soiree, 5.30pm Memorial Hall
Sun 15 Nov	Year 7 Scotch/PLC Family Picnic, 11.30am Matilda Bay Foreshore
Mon 16 Nov	MS Production All Day Dress Rehearsal Foundation Theatre 7.6 Sailing programme
Tue 17 Nov	7.6 Sailing programme
Wed 18 Nov	7.7 Sailing programme Kicker Thompson production opening night, 7pm Foundation Theatre
Thu 19 Nov	7.7 Sailing programme Kicker Thompson production, 7pm Foundation Theatre
		Fri 20 Nov	MS Assembly (Staff & Students only), 12.00pm MacKellar Hall Kicker Thompson production, 7pm Foundation Theatre
Sat 21 Nov	Kicker Thompson production Matinee, 2pm Foundation Theatre
Mon 23 Nov	8.1 Snorkelling programme
Tue 24 Nov	8.2 Snorkelling programme
Wed 25 Nov	8.3 Snorkelling programme
Thu 26 Nov	8.4 Snorkelling programme
	Year 7 Parents – Community Project 2021 Launch, 6.30pm Memorial Hall
Sun 29 Nov	Year 6 Parents Christmas Function, 4pm The Cott Upper Deck
Mon 30 Nov	Year 6 & 7 2021 Orientation Day, MS Year 9 2021 Transition Day, SS Year 7 Excursion (details TBA)
Tue 1 Dec	Boardies Day 8.5 Snorkelling programme
Wed 2 Dec	8.6 Snorkelling programme
Thu 3 Dec	8.7 Snorkelling programme
Fri 4 Dec	MS IB Learner Profile Awards Assembly, 9am Dickinson Centre
Tue 8 Dec	Spring Term concludes at 3.25pm MS Speech Night, 6.30pm Dickinson Centre   (Compulsory event for all Year 8 students)

Head of Senior School

Dreamers and Realists

"There are dreamers and there are realists in this world. You'd think the dreamers would find the dreamers, and the realists would find the realists, but more often than not the opposite is true. You see, the dreamers need the realists to keep them from soaring too close to the sun. And the realists, well without the dreamers, they might never get off the ground." — Modern Family, 2011

Being an avid Modern Family fan I often reflect on this quote from the Punkin Chunkin episode in 2011. As I write we are preparing for our March Out event where we recognise the contributions of our Year 12 cohort and wish them well in their time beyond school as they are welcomed into the Old Scotch Collegians fold.

Collectively, they have been an incredible group who have faced many challenges, navigated their way through a year that few could have predicted and come out stronger for it. As a community we have celebrated their success and supported them when things have been tough, but it is the students who have demonstrated resilience, drawn on their creativity and been willing to look at things from a different perspective to allow them to grow and achieve in the manner in which they have.

Some of them could be labelled 'dreamers' and this aspect certainly came to the fore during the brief time when our students were working from home due to COVID-19 restrictions. It was fantastic to see the activities they adapted in order to work in an online environment and the new initiatives they proposed and then adjusted and improved to suit the circumstances. These applied to activities in Mentor groups, study situations or simply the way they used various platforms in a positive way to maintain communication with their friends. A few great examples were the manner in which the Year 12 boys ran the online World's Greatest Shave and the 'trick shot' competition which gave all students a way to stay connected, but also express themselves and have a bit of fun at the same time. Yes, there were also some ideas that were beyond reach and this is when the 'realists' were able to keep things in check and suggest a simpler way forward.

Most of us probably lay somewhere in the middle of the scale of 'realist' to 'dreamer', but we need those who think differently to us to keep challenging us, to help us look at things from another perspective or, when needed, to make us realise that, at times, our expectations may require adjustment. As we farewell the Year 12 cohort of 2020 I would like to thank them on behalf of all the Senior School staff for their contribution to making our community a better place, by daring to dream and by soaring to new heights. As a cohort they have been wonderful to work with.

