We often speak about the numerous opportunities that our boys have as they journey through Scotch College. One very unique offering, available only to our boarders, is to become an 'End to Ender'.  This term refers to anyone who has completed the Bibbulmun Track, lovingly referred to as the Bib Track by staff and boys. Our boarders commence the track in Year 7, however, finishing the journey is not compulsory.

To be classified as an End to Ender you need to have walked the entire length of the Track. Whether you do this in one go, or in stages over many years (a sectional end-to-end) makes no difference. It does not matter if you walk some sections from north to south and others from south to north. The important thing is that you walk every step of the way. Over the years of completing the track, there have been a number of diversions which were in place which had to be observed. This may include closures or re-routing.  Walking the diversions still counted towards our boys attaining their end-to-end status.

In particular, this weekend marked a very special moment in the End to Enders programme at Scotch College. As our boys and staff crossed the line, it commemorated the 150^th Scotch College student to have reached Albany and crossed the finishing line, such an amazing achievement. It also marked the second time a staff member has achieved the feat, with Mr Ledger now joining Mr Bradley as only the second staff to officially become an End to Ender.

Thanks must go out to all of the parents and extended families who came down to Albany to mark this special occasion. There were even some day families who read about the event on social media and came along as they happened to also be in Albany.

Thanks also to all of the staff who either walked the track or came down to support our boys and families. We speak about preparing boys for life. The years our boys have spent walking the track, and the many planned and unplanned experiences which they no doubt encountered, will put them in good stead for what lies ahead after finishing Year 12.

I encourage all boys to take any opportunity that may arise throughout the year. One never knows to where such opportunities may in fact lead. Just like one of our IB learner profiles, it may involve some level of risk taking, but then again nothing ventured – nothing gained.

This Friday, 8 March, marks International Women's Day. The theme for this year is #BalanceforBetter. The celebrated date is one of great significance to the Women's movement. After women gained suffrage in Soviet Russia in 1917, March 8 became a national holiday there. The day was then predominantly celebrated by the socialist movement and communist countries until it was adopted in 1975 by the United Nations. I look forward to expanding on this very important event in an upcoming blog post later this week.

This week is also special week for the College, as we mark the commencement of Lent. As a college founded under a Christian heritage we are celebrating Ash Wednesday and the beginning of Lent across all Chapels.

Have a great fortnight.

How can we serve you?

It is often assumed that chaplaincy is a service provided only for the boys at Scotch College and while Reverend Gary and I do spend most of our time in student-related activities, we are also here to serve the staff, parents and other members of the wider Scotch community. In fact, we minister to a very large faith community which includes all past and present Scotch boys and their families.

In addition to leading worship, providing pastoral care, teaching and a variety of other daily activities, the chaplaincy team also ministers to parents. Most commonly, we have contact with parents at social gatherings and assemblies, and formal events such as baptisms, weddings and funerals. Occasionally, we are called on to support families experiencing grief, sickness and loss, and sometimes we provide counselling and spiritual guidance. These services are an important part of any school ministry.

However, the chaplaincy team would like to do more. We would like to have regular contact with parents and grandparents and we would like to provide more opportunities for them to be an active part of our faith community. Gary and I have had a few ideas, including:

• Chapel services for parents or to which parents are invited
• Spiritual retreat days, and
• Bible study groups – including a bible study group for mothers and grandmothers.

If you are interested in any of these activities or you have your own ideas to extend the chaplaincy to parents and grandparents, please contact us (Revd Justine Wall Justine.Wall@scotch.wa.edu.au; Revd Gary van Heerden Gary.vanHeerden@scotch.wa.edu.au). We would very much value your feedback and suggestions.

Blessings.

NAPLAN Online

Over the last decade, the world of education has undergone significant transformations due to advances in technology. An increasing number of schools are now integrating technology not only into their day to day classroom practice, but also into how they are measuring student performance. Increasingly we are seeing a shift from traditional paper-and-pen testing to online and computer-based assessments, where not only is the functionality and the efficiencies of the test improved, but the design of the assessment is modified to meet the needs of the students. This delivers an improved experience for the test takers and increased accuracy in the data collected on student performance.

Consistent with this trend, in 2019 NAPLAN will be administered wholly online, with the exception of the Year 3 Writing assessment. The format of the testing will be heavily influenced by the paper based version from previous years, however, there will be interactive features such as calculators, rulers, protractors, clicking, typing and dragging and audio that will support students to complete each test.

In addition, the online assessment is a tailored test design that is broken into sections. The pathway or degree of difficulty of the assessment will be determined based on the students' performance in the previous sections. This design feature is to try and encourage students to show what they can do rather than highlight what they cannot do, by adjusting the test to provide questions at their level. If they perform at a high or reasonable standard in the first section, the test will increase in difficulty. If the first section provides too much challenge, the test will take them to a lower level where they have the opportunity to build confidence. Regardless of their performance in Testlet A, each student has the ability to sit the last test at the highest complexity. (See diagram below)

In order to prepare our boys for NAPLAN online, they will be given access to a platform where they can familiarise themselves with the features of each test and discuss what to do if they encounter any technical issues during the assessment. As the platform only has a limited number of questions, the classroom teachers may also use previous paper based assessments to prepare the boys. At Scotch the boys will be using their own device to complete the assessment, whether that be the iPad (Year 3 and 5) or the MacBook Air (Year 7 and 9), and their own headphones.

