I trust everyone got to take advantage of the Boarder's long weekend. Congratulations to all of the Year 12s who crossed the finishing line, signaling their entry into our 'End to Enders' club. The milestone was also achieved by one of our staff members, Ms Kate Webster-Blythe, Head of Brisbane House. Well done to everyone and thanks to the staff and parents who joined the boys in Albany to show their support over the many years it took to reach the finish.

On Friday 8 March, communities around the globe will celebrate International Women's Day; about which I will publish a more expanded blog later this week. This year's theme, 'an equal world is an enabled world', is aimed at creating a more balanced world where everyone has a part to play, all the time, everywhere. International Women's Day is celebrated in many countries around the world. It is a day when women are recognised for their achievements without regard to divisions, whether national, ethnic, linguistic, cultural, economic or political. On this very important day, let us remember all the women who have inspired each of us, whether professionally or personally.

As an Independent Boys' school, Scotch has a duty to ensure our young boys and men appreciate the role women play in their lives and the wider society. As the 2020 slogan rightly highlights 'An equal world is an enabled world'. At Scotch College, we believe a balanced world is a better world, hence a balanced school staff. Women teachers (total females: 94, percentage: 53%) and non-teachers (total females: 92, percentage: 49%) play a significant role in the growth and development of our boys. Of course, the most significant role played by women in the life of our boys is by their mums and in many cases their grandmas. We thank them for the marvellous contribution they make to their sons, families and the wider community.

Appreciation about the varying roles others play in our lives and simply an appreciation for how people feel in different roles and situations, is very much the product of a person's ability to develop and show empathy towards others.  As Dr Michelle Borba (2016, 225), in her book UnSelfie, has this to say about the construct of empathy:

 'Empathy is the root of humanity and the foundation that helps our children become good, caring people. But the Empathy Advantage also gives them a huge edge at happiness and success. Empathy has never been more crucial, but the ability to understand others' feelings and needs can be nurtured. It's up to adults not to let our kids down.'

As a young boy growing up in a very traditional family environment, my own father often used a saying, 'but for the grace of God go I'. This now underpins my own philosophical stance in life. Be thankful for what you have, appreciate the diversity of the human race, and where you can, look to better the lives of others.

As a community it is our shared responsibility to educate our young boys. The concept of the imparting of our cultural mores and expectations through in-person communication is encapsulated in the title of Susan Pinker's 2014 book, 'The Village Effect: How Face-to-Face Contact Can Make Us Healthier, Happier and Smarter'.

It is challenging for parents and schools to get it right all of the time. Borba (2016, 221) provides us with a series of valuable questions worth our consideration regarding developing empathetic children:

• What skills will our children need to succeed in the global economy when jobs of tomorrow don't exist today?
• What should parents be doing to prepare kids for a world of rapid change?
• How do we help children develop healthy relationships with peers, especially when face-to-face contact is breaking down and the internet is meaner?
• What ways can we broaden our children's views about those of different backgrounds and celebrate diversity?
• How can we cultivate empathy in a culture whose only metrics of success are achievement and performance?
• How do we help children understand racism and injustice happening in the world?
• What types of meaningful projects can we offer our kids?
• How do we create empathy in those teachable parent-child moments?

The concept of a village education is important.  If we do not reinforce the qualities we desire, then how can our boys understand what really matters in life?  Role modelling is critical. Unfortunately, via mainstream and social media, society often worships celebrities as heroes; people who in fact may have done very little. This is why at Scotch we have service programmes, why we facilitate exchange opportunities, and why we articulate via our weekly chapels and assemblies, the qualities of the type of graduates we want our boys to become.

This week, as we celebrate International Woman's Day, let us reflect on the many empathetic females in our lives who we see as our everyday heroes; our mums, grandmas, sisters, girlfriends, aunties or anyone else who in our eyes are heroes because of the everyday things they do for us so that we can live a full and rewarding life.

Have a great fortnight.

In Senior School chapels last week, we shared in the ancient  Ceremony of the Ashes , with  Ash Wednesday  marking the beginning of the season of Lent.

Some believe the name for Lent comes from the Latin expression for slowing down, which is evidenced in the practice of reflection and introspection during this period.  But the word is more likely to originate in the old English term for spring,  Lencten , the part of the year when days lengthen.