The Raven — Winter Edition

Congratulations to the following boys for their excellent writing or art and design work published in the new winter edition of The Raven.

Preferred	Surname	Year	House
Kobie	Abrahams	Year 12	Cameron
Jim	Allan	Year 11	Cameron
Jasper	Blunt	Year 11	Stuart
Pearson	Chambel	Year 11	St Andrews
Taj	Clarke	Year 12	Ferguson
Louis	Davis	Year 10	Alexander
Patrick	Eastough	Year 12	Ferguson
Ashley	Edgar	Year 12	Brisbane
William	Gagen	Year 11	Alexander
Will	Gordon	Year 12	Cameron
Kevin	Laidlaw	Year 12	Stuart
Jake	Marshall	Year 10	Ross
Robbie	McAullay	Year 10	Shearer
Christopher	Michael	Year 12	Cameron
Isaac	Norman	Year 12	Keys
Will	Partridge	Year 12	Shearer
Lachlan	Simpson	Year 12	Stuart
William	van Uffelen	Year 12	St Andrews
Henry	Vaughan	Year 10	Alexander
Tom	Veitch	Year 11	Keys
Angus	Walsh	Year 12	Ferguson
Richard	Walton	Year 11	Keys

Submitting your writing

Students wishing to submit a creative writing piece to The Raven can send a copy to jeannette.weeda@scotch.wa.edu.au.

Dr Jeannette Weeda 
English Teacher | 2IC English 

Careers Information

Leaving Year 12 Information

School Curriculum and Standards Authority

Year 12 students will be able to download digital copies of their folio of achievement in mid-January 2021 by logging into the Student Portal. To login, students will need their eight-digit Western Australian Student Number (WASN) and password.

Year 12 students who have satisfactorily completed any WACE course unit, VET unit of competency or endorsed program will have a folio of achievement. This folio of achievement will include one or more of the following:

• Western Australian Statement of Student Achievement
• WACE
• ATAR course report
• Selected award certificates

From 2020, the School Curriculum and Standards Authority (the Authority) will no longer provide paper copies of the documents and certificates in the folio of achievement.

Details relating to this year's folio of achievement can be found in The WACE 2020 – Your guide to the Western Australian Statement of Student Achievement, Western Australian Certificate of Education and ATAR Course Report.

UWA | STAT Writing Workshop

2–3pm, Monday 16 November

This free online workshop will help prepare students for the Special Tertiary Admissions Test (STAT). The workshop will specifically address the Written English component of the test and discuss ways to develop your writing skills in preparation for the two short essays that are required to write.

Students will learn how to interpret an essay question, structure writing, develop an argument, and how to write analytically and coherently. The workshop will also outline some general study strategies to assist you as you get ready for the STAT. This free online workshop will help prepare you for the Special Tertiary Admissions Test (STAT).

Learn more

Notre Dame University

Pathways for 2021

Notre Dame's Tertiary Pathway Program (TPP) prepares students for entry into the University's undergraduate degree programs*.  
In Semester 1, 2021 students will have the choice of studying the TPP on campus in Fremantle and Broome, or online, making it available to students all over WA and the country.
Plus, near-miss ATAR students planning to study Business, Education, Arts or Sciences in 2021 will have the opportunity to fast-track with TPP Summer Term.

Living on Campus Information Session

Notre Dame offers on-campus accommodation right in the heart of Freo's West End ideal for those who want to be part of a community, meet other students from around Australia and the world.
Hear from our staff about our accommodation services and from current students about what it's like to live on campus at Notre Dame.

Architecture Summer School

Ever wondered what it's like to design cities, buildings and landscapes? Thinking of exploring architecture as a profession? Get a taste of our new Bachelor of Arts (Architecture) and find out what it's like to study, work, and create amazing built environments as an architect.