The following is a schedule of dates:

	Writing	Reading	Language Convention	Numeracy
Year 3	14 May	15 May	20 May	21 May
Year 5	14 May	15 May	20 May	21 May
Year 7	14 May	14 May	15 May	16 May
Year 9	14 May	20 May	21 May	22 May

Although NAPLAN is a significant test it is important to remind the boys that, although they are encouraged to do their best, they should not worry about the outcome. The information collected is simply one of the many data points used to track progress and, as a school, we are well informed about how the boys are performing against a national standard.

"The ultimate result of shielding men from the effects of folly is to fill the world with fools." Herbert Spencer

Last week, I was a part of a large group of staff that accompanied our Year 9 cohort to Rottnest Island. I have written previously about the enormous benefits which flow from such an undertaking; for individual students, the year group and for us as staff. From the staff point of view, particularly House Heads, it provides a wonderful opportunity to get to know their boys really well. Spending an extended period of time with them across a variety of activities and in a communal situation is so helpful in terms of "knowing the boy". That all of this happens in a natural environment magnifies the health benefits.

Your boys are funny – they make me laugh so often, whether it is deliberate or not. They are frustrating – they often do not listen to what we tell them, even though we tell them for their own good and we have told them several times. They are respectful (most of the time). They are heart-warming, when you see them perform a deliberate act of kindness for someone. And they are polite, saying please and thank you more often than many adults I know.

They are also a work-in-progress. Teaching has taught me to be more patient; that meaningful change happens very slowly, but it does happen, despite (of perhaps because of) set-backs. Teaching has taught me that we should be careful not to pigeon-hole a boy – they can do amazing things and they can also change, and will do so if we show them what is good and kind and best for them. Teaching has taught me that we should not be too forceful in putting our hopes and expectations onto a boy – because he has his own aspirations regarding what he wants to be. But teaching has also taught me that we should still set high standards for – and hold high expectations of – them.

Teaching has also taught me that we cannot build a resilient generation capable of dealing with the problems of the 21^st century by wrapping them up in cotton wool and seeking to protect them from issues or events which might prove uncomfortable, challenging or confronting for them. Indeed, these are the very issues we must discuss with them, not in shrill voices but calmly and rationally.

This year, for the first time at Rottnest camp, we ran a Wellbeing session with the boys one evening. I spoke to them about the three pillars of Wellbeing at Scotch College, which I wrote about in the last Thistle. I also spoke to them about the importance of mindfulness and emotional regulation. We got the boys to reflect on things that have gone well so far this year, and a couple of challenges they have faced. We got them to think about targeted acts of kindness they would perform in the next few days, and we got them to write a letter to their Year 12 selves, which they sealed in an envelope and which will be presented to them at their House dinner at the end of Year 12. These were all deeply reflective activities and I was so impressed with the way the boys listened and engaged with this session.

During the History session, I encourage the boys to explore and to ask questions. We then do some literal exploring – of the barracks, and a shipwreck – and we look into some of the deeper, darker history of the island relating to its years as a prison for Aboriginal men. The island's mantra is "Acknowledge; Reflect; Respect" and, as I explain to the boys, this can be seen as a microcosm for our nation. We can no longer shy away from the difficult chapters in our history; we must explore these with sensitivity and honesty, seek ways to acknowledge what happened and find a pathway for us all to move beyond that suffering and division.

Exploration involves risk; asking questions involves risk. Riding a bike and snorkeling on a shipwreck and living in a community each involve risk. But if we are not willing to expose our children to some risk, and to the possibility of them making mistakes, they will struggle to learn how to cope in life. This is what experiences such as Rottnest camp provide: a series of small opportunities for the boys to go outside of what they are used to, to take on manageable risks, perhaps even to act foolishly and then learn to live with the consequences of that folly.

Surely, these are the goals of a great education: to embed a lifelong willingness to explore with compassion and to question with respect. The capacity to recognise and deal with risk; the ability to see the opportunities that lie buried within challenging situations; the willingness to acknowledge when we have made a mistake; the strength to learn from that in order to do better next time; and the desire to use our understanding to help others – these are the fundamentals to living a good life. And this is all we want for our boys.

Brain Reset sessions

These sessions are designed to enable Year 11 and 12 students to better manage stress and perform at their best more often. There have been studies that link mindfulness and meditation with reduced anxiety as well as improved concentration, focus, overall health (mental and physical) and test performance.

The sessions begin with a stretching routine and relaxation techniques for the body. The second half focuses on calming and clearing the mind, allowing students to function better afterwards.

We intend to run these sessions on the following days:

• Monday 11 and Tuesday 12 March (Week 7)
• Monday 18 and Tuesday 19 March (Week 8)
• Monday 25 and Tuesday 26 March (Week 9)
• Monday 1 and Tuesday 2 April (Week 10)
• Monday 8 and Tuesday 9 April (Week 11)

• Tuesday 30 April and Wednesday 1 May (Week 1, Autumn Term)
• Tuesday 7 and Wednesday 8 May (Week 2 - EXAM Week)

These sessions are free. The time slot will always be 3.45-4.30pm, so this gives students time afterwards to get back to study. Afternoon tea is provided. Please encourage your son to attend.