In the northern hemisphere, Lent is in spring.  This might lead to hopes of what might have been; perhaps of what one ought  do  in the future; what one is going to sow.  Here in the southern hemisphere, Lent is in autumn.  Autumn is when fruit matures; it is the season for the harvest.  We meditate on what we have reaped; on what we have achieved; on what our harvest has been.

For each, regardless of time, we meditate on what we reap and on what we sow.  Lent offers an invitation to live more simply, to be more aware of those around us, for reconciliation with God and others, and a focus on what really sustains us in our lives.   As we journey through Lent towards Easter, may we bring out the best in each other as we become aware of God's love in us and all around us.

Alternative Academic Pathways

It's not uncommon for parents to share the challenge they have in getting their sons to study.

" He gets his homework done, but when it comes to writing notes, committing facts to memory and practising responses under time pressured conditions, I feel like I am in a losing battle. He just doesn't seem to see the relevance. How do I get him to do more than just homework?"

I believe this is a genuine challenge that many parents face, particularly as the skills associated with exam learning lose currency in our information rich society. Why is it important to remember dates, facts, definitions and quotes when the Internet of Everything (IoE) is constantly at our fingertips through multiple devices and unlimited connection; if you've forgotten, 'just google it'.

Recent statistics indicate that parents are now more likely to worry about their child's education. This is unsurprising with recent media reporting falling literacy and numeracy standards across Australian schools, while educators argue the relevance of high stakes assessments such as ATAR, and industry joins the debate suggesting workers lack the necessary skills to cope with unprecedented change in our workplace. It is no wonder that parents are anxious for their child's future as it seems very unclear where they should put their faith.

Is it in the traditional system of rote learning, didactic teaching and practising drills or is it in the modern era of collaboration, research, inquiry and engagement? Or perhaps it is hedging our bets? I want my child to have a modern education until Year 11 and 12, where upon I need him to engage with traditional education so that he can go to university. The problem when faced with uncertainty is, we often seek safety in familiarity. Logically, if a traditional approach served its purpose for us, it should also serve a purpose for our children.

Historically, students who were poor at sitting exams or didn't have the patience or motivation for exam study simply didn't go to university. This hardly seems fair since their capacity to understand concepts, think critically, communicate ideas and relate well socially may be well placed to work in all kinds of professions. There is no doubt that in order to achieve success at university it is important that students can understand higher order concepts but how many of us, in our daily work lives, are recalling facts or ideas without the support of notes, power points or research material?

Fortunately for this generation, universities have a better understanding about the varied background of successful students, and it isn't always a strong ATAR or Diploma score. Mature age, TAFE and portfolio entry students have all demonstrated that diverse pathways offer great preparation and, in some cases, will position the learner to be more successful at university than traditional pathways. The hardest part is sometimes convincing the previous generation that this could be true. But why is that, a pathway is a pathway?

This new pathway is untried and untested so, understandably, parents see this as risky even though for some students the conventional pathway of exams may present more risks. Through educating parents, they are beginning to appreciate the many and varied options available to their son and the multiple routes he can take to gain university entry. This allows every child to plan a journey that meets their specific needs and draws on their strengths. For more information on our Alternative Academic Pathway and the options available to your son, please visit  our Course Information  website.

For further information on Alternative University Admission please visit:

Curtin University

University of Western Australia

Edith Cowan University

Murdoch University

Notre Dame University

 

What Really Matters

As I type this, I have just returned from the Year 9 camp at Rottnest. It is a hard week, but one that is critical to our capacity to know the boys and so helpful in enhancing the relationships which will hopefully sustain them through their final years at school, and even beyond that.

It is a unique experience, having the whole year group undertaking a series of activities in such a special environment. What I saw over there reinforced my view that we have staff who really care about the boys – who care enough to take some time to sit and talk with a boy; to check in on a boy in the evening if he is struggling; to laugh and have a joke; but also to challenge poor  behaviour  when they see it, not turn a blind eye to it.

Rottnest is a wonderful place to top up on our fill of awe and wonder – not just as we observed the spectacular thunderstorms that rolled their way down the coast on Tuesday afternoon, or in the crystal-clear water and the fine white sands of amazing beaches or the abundance of fish and coral under the water and birdlife on the land, but also in the kindness people show to one another – palpable reminders of the goodness that resides within.