11–15 January or 18–22 January 2021
$380 per student (partial scholarships available for regional students and for students in need)

Edith Cowan University WAAPA Production Tour

6-7.30pm, Tuesday 10 November

Take the opportunity to explore our state-of-the-art production and design facilities at the Australian Academy of Performing Arts (WAAPA), one of the world's leading performing arts academies. You can also find out more about WAAPA's exciting backstage Vocational Education and Training (VET) courses, admission pathways and application process during this event.

Apprenticeship Opportunity

Byrnecut Apprenticeship Program

Byrnecut is an equal opportunity employer that offers a diverse range of apprenticeships in the mining industry. With apprentices Australia wide, Byrnecut provides excellent training and learning opportunities to many young and mature aged people, with many progressing on to full time roles upon completion. Apprentices are rotated through various mine sites, gaining valuable skills and experience working alongside mining professionals. All apprentices also receive off the job training via a registered training organisation (RTO), who deliver all training and assessments. Find out more Byrnecut Apprenticeship Program.

Byrnecut are always keen to hear from enthusiastic potential Mobile Plant Mechanics, Automotive Electricians and Electrical apprentices. Resumes are accepted at any time, so please forward yours to appadmin@byrnecut.com.au.

Australian Apprenticeship Support Network

Students looking for a head start in their career can access information from MEGT in regard to apprenticeships and traineeship.

MEGT's Career Hub is a great resource for students looking to take the next step as an apprentice or trainee. They'll get a range of free tools and resources, including:

• Access to the MEGT Job Board, packed with job opportunities
• Aptitude testing
• Job hunting tips and tricks
• Assistance with resume and cover letters

By fully completing their online profile, students make their application stand out to potential employers, giving them the best chance of scoring a job.

Perth SkillsWest Careers & Employment Expo

Visit the Perth SkillsWest Careers and Employment Expo to learn more about the courses on offer at South Metropolitan TAFE. Students will have the opportunity to speak directly with staff from our Jobs and Skills Centres, who are able to provide advice on training, apprenticeships and careers.

1–5pm, Friday 23 October
9am–5pm, Saturday 24 October

Perth Convention & Exhibition Centre
Free entry

UCAT and Medicine

New Year 11 and 12 students who are keen to find out more about medicine as a career and the required UCAT entry test are invited to attend a webinar from 4.30–6.30pm, Tuesday 20 October.

Register now

Mr Peter Frusher
Careers Advisor

Important Dates — Senior School Spring Term

For all upcoming events, visit our online calendar.

Boys' Achievements

Find a full list of our students' recent achievements and honours and colours recipients in the below documents.

Senior School Awards  

Boys' Achievements (PDF)

Honours and Colours (PDF)

Scotch Parents

March Out is always a very special occasion and a lovely and moving tribute to our leaving Year 12 boys. Whilst this year's March Out looked slightly different to previous years, the morning was still a celebration of their schooling years and the lasting friendships they have made. On behalf of all parents, we wish you all the best of luck for your final exams and thank you for your wonderful leadership and for being amazing mentors for our younger boys.

The next Scotch Parents meeting will be held at 9am, Tuesday 27 October in the Dining Room Annexe. We have invited all of our departing Year 12 parents to attend morning tea after a very short meeting so that we can thank you for your valuable contribution to our parent community throughout your years at Scotch.

On behalf of Scotch Parents we would like to extend a very warm welcome to our new Head of Junior School, Maria Hodges. We look forward to meeting you over the coming months.

Join the Committee

As I have a son who has just started Year 12, I will be vacating the role of President at the AGM in December. Long serving committee member Amanda Harris and Vice President Monika Narula will also be stepping down. We are looking for some new and energetic parents to join the committee in 2021. It is always a lot of fun and a great opportunity to be involved with the Scotch parent community. If you are interested in finding out more please contact us at scotchparents@scotch.wa.edu.au.