It might have been

Last week I was fortunate to spend time with other Round Square school representatives. Being in a room where everyone is interested in character and experiential education provides a great opportunity for measuring Scotch College against other schools and seeing where we can improve or develop different strategies to be preparing boys for life. I am proud to say we can be confident that our young men are getting an outstanding education and our programmes stack up on a global scale.

These opportunities are also a chance to share resources and experiences and to develop relationships that can enhance our College. One presentation from Scotch Oakburn, a school in Launceston, Tasmania, was focused on how they audit character education. Where is it explicitly taught and reflected upon? As the presenter said, we assess and reflect on our academic teaching, surely we should be doing this for character too. Two particular articles were provided as to why this is important, one of which I have linked in a previous Thistle. An article in The Washington Post on 5 January 2018 said, "The seven top characteristics of success at Google are all soft skills: being a good coach; communicating and listening well; possessing insights into others (including others different values and points of view); having empathy toward and being supportive of one's colleagues; being a good critical thinker and problem solver; and being able to make connections across complex ideas."

Another resource the presenter drew upon was a TED Talk from Andrew Sokatch, the Founding Director at Character Lab, an organisation focused on building social and emotional skills in K-12 classrooms. In the video, Andrew focuses on grit, optimism, persistence, humour, and gratitude, and encourages young people to WOOP. That is to Wish, to seek an Outcome, to recognise there will be Obstacles, and to Plan to achieve the wish. As the old adage goes, failing to plan is planning to fail!

I encourage you to watch the video below, and if appropriate, do so with your son and discuss the key points. Do they have dreams and wishes? How are they planning to get there? What does success of these look like? What is going to stop them and how can they plan to achieve success?

The poem 'Don't Quit' by John Whittier sums it up well when it states, "For all the sad words of tongue or pen, the saddest are these: "It might have been."

Best wishes for the second half of Summer Term.

Open Day 2019

The Headmaster, staff and students invite all new families to our annual Open Day on Friday 8 March 2019.

The morning begins at 8.15am with the Pipe Band Display, followed by House marching. After marching there will be an address by the Headmaster, followed by tours of the School conducted by current students. Morning tea will then be served in the Dining Hall with the Headmaster and College staff. The day will finish approximately 11.30am.

Parking will be available on the playing fields, which are located at the northern end of Stirling Road.

Please register attendance here.

Year 7 2020 Scholarships

Applications are now open for the Year 7 2020 Academic Scholarships at Scotch College. Scholarships are tenable until the end of Year 12, subject to satisfactory academic progress and commitment to the life of the School.

All applications are to be completed online via the Scotch College website Scholarship link at www.scotch.wa.edu.au. Rural, Overseas and Inter-state applications close Monday 18 March 2019. Local applications close Monday 25 March 2019.

No late applications will be accepted after this date. The Scholarship examination will be held at the College on Saturday, 30 March 2019 for local students. Overseas, interstate and rural testing will be held at your son's school. More information will be sent to you once you register your son.

Please contact Mrs Di Moran, Registrar, on 9383 6809 or Dianne.moran@scotch.wa.edu.au if you have any questions.

Mrs Di Moran
Registrar

Uniform Shop

Opening Hours for Winter Uniform Changeover

No appointments are necessary. The Uniform Shop will be open extra hours over and above the normal opening times, as follows.

Summer Term Extra Opening Hours

Wednesday 3 April         7.30am to 9.00am

Wednesday 10 April       7.30am to 9.00am

Holiday Opening Days

Friday 26 April              9.00am to 4.00pm (lunch: noon – 1.00pm)

Monday 29 April           9.00am to 4.00pm (lunch: noon – 1.00pm)

Boys need to be in winter uniform on Tuesday 30 April (start of term).

Year Group Contact Lists 2019

Due to the updates received after the Contact Lists were released we will be re-issuing them very soon. Please ensure any alterations required are emailed to Kim Quinlivan Kim.Quinlivan@scotch.wa.edu.au by Friday 8 March.

From the Head of Junior School

Building Resilience

As parents and teachers, the instinct to help is natural. With the pressure of time we often feel or desire to see good results, we can all too easily give in to the temptation to swoop in and help even if it is only to take the short-term pain away or to ensure we get out the door on time.

Resilience is the ability to recover quickly from adversity. Perhaps as the adults in the lives of children, we should step back and consider allowing the small mistakes, setbacks and adversity for our children.  We should consider helping by not helping.

Luke McKenna from Unleashing Positive Potential believes that the more we do, the less children learn for themselves. The easier we make life for them, the less they are able to cope with challenges when they arise. The faster their solutions come, the less they tend to take time searching for answers. The more resources we give them, the less resourceful they become.

The adversity we would want our children to face should be appropriate to their age. Children do better when they are not exposed to high levels of risk but if they struggle and meet a challenge, they will learn. However, we don't want to let them struggle on with no path forward.