In the evenings, we ran a Wellbeing session, and I went through the 3 Rs –  Respect, Resilience and Relationships  – which are the three central pillars of our Wellbeing  programme  at Scotch. We continue to refine this model and to embed it across the school. These three elements constitute the foundation of education in the 21 st  century, replacing the original 'three Rs' – reading, writing and arithmetic. Respect, Resilience and Relationships underpin all learning, whether that is in the classroom or elsewhere, and they comprise a distinct set of skills which enable young people to cope and to thrive and to contribute at their best as often as possible.

The Three Pillars sit very neatly with what happens at Rottnest. Under the pillar of  Respect , I spoke with the boys about the importance of self-respect, which shapes our interactions with other people and with the environment – two important elements of being at Rottnest. Learning how to respect ourselves and our bodies and do what is best in the long-term is critical to our ability to function well and contribute meaningfully. Teenage boys find it hard to think long-term when there is something exciting on offer in the short-term, even when it seems obvious to us that engaging in such activity is not in their best interests. Under the pillar of  Resilience , I spoke about the idea of going a little bit further each day, just a little further than the day before. Resilience does not have to be built in one sudden, substantial event. Indeed, it is more effectively built by overcoming a series of small challenges, whether that is making your bed in the morning, having a cold shower or going without something for a while. By pushing ourselves to do things we don't want to do but need to do, by doing things that take us outside of our comfort zone, by going a little bit further than we thought we could or than we did yesterday – this is how we become resilient. Under the pillar of  Relationships  – I spoke of the importance of developing a sense of belonging and connection as well as learning to value others. We spoke about emotional regulation and the good old Pre-Frontal Cortex, and I challenged the boys to perform one targeted act of kindness for someone while we were on the island.

At the end of the session, we get the boys to write a letter to their Year 12 selves, the idea being that they start to think about the sort of person they want to be in four years' time. These letters are collected by the House Head and returned to each boy at the end of Year 12 when they attend their final House dinner.  

There are three statements we use (which come from Telethon Kids' Institute Researcher, Donna Cross) which we hope every one of our boys will be able to say honestly about themselves:

• I have people around me who can help
• I am a person whom other people can like or love
• I can find ways to solve the problems I face

I said to the boys at Rottnest that they might not always like what we do or the standards we expect of them, but we do it because we care and we have a good understanding of what works best for young men. If we didn't care, we would most likely let them do what they wanted. That is the easiest pathway, particularly in the short-term and particularly if all we wanted was to be liked. But it is our role to do what we think is right and what is in the best interests of our boys for their long-term development.

 

Round Square Australasian Forum

Over 28 and 29 February the College hosted 45 teachers for the Round Square Australasia Forum. We agreed to host this at short notice following the decision for the Forum not to take place in Vietnam. There were Round Square representatives from Japan, New Zealand, Singapore, and all six Australian states and two territories. As always it is comforting to know we face similar challenges, and to share strategies and experiences, in our diverse network of schools.

A big thanks to Mark Gale who presented on our Senior School leadership model. It is a testament to the dedication of our College staff that we were able to host this at short notice and thank you to everyone who assisted in its success.

. 

Open Day

Year 7 2021 Scholarships 

Scotch College offers  a number of  scholarships for boys who are Australian residents, entering Year 7 in 2021.  Scholarships are awarded  on the basis of  academic excellence determined by the scholarship examination and if required, an audition for music applicants.

Academic Scholarships

• G  G  Gooch Scholarship - awarded to the top student
• J A Gooch Scholarship - awarded to a Scotch College student
• Open Entrance Scholarship - awarded to outstanding students from any school

Boarding Scholarships  - awarded to outstanding students who will board at Scotch College

Music Scholarship  - awarded to an outstanding music student from any School

Scholarships are tenable until the end of Year 12, subject to satisfactory academic progress and commitment to the life of the School.

All applications, whether your son is a current student or a prospective student, are made online via the Scotch College website Scholarship link at   https://www.scotch.wa.edu.au/view/scholarships

Local applications close Monday 16 March 2020.

Rural, Overseas and Inter-state applications close Monday 9 March 2020.

No late applications will be accepted after  these dates . The Scholarship examination will be held at the College on Saturday, 21 March 2020 for local students.

Overseas 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 (08) 9383 6809 or  dianne.moran@scotch.wa.edu.au should you have any questions.