Upcoming Events

Welcome to Year 12 (new) Coffee Morning

8.30am, Thursday 22 October
Freshwaters, Peppermint Grove

Scotch Parents Meeting & Year 12 Parent Morning Tea

9am, Tuesday 27 October
Dining Room Annexe

Save the Date

Year 11 (new) Parents Evening

Saturday 21 November
Venue TBA

Year 12 (new) Christmas Drinks

6pm, Thursday 26 November
The Beach Club, Cottesloe

Year 12 (new) Coffee Morning

8.30am, Friday 4 December
The Shorehouse, Swanbourne

Kate Reynolds
Scotch Parents President

It was wonderful to welcome our newest Old Scotch Collegians last Friday, the Class of 2020. This year has been especially disrupted for our Year 12s, so it was an occasion that was even more momentous than normal. It is a chance for the Old Scotch Collegians to welcome the new members, for the entire Scotch community to celebrate the graduating students, and for the boys themselves to reflect back on their educational journey and thank those who supported them on the way; their parents, extended families and teachers. Thank you to all those who came down on the day.

Founders' Day Dinner

Friday 23 October 2020

There is less than a week before our annual signature event, Founders’ Day Dinner. As a reminder, the keynote speaker will be the Honourable Roger Cook MLA, Deputy Premier; Minister for Health; Mental Health; and Old Scotch Collegian from the Class of 1982. Numbers are extremely strong, but there is always room for more! Register now to avoid missing out.

As always, Founders' Day will begin with Founders' Day Marching and past members of the Scotch College Pipe Band are invited to march alongside the current members. A detailed invitation has been sent out – please contact the OSC office for more information.

Industry Mentors

A number of our OSCs, who have recently graduated or are nearing graduation from tertiary education, have reached out in the hopes of connecting with industry mentors, contacts or work experience in their chosen field or endeavour. If you would like to offer your experience, advice or workplace, please contact the OSC office.

Volleyball WA

The season is open to all junior volleyballers who have a VWA 2020/21 Platinum U19 Membership. 

• Boys and girls in the age groups U15, U16, U17, U18 for 2021 (i.e. born in 2004 or younger)
• Trials will be held on 18 and 22 November.
• The pre-season training program starts on 19 October.

If you have any questions please contact State Teams Assistant Gareth Whitehead on office@volleyballwa.com.au or +61 8 9228 8522.

Learn more

Indonesian Classes

Scotch College, in partnership with the Balai Bahasa Indonesia Perth (BBIP), offers evening Indonesian Beginners 1 Survival, Beginners Level 2, and Conversation classes. In Spring Term the eight-week courses will run from Tuesday 20 October – Tuesday 8 December 2020 from 6.30–8.30pm and are available to students, staff and parents, as well as members of the wider community.

Beginner Classes (Survival and Level 2) are designed for all ages to develop basic communication skills for exchanging personal information and in other practical interactions. These classes are ideal for individuals travelling to Indonesia for work or holidays, who wish to understand more about the Indonesian language and culture.

Conversation Classes are designed for intermediate and advanced speakers seeking to develop their oral communication skills via simulated immersion of Indonesian. The aim of each lesson is to expand vocabulary on particular topics and conclude with a speaking task such as a role-play, group discussion, debate or interview. Conversation Classes are recommended for speakers who are already proficient who wish to 'brush up' on their skills, as well as Year 11 and 12 students who wish to further develop their listening and speaking in preparation for the ATAR and IB examinations.

All lessons are delivered by native speaker instructors from BBIP and are held in the Kennedy Block on the Senior Campus. BBIP annual membership ($25) is necessary to enrol and the eight-week course costs $200. BBIP classes and membership are free to all current Scotch College students and staff who have taken out a BBIP annual membership can also enrol for free in the classes.

Find more information on BBIP courses, membership, rate your own proficiency and enrol.

For any other questions about any of the courses, please contact enrolcourse@balaibahasaperth.org.