Some young people may give up when faced with a challenge. That is often when we as parents and teachers step in. We need to provided children with the tools to overcome a setback. These skills will greatly help with their well-being.

The American Psychological Association (2014) suggests '10 Ways to Build Resilience', which are:

1. To maintain good relationships with close family members, friends and others.
2. To avoid seeing crises or stressful events as unbearable problems.
3. To accept circumstances that cannot be changed.
4. To develop realistic goals and move towards them.
5. To take decisive actions in adverse situations.
6. To look for opportunities of self-discovery after a struggle with loss.
7. To develop self-confidence.
8. To keep a long-term perspective and consider the stressful event in a broader context.
9. To maintain a hopeful outlook, expecting good things and visualising what is wished.
10. To take care of one's mind and body, exercising regularly, paying attention to one's own needs and feelings.

Most of us are wired to help. This can be for personal convenience or because we don't like to see our children struggle. Our children will learn far more from facing adversity and finding a way forward than they will by us solving their problems for them. Step back, watch and help your child by not helping. The long-term benefits will be immense and you will be helping in creating a resilient person in the long run.

Year 5W News

In 5W we have been looking at the transdisciplinary theme of 'How We Organise Ourselves'. Our central idea has allowed us to look at the rules and laws that govern society, which has led us to find some more obscure laws that are still in effect today. Such laws include; the fact that you cannot carry more than 50 kilograms of potatoes on you or in your vehicle as this is an offence according to the Marketing of Potatoes Act of 1946. We have also looked at different types of governments around the globe from dictatorships to monarchies and direct democracies. We then used Lego figurines to demonstrate our understanding while also using our creativity in achieving our desired outcomes.

In Mathematics, we have created simple budgets for our political campaign and tried to devise a plan to achieve the greatest number of voters within the $400,000 budget.

In English, we have been reading articles about the birth of democracy while we are writing persuasive speeches for our political campaign.

The boys have been eager to question, learn and enjoy being part of the JPSSA sporting arena competing against the other schools. I am looking forward to an exciting and productive year ahead in 5W.

 

Mr Andrew Wells
Year 5 Teacher

Junior School Resource Centre

The boys have settled beautifully into the new school year and are enjoying the wide variety of new books purchased over the summer months. Most are remembering to bring their library bags each fortnight which is fabulous. If your son has misplaced his library bag he can bring any waterproof bag to protect the books. I also emphasise to the boys that they do not need to wait until their library lesson to borrow and return books. This can also be done before and after school and at lunchtime. The library is open each day from 7:40 am to 4:00 pm. Parents are also welcome to come and borrow.

The Library in the Junior School has a key role to play in the education of your sons.  First and foremost is to promote a love of reading with emphasis on the importance of exploring new subjects and genres. For this reason, in each library lesson the boys are encouraged to borrow, as a minimum, a non-fiction title of interest as well as a picture book or fiction chapter book. If they have an overdue book they are able to save books until the next day. The Library also supports inquiry in the classroom by providing an up-to-date collection of resources to classroom teachers to support each unit. At lunchtimes, the Library offers an alternative to the busy playground. Boys can use Lego, play board games or read.

The physical collection is supported by a 24/7 virtual library of eBooks, audiobooks and the online encyclopedias; World Book and Britannica. This can be found at home.SCOTCH and search Library.

I would also like to direct parents to this wonderful article on the benefits of reading to their children through the primary years: https://www.education.wa.edu.au/neverstopreading

I am available from Wednesday to Friday to discuss with parents their son's reading journey. Alternatively, my email is kathryn.salt@scotch.wa.edu.au

Mrs Kathryn Salt
Junior School Teacher-Librarian

Academic Support

Effective Reading Practices

Does it Sound right? Does it look right? Does it make sense?

In the Junior School, a great emphasis is placed on Literacy. We want the boys to be proficient readers. We want the boys to love reading.  We want the boys to read independently. Fluency, phonics, vocabulary and comprehension are essential tools for proficient readers. All day, every day, the boys are surrounded by language; our transdisciplinary approach allows us to expose boys to literacy in subject areas. Through direct teaching practices and inquiry-based learning, we enable the boys to access information effectively and efficiently across a broad spectrum.

Enthusiastic readers: Year 1 boys – Neo Pentony, Aiden Gibson and James Lewis

Our homework policy requires the boys to read at least four times per week. You can support your son by encouraging the following strategies:

• For early readers, use the three prompts to identify unknown words

1. Does it sound right?
2. Does it look right?
3. Does it make sense?

Be sure your son is using these strategies independently. Do not tell the word, if needed work together to figure out what the word actually says.

• For early, fluent and independent readers enhance reading comprehension by talking about the books. Ask questions that will help your son think about key understandings found within the text, beyond the text and about the text. Questions like:

1. Visualise the setting. Why do you imagine it that way?
2. How is the book organized?
3. Is the main character also the narrator? How do you know?
4. Summarise the main events.

Use the comprehension bookmarks to guide your questioning. Read books together and have a discussion about them.