Mrs Di Moran

Registrar

Scottish Banquet

Saturday 4 April

The Scottish Banquet for 2020 will be held on  Saturday, 4 April in the Dickinson Centre.

The Banquet is a biennial event for the Scotch College Pipe Band.  It is an evening of traditional Scottish dinner and dancing and is a whole Scotch Community event.   All parents from Junior School, Middle School and Senior School are most welcome to attend.  It is a fantastic night for the whole community filled with lots of fun, a delicious feast, dancing, pipes and drums, a silent auction and more.

Ticket are available by visiting the Scotch College website www.scotch.wa.edu.au and clicking on the "Book a Scotch Event" icon.

We are also seeking donations of silent auction items.  If you feel you are able to help provide any items, please contact Fiona Allan onfiona@allansemail.com.au.

All funds raised during the fun and festive evening will benefit the Pipe Band directly for the purchase of new uniforms and equipment.

Thank you for your support of the Scotch College Pipe Band.

Mrs Ashley Dry

President

Pipe Band Parent Support Group

The Fathering Project

The first meeting of the Scotch Dads' Group will take place at the Mosman Park Bowls Club on Tuesday 17 th  March 2020 (Week 8).

Bowls begins at 5.30pm.

There is a $15 cover charge and you pay for your own drinks. There will be a representative from TFP there who will speak to the group.

This is a great opportunity for fathers and father-figures in your son's life to get together and chat informally about ways we can better assist our boys to become good men.

There will also be notices on the Junior School app and in the Middle School newsletter.

If you are interested in attending, please email Chris Alexander ( chris.i.alexander@gmail.com  ) or Rob Bunning ( rob@igenerate.net  ).

Uniform Shop 

Opening Hours for Winter Term 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 - Additional Opening Hours

Wednesday 1 April: 7.30am - 9.00am

Wednesday 8 April: 7.30am - 9.00am

Term Break - Opening Days 

Friday 24 April:  9.00am - 4.00pm (lunch: 12.00pm – 1.00pm)

Tuesday 28 April: 8.00am - 5.00pm

Autumn Term - Additional Opening Hours

Wednesday 29 April: 7.30am - 9.00am

Boys need to be in winter uniform on  Wednesday 29 April  (start of Autumn Term)

Head of Junior School

From the 24 to 27 February, the Junior School staff from Pre-Primary through to Year 5 have been meeting with parents as part of Parent-Teacher Interview Week. It has been wonderful to have so many parents come in and talk to the teachers about their son’s start to the 2020 school year. These meetings allow for the sharing of both academic progress and pastoral care information about each of the boys within the Junior School. 

Pastoral Care

The Parent-Teacher Interview Week is one way the Junior School staff offer pastoral care information and also share their goals with parents. Emails, phone calls, diary entries and incidental meetings as things arise are examples of other forms of sharing. I would like to remind parents about the importance of open communication with regards to pastoral care. If something is not sitting right with your son/daughter after 24 hours of an incident, then it may not be resolved. Mentioning this to your child’s classroom teacher is the first stage and from here we will monitor and pay attention to interactions to help assist your child. At Scotch we have a wealth of resources that can be accessed should extra assistance and support be needed. Parents are very perceptive, so please come and talk to us if something doesn’t seem right.

Reading

Academically, parents were informed of their son’s progress and this is a timely reminder to parents about the importance of reading and the significance of the amount of time reading has for long-term language development. The comparisons can be seen when comparing students who read 20 minutes a day against a student reading 5 minutes a day and again to a student reading for 1 minute a day. Below are 2 tables that clearly define the significance of reading showing how many words will be heard depending on the amount of time spent reading.

Key points to remember for reading

• Read each night and read for understanding.
• Please do not get caught up with the level of your son’s book. The boys need to understand what they are reading. With that, fluency will come. 
• Read two levels below their home reader level so boys can enjoy success. Repeated reading is very important, especially in the younger year levels. It assists the boys to learn more sight words and improve their fluency. 
• Importance of nightly reading and focus on all levels of comprehension; literal, inferential and authors purpose. 
• Reading for understanding is the key.
• Bookmarks are available in the front office which share suggestions and ideas for parents when listening or reading to their children.