• To develop fluency and accuracy, have your son:

1. Engage in repeated reading whereby the same book is read multiple times.
2. Film the reading, then watch the video and talk about how the reading sounds.
3. Partner read; when it's your turn to read a page, model how the text should sound.
4. Talk about how the author would want the reading to sound and why.

In order for boys to be successful readers, it is important they are reading books at their level or slightly below. This allows them to understand the higher order levels of comprehension and the intricacies of author's purpose and inferential understandings.  Whether boys are learning to read or reading to learn, reading is a lifelong skill that can always be improved; reading provides opportunities for the acquisition of knowledge, relaxation and enjoyment.

Engaging with books: Year 2 boys - Andrew Reed, Lucas Paino and Yannik Sullivan

Mrs Janet Lopez
Head of Academic Support

From the Head of Middle School

The importance of Outdoor Education

Do you remember weekday afternoons coming home from school, depositing your school bag and after a brief snack being told you could, or even had to, stay outside until the street lights came on?  When bike riding, tree climbing, fort making, cubby building, skateboarding among other things filled the time between school and being called inside for chores, homework and dinner.  In that afternoon 'inter tidal zone', important but subtle skills and strengths were honed and developed.  Problem solving and decision making, (without an adult to refer to) collaborating and planning, (to get your side's defences built before the other team came looking for you) and always the constant risk assessment of the terrain or the weather, (so that you didn't come off second best when you, or it, landed on you).

The Middle School's Outdoor Education Programme heads outdoors next week with the first of our Year 7 classes heading to our Moray camp on the outskirts of Dwellingup.  The Year 7's departure coincides with the conclusion of another Outdoor Education event, Year 12 boys completing our most strenuous adventure; the 1000km Bibbulmun Track walk.  Why does Scotch College value Outdoor Education so highly?  Why does it run as a continuous programme from Year 5 to Year 10 and then with opportunities to continue it into Year 11 & 12?

At Moray our Year 7 boys will be building hutchies and sleeping under them for the evening: what a great way to learn that preparation and attention to detail is everything.  Who wants to be up at midnight digging a drainage ditch in the rain?  On the river the boys will be canoeing: again another great activity that reinforces the need for teamwork and effective communication, because as some will find, if you don't get it right, the Murray River is very cold.  On the climbing wall, and out orienteering, the boys will learn firsthand that attention to instruction is critical, particularly when it is only given once, and we get to see those boys who encourage and support their mates as the challenge of these activities gets more difficult the further they go.

Very few boy's futures are filled with canoeing, tent building or rock wall climbing and the specific skills associated with these activities sometimes mask the important outcomes that Outdoor Education develops.  Regardless of the field or areas of interest our boys pursue in and beyond school, the soft skills of problem solving, persistence, risk assessment, team work, and collaboration will be at the forefront.  This is why Outdoor Education is such an important part of a Scotch College education.  Our boys heading to Moray next week will come home dirty and tired, with a handful of new stories and friendships and skills they can apply right across the curriculum.

7.2 Reflects on the Chapel Rededication

The PC Anderson Memorial Chapel was rededicated in February and Homeroom 7.2 were lucky to be invited to sit in the Chapel and witness the ceremony first hand. The boys felt honoured to be amongst Old Scotch families and other very important members of the Scotch community.  The joy the boys felt when in the Chapel was obvious.  As soon as they entered their eyes were drawn to the stained-glass windows, and their bodies stood tall and proud in response to the natural light and beauty of the space.

The boys of 7.2 reflected on this momentous occasion:

"I noticed that the Chapel was almost unrecognisable after the renovations.  I liked the new glass in the Chapel as it lets more natural light in to the building."  Ethan Buzza

"Today I was honoured with the opportunity to attend the opening of the brand new Chapel.  I really enjoyed the live music and I respect the courage it took for the boys to do that." Aidan Marstrand

"Reverend van Heerden and Reverend Wall were inducted and I could see that they were overjoyed."   Santiago James

"When I entered, the difference was awe inspiring.  It looked amazing as if it had just been made.  I admit it was so beautiful that for the majority of the time I wasn't able to pay much attention to what they were saying."  Jackson Sellepack

"I felt special sitting next to the famous Scotch people that came before us.  What I like thinking about is if we have sons then maybe they can be part of the next Chapel ceremony."  Tom Wallwork

 

Ms Gabriel Hodgson
7.2 Homeroom Teacher

8.1 Why Are You Here?

"Why are you here?"  This was the question that I posed to the boys in their first Individuals & Societies lesson this year.  It was met with a variety of interesting responses, ranging from, "Because you told me to sit here", to "This is where the magnetic forces of the Universe have placed planet Earth".  But, it had the desired effect - it got the boys thinking about cause and effect.

The 8.1 boys brainstormed all the possibilities of things that could have prevented them from being here.  The most common response here was if their parents had never met!  Finally, they considered what it would be like if they no longer could live where they do.  These discussions have formed the basis of our Individuals & Societies unit this term, Sunken City, where the boys will start to consider how dynamic natural and cultural forces transform our world over time.

 

Students will investigate the lives of communities that live near a coastal landscape and will create a proposal to manage the impacts of predicted increases of damaging storms and rising sea levels.

The boys of 8.1 have made a great start to their year and are excited about the opportunities that await them.

Mrs Tracey FitzPatrick
8.1 Homeroom Teacher

Important Dates in Middle School Summer Term

Wednesday 6 March	Year 7 Vaccinations Round #1 Year 8 Drama Excursion
Thursday 7 March	JPSSA Inter-School Swimming Carnival
Friday 8 March	College Open Day MS Assembly, 12.00pm DC
Monday 11 March	Year 7.7 Moray Programme Departs
Wednesday 13 March	PP - Year 6 ySafe Parent Workshop, 6.30pm MacKellar Hall
Thursday 14 March	Year 7.7 Moray Programme Returns PSA Inter-School Swimming Carnival, 5.15pm HBF Stadium
Monday 18 March	Year 7.1/7.2 Moray Programme Departs
Thursday 21 March	Year 7.1/7.2 Moray Programme Returns
Friday 22 March	MS Assembly, 12.00pm DC
Saturday 23 March	Head of the River
Monday 25 March	Year 7.3/7.4 Moray Programme Departs
Thursday 28 March	Year 7.3/7.4 Moray Programme Returns
Saturday 30 March	Year 7 2020 Scholarship Testing, 8.20am MS
Monday 1 April	Year 7.5/7.6 Moray Programme Departs
Tuesday 2 April	Year 6/7 Production "Worry Warts" All Day Dress Rehearsal, Foundation Theatre
Thursday 4 April	Year 7.5/7.6 Moray Programme Returns Year 6/7 "Worry Warts" Production Opening Night, 7.00pm Foundation Theatre
Friday 5 April	MS Assembly, 12.00pm DC Year 6/7 "Worry Warts" Production, 7.00pm Foundation Theatre
Saturday 6 April	Year 6/7 "Worry Warts" Production, 2.00pm Foundation Theatre
Sunday 7 April	Year 8 Bibbulmun Track Departs (Residential Life Students only)
Wednesday 10 April	Year 8 Bibbulmun Track Returns (Residential Life Students only)
Friday 12 April	Summer Term Concludes, 3.25pm

From the Head of Senior School

This year there has been a focus on the use of our 'mentor' time in the Senior School. Many OSC will recall this as their tutor group, the sub group within their House. There was a feeling that the previous title did not effectively reflect what was happening within that time. With our vertical arrangement and a staff member working closely with the students, the term Mentor Group was deemed more appropriate.

The purpose of the mentor time is to further develop the connection between students within a House and to build the relationships between staff and students. The Year 12 students have been given more responsibility in taking on a leadership role within these groups and the House Mentor also contributes to the pastoral and academic tracking and support of students, under the guidance of the House Head.

The House Mentor also provides support in the delivery of the pastoral programme with different activities and courses that focus on mindfulness and wellbeing occurring during mentor time.

We believe this is a great strength of our House system, which also assists with our Year 9 boys and their experience on the Rottnest Camp. This camp is one of the keys to helping the Year 9 cohort transition into the Senior School and is unique in its set up and nature as we have the full cohort on Rottnest together. While I would not recommend this as a great time to holiday on the Island with your family, due to the influx of students enjoying their Ecology, Snorkelling or Aquatics arriving at a picturesque and otherwise peaceful bay, it is a fantastic opportunity for our staff and the boys to build upon their relationships.

Our House Heads and students work together in all activities, with a focus on personal growth, resilience, service and challenge built into the camp. There is a continued focus on Wellbeing, with time dedicated to the boys working within their House groups. On their return to school, they have the opportunity to reflect and offer feedback to their Mentor Group, on their time away.

The opportunity to have a full cohort away at the same time and in one place is extremely important to the transition of the Year 9 cohort into Senior School. The students enjoy some fantastic outdoor education opportunities later in Years 9 and 10, but we believe the Rottnest Camp helps to build the foundation for their time in Senior School.

To our Year 9 boys, well done on your efforts and the manner in which you approached the camp. To our staff who led and supported our Houses or the various activities, thank you for your enthusiasm and dedication in ensuring the camp ran so successfully.

Careers Information

University Information

Notre Dame University
Upcoming events  
13 March Thinking beyond careers: Parent Info Evening
18 March Facebook Live: Pathways to NDA
24 March Medicine Info Session
Click on the event name to find out more information and to register, or visit notredame.edu.au/events

University of WA

Get a head-start on university life

UWA are offering a free information session will help make the Year 10 or 11 experience a positive one, even if the student is unsure of what to study in the future.
Find out more about:

UWA's internationally recognised course model

Courses and entry requirements;

How to keep your options open when selecting your upper-school subjects; and

Student life and support services

On-campus activities and events offered to Year 10 and 11 students.

You can also talk directly to faculty specialists, academic teaching staff and current UWA students.