 

For parents of Pre-Primary and Year 1 boys, if you would like more information about the importance of reading and specifics to the age of your son, please come along to the Parent Engagement Workshop: Developing Literacy Skills at School and Home on Wednesday 4 March at 8.30 am in the Dining Hall Annexe. 

Thank you, parents, for taking the time to meet with your son’s class teacher during the Parent-Teacher Interview week. These interviews are invaluable for parents, teachers and of course the boys.

 

5W News

In 5W, we have been looking at the Swan River colony during the period of colonisation. The boys have been looking at various sources of evidence and collecting notes through the lens of our key concepts, perspective and form. Using these notes, the boys are now writing their historical recounts using Book Creator and Sketches. The Sketches app allows the boys to make their journals more authenticate.

Further to this, the boys have been using Minecraft to look at how to colonise Mars. The boys had to investigate how to survive on Mars and the dangers one would face, how to create a sustainable colony on Mars, working collaboratively with their peers to complete a variety of tasks and finally, use critical thinking skills to decide how to allocate limited resources to build a colony capable of responding to potential challenges and setbacks. After finalising the 27 items that the teams would take to Mars, the boys set about creating seven pods with airlocks on the surface of Mars, all in survival mode. Will they survive? Only time will tell...

Mr Andrew Wells
Year 5 Teacher

Junior School Resource Centre

Overdrive and Library, Summer Term 2020

Hello from the Junior/Middle School Library (JML). This year I have returned to the Library land for the Junior School classes and look forward to getting into lots of conversations with your children about great reads and inspirational books.

I thought I would take the time to remind you of our online reading library called Overdrive. Overdrive is our online eBook and audiobook library program, which is offered to all sectors of the College. 

It is an effective way of offering the students choice and variety, and as a supplement to their levelled home readers and fortnightly library borrows. The advantage of the audiobooks is that the students have the opportunity to listen along on car trips or before bed, regardless of whether the book is at or above their reading level. It is also a great opportunity for them to borrow both the physical book and audiobook and read along as they go, thus seeing and hearing the pronunciation of words they may not recognise, opening up the opportunity for increasing their word banks over time as they read along.

If you have any questions, suggestions or just want to chat about books then please feel free to email me or come along and visit me in the Junior/Middle School Library soon.

Mr Warwick Norman
Junior School Dean of Teaching and Learning 

Levelled Literacy Intervention Program

At 7:45am on Monday, Wednesday and Thursday, three to five dedicated Year 5 boys meet and take part in the Levelled Literacy Intervention Program. This program provides explicit instruction primarily on reading strategies and comprehension skills, however, there is a writing component which involves phonics and vocabulary. These boys are to be commended for committing to meeting before school three mornings a week to discuss, analyse and critique a range of literary texts.

The LLI program aligns well with the IB Approaches to Learning which include thinking, social, communication, self-management and research. The boys learn to think critically and creatively. The rich discussion of stories and informational texts provide the opportunity for boys to collaborate while enhancing their social and communication skills; they listen to each other and respond and share ideas and opinions. The boys involved in the before school program demonstrate an impressive level of self-management skills by being organised for each lesson. Home learning requires the boys to read every night and complete a range of phonic, spelling and word work activities or games.

The boys taking part in the LLI program are to be congratulated for showing a high level of dedication to their learning.

Head of Middle School

At Scotch the Day Boys give a silent thanks to the Boarders for the 4 day mid-term break we get to enjoy.  Having a Boarding community within our school community has enormous benefits to us as a College and to our students in particular.  Within the classroom our boarding students help shift the horizons and broaden the contexts of almost every conversation we have.  Weather patterns, the environment, distance, access to goods and services, application of new technologies to name a few.  Boarders help our day students, and their teachers, recognise the different perspectives that exist in society; many not immediately visible in the metropolitan area.

As I write this article, I am watching the Year 7/8 Boarders return from their long weekend, many having had a 3, 4 or 5 hour car journey just to get home and then another 3, 4, or 5 hours today to return to school.  I have no doubt they enjoyed sleeping in their old bed, seeing family, seeing their pets, and just smelling the air that is unique to their part of the state.  There is reassurance in remaining connected to the things that underpin our lives.  We often talk about relationships as the fundamental underpinning of a positive, successful, enjoyable time at school.  Having a cohort of boarders in every year group offers both Day and Boarding boys the chance to build friendships, possibly through shared experiences on weekends such as we've just had, that not just connects our boys but has the chance to broaden the perspective to our state's depths and diversity as well.