Location

Alexander Lecture Theatre & Murdoch Lecture Theatre

Map location

Date and time

Monday 18 March, 2019

Faculty and student life expo: 6.00pm, Presentation: 7.00pm - 8.00pm

Register now

Murdoch University

Open Nights

Law & Criminology – Wednesday 13 March, 2019

Education Wednesday 27 March, 2019

For more information and to register for these events, visit: www.murdoch.edu.au/FutureStudentEvents

Australian National University

Applications to study at ANU in 2020 open on Monday 4 March and are made directly to ANU. This new application process will close on Friday 31 May and conditional offers will be sent during August. Selection criteria will also include co-curricular achievements as well as academic achievement based on Year 11 results. This process is very simple with a single application for admission, scholarships and accommodation all in one. For more information go to the ANU website.

Medicine & Dentistry

ICan Med is conducting a free information session for Scotch & PLC students on  Wednesday 6 March 2019 from 3:45 pm – 5:45 pm in the  PLC Auditorium. Register through: https://www.eventbrite.com.au/e/ucat-workshop-plc-scotch-exclusive-how-to-correctly-solve-section-1-2-3-4-5-qs-tickets-55325053725

ICan Med is offering a repeat session at MLC on Thursday, 7 March from 6.30pm - 8.30pm Hadley Hall.

Register through: https://www.eventbrite.com.au/e/ucat-workshop-mlc-all-schools-invited-how-to-correctly-solve-section-1-2-3-4-5-qs-tickets-56105406782

Registrations for 2019 UCAT are open!

UCAT registrations for 2019 have just opened today, so it's officially UCAT season. This is the first time the UCAT is being held in Australia and New Zealand, so the registration process is very new. Since seating for the UCAT exam is offered on a first-come, first-serve basis, it is recommended that students register as soon as possible to secure the date and venue they want and to avoid any hiccups or difficulties with the registration process.

Refer to the FAQs for all of the details about UCAT registration, and familiarise yourself with the format of the test In addition, keep your students on track with their UCAT preparation by watching Ashton's tutorials, which cover the step-by-step techniques for solving UCAT questions.

https://www.icanmed.com.au/free-resources/2019/2/24/icanmed-free-ucat-lessons?utm_source=Careers+Advisor+Newsletter&utm_campaign=24efcda96d-EMAIL_CAMPAIGN_2019_01_31_12_40_COPY_01&utm_medium=email&utm_term=0_754cfc606a-24efcda96d-125296407

How to register for UCAT:

1. Visit the Pearson VUE page (https://wsr.pearsonvue.com/testtaker/signin/SignInPage/UMAT) and select 'Create a web account' to create an account.
   
   2.  Log in to your Pearson VUE account and select a date and venue for your test.
   
   3.  Pay for your booking by credit card (Visa, Mastercard, Visa debit card) or concession voucher.

Work Experience Opportunity

GREaT WA Nursing and Midwifery Work Experience Program

The Get Real Experience and Try (GREaT) Nursing and Midwifery Work Experience Program has been developed to encourage high school students to experience nursing prior to studying it with a State Training Provider or at university.

The program has been developed for Year 10 high school students to experience the many aspects of nursing and midwifery in a clinical setting while observing the team in action. Over five consecutive days students will rotate through many areas previously not available to school students to find out what it's really like to be a nurse or midwife and what nurses and midwives really do.

The program runs between school terms 2 to 4. The exact intake dates will vary between each hospital and students can submit up to three placement preferences upon application.

Applications for the 2019 GREaT Program close 5.00pm Friday 8 March.

Apply now

Late applications will not be considered. Successful applicants and their schools will be notified via email by Friday 5 April 2019.

Find out more –  https://ww2.health.wa.gov.au/Careers/Occupations/Nursing-and-midwifery/Become-a-nurse-or-midwife/Work-experience-nursing-and-midwifery

GREaT information guide for parents and guardians

2020 Gap Year

As you may know, since 2005 Letz Liv has specialised in the recruitment of Australian gap year assistants in schools (traditionally boarding schools) across New Zealand, Thailand and the United Kingdom. All positions offered to potential applicants from Scotch College WA will be provided with board and lodging in addition to a weekly stipend during their time abroad. Depending on the country of destination, placements are either six or eleven months in duration.

Further details and information can be accessed at www.letzlive.org

Lattitude Global Volunteering

Over past years students from Scotch College have undertaken a gap year with Lattitude Global Volunteering, in particular the 12 month option of Schools Assistant in boarding schools in the UK.

Please note that the priority deadline for applications in 2020 is Monday 11 March 2019. This will give students the best chance at securing their first preference for the more popular programs.  If this isn't possible there a midyear application deadline on Friday 14 June 2019 and there will be rolling applications after this date for any remaining placements.

Please see the attached flyer for more information.

April Revision & Exam Preparation Courses

Master Mind Australia's

Subject Revision & Exam Preparation

For all students Year 7 to 12

The April Exam and Revision Program offers students comprehensive subject revision and prepares students for their First Semester Exams.

Course will be conducted at:

Week One

(Monday 15 April to Thursday 18 April)

Christ Church Grammar School

Week Two

(Tuesday 23 April to Friday 26 April)

Hale School and Mindarie Senior College

For further information contact Dr Robert Hallam at Master Mind Australia on 9486 1377

Or visit  www.mastermindaustralia.com.au

Mr Peter Frusher
Careers Adviser

Boy's Achievements

Nick Turich (Year 12 Keys) will represent Western Australia in the National Ice Hockey Championships and is also representing Western Australia in the Perth Sharks team in the Under 21 age group. Nick has already travelled to Adelaide and will travel to Melbourne for upcoming games, including the Finals in March. He will also play for Western Australia in the Under 18 State Tournament in Melbourne in July.

Declan Cook (Year 10 Brisbane) will compete at the Australian Surf Lifesaving Championships in Queensland at the end of March.

Ethan Lamb (Year 11 Ross) has been selected for the West Australian Youth Jazz Orchestra and will travel with them in the South West Regional Tour in May.

Henry Vaughan (Year 9 Alexander) has been selected for the Under 15s State Hockey team competing in the National Championships in New South Wales in April.

Tony Ghiselli (Year 10 Alexander) competed in the WA State Athletics championships over the weekend. He achieved Gold in both the U16 1500m and 800m races, and Silver in the U16 400m. He will now go onto the Australian Nationals in Sydney in April.

PSA Inter-School Swimming Carnival

Thursday 14 March at HBF Stadium, with the first race to commence at 5.15pm (last race around 8.45 pm).

Tickets for the P.S.A. Inter-School Swimming Carnival

Scotch College has limited seating for adult and family spectators. Tickets are $12 each (to be charged to your school account) and are to be collected and signed for at Senior School Reception (tickets will not be posted). Parents who wish to attend can register their names with Reception on 9383 6800. Tickets will be available on a first come first serve basis. We would therefore urge parents to make contact with the school as soon as possible. We look forward to seeing parents and family there to support the team.

Scotch Parents

We've hit the ground running this year with Scotch Parents hosting a number of well attended events including the Middle School Sundowner last week which over 200 parents enjoyed!

It was a pleasure to be part of the Year 12 Ball celebrations recently – many thanks to Fiona Smith-Gander and the Year 12 parents for putting together such an amazing evening for their boys.  Also a big thank you to the Year 11 parent volunteers and Year 10 boys who worked tirelessly all evening.

Our Scotch Parents Ball committee are busy finalising details for the Ball on Saturday 30 March.  Always a fantastic night…the theme for the Parents Ball this year is "Speakeasy" styled around the 1930's. It will be held in the Dickinson Centre in a more informal setting with pre-ball drinks served on the top lawn.  Please save the date – tickets will go on sale later this week. The Ball is a not-for-profit event and a great opportunity to meet and socialise with other parents.

Upcoming Events supported by Scotch Parents…  

• Year 9 Parent & House Head Dinner – Dining Room Annexe, Monday 11 March (Please note that ticket sales for this event will close today)
• Scotch Parents Meeting (with presentation on the new Vidigami app) – Gooch Pavilion, Tuesday 19 March at 9.00am
• Scotch Parents Ball – Dickinson Centre, Saturday 30 March

Ms Sara Hector
President
Scotch Parents

Basketball Support Group

 Save the Date

The basketball wind up for Years 7 to 12 students will be held in the Scotch College gym on Wednesday 10 April.  The format will include basketball competitions for the boys together with a casual dinner for boys and their families.  More information will be sent to parents shortly.

Mrs Michelle Thomas
Basketball Support Group

Old Scotch Collegians from the Class of 2009, as well as staff members from that year, are warmly invited to attend their ten year reunion on Friday 15 March. Past students from this cohort (even if they left Scotch prior to 2009) are able to register here.

Other upcoming events include the OSC Annual General Meeting & Sundowner on Tuesday 19 March and the Goland Club Reunion Dinner on Thursday 21 March. A more complete list of our 2019 events can be found on the Upcoming Events page of the alumni website.

The OSC office has a number of Reporters from 2017, 2016 and 2015 that are yet to be collected. If your household is missing a copy, please contact the OSC office to collect one.

Perth Symphony Orchestra: A Performance for our Planet

Our Western Australian landscape is one to celebrate. As well as our achievements in helping the environment for the future! In the week of Earth Hour 2019, we will come together in a musical journey through these accolades.

This concert will feature our Perth Chamber Orchestra musicians playing a range of pieces inspired by nature from Dvorak to Rutter. The program also includes stunning works from WA's own Iain Grandage  and John Butler , and follows four themes:  THRIVING OCEANS | DROUGHT MITIGATION | RENEWABLES | PROTECTING BIODIVERSITY

But this isn't just your average listening experience; we dive head-first into nature with a collection of footage and soundscapes captured from all over Western Australia which will be played during the concert. The Town Hall itself will also be immersed in nature with native plants surrounding the stage, the evocative scent of eucalyptus gently wafting throughout and as you look up, a spectacular "starry sky".

In addition to this we welcome Gavin Buckley (TEDxPerth ) to lead 5 minute conversations with leading experts from WA based organisations on the positive things they are doing to protect our fragile earth, along the four themes, right here from our very backyard.

Date: Wednesday 27 March 
Time: 5.30pm, Concert 6.30pm
Venue: Perth Town Hall
Tickets: $25 - $70 from http://bit.ly/PSOPlanet
More info: http://perthsymphony.com/pso_event/a-performance-for-our-planet/
Facebook event: https://www.facebook.com/events/377132953065492/