One other group to give silent thanks to for our long weekend was the Labour Union movement in Australia during the mid 1850's.  It was the Stone Masons Union in particular who lobbied for many years for the 8 hour day:  8 hours of work, 8 hours of sleep and 8 hours or rest or recreation.  One of their strongest and eventually most compelling arguments was that the 8 hours of rest and recreation made for a better society.  Working fathers in particular had more time to spend with families, with their children and contribute to their communities.  For many who had come from an indentured background, the 8 hours of recreation also gave them some time to study or learn skills that would increase their employment prospects and social opportunity.  With our connectivity to the workplace via mobile phone, email and internet, it is easier than it ever was to chew into family, community and even personal time.  So often we recognise that a satisfying life is about getting the balance right.  The 8-8-8 structure that underpinned our Labour Day long weekend is a useful annual reminder to keep an eye on how we are balancing the important things in our lives.

 

Important Dates in Middle School Summer Term

Thu 5 Mar	JPSSA Inter-School Swimming Carnival 1.00pm – 3.00pm HBF Stadium
Fri 6 Mar	College Open Day Year 7.7 Moray Expedition Returns 12.00pm MS Assembly, 12.00pm DC
Mon 9 Mar	Year 7.1 & 7.2 Moray Expedition Departs
Thu 12 Mar	Year 7.1 & 7.2 Moray Expedition Returns PSA Inter-School Swimming Carnival, 5.00pm HBF Stadium
Mon 16 Mar	Year 7.3 & 7.4 Moray Expedition Departs
Thu 19 Mar	Year 7.3 & 7.4 Moray Expedition Returns
Fri 20 Mar	MS Assembly, 12.00pm DC
Mon 23 Mar	Year 7.5 & 7.6 Moray Expedition Departs
Thu 26 Mar	Year 7.5 & 7.6 Moray Expedition Returns
Sun 29 Mar	Year 8 Bibbulmun Track Departs (Boarders only)
Thu 2 Apr	Year 8 Bibbulmun Track Returns (Boarders only)
Fri 3 Apr	MS Assembly, 12.30pm DC
Mon 6 Apr	MS Inter-House Philosothon
Wed 8 Apr	Free Dress Day World’s Greatest Shave
Thu 9 Apr	Summer Term Concludes

8.1 - Who am I?

Over the holidays, the boys were tasked with tracing back their family tree to 5 generations.  The aim of this was to encourage boys to develop foundational knowledge of where they had come from.  Knowing our history gives us a connection and a sense of belonging.  Some boys found this task easy to complete, while for others it posed a greater challenge.

Connection and a sense of belonging is what we strive for boys to develop at Scotch College and for many this comes from their time in the Middle School.  For the boys in 8.1 this sense of connection has begun with creating posters that share aspects of themselves - their hobbies, interests and pets.  They were also asked to include a photo of their family, from where their first sense of belonging comes from.  It has been lovely to learn about the external lives and interests of our boys.

 

As we begin this final year of their Middle School journey, my hope is that the boys of 8.1 will have a sense of belonging and connection with their peers and that this year will remain in their memories as one of their fondest.

Mrs Tracey FitzPatrick

8.1 Homeroom Teacher

7.1 –iLearn Immersion

It has been a busy start to the 7.1 year.  During iLearn we have been looking at the amazing feats of Human Ingenuity associated with the building of the Shinkansen Bullet Train.  By researching the engineering problems that arose from designing the fastest train in the world, the boys were able to develop their Science knowledge and terminology to explain the problems and their solutions.  They also focused on the environmental, social and economic impacts of building the train and tracks, delving into the subject of Individuals and Societies.

Next, it was off to the Science laboratory to learn about safety and rules.  With a lab coat and safety glasses the boys looked the part, but before they could start to explore the mysteries of chemistry, they needed to demonstrate a vital skill.  This was to accurately demonstrate the correct set up and use of a Bunsen Burner.  Once mastered, each boy received their Bunsen Burner Licence, ready for a year of experiments and exploration.  Today Year 7 Science, tomorrow the Nobel Chemistry prize!

 

Ms Anna Eriksson

7.1 Homeroom Teacher

"Why am I doing this?" is a question we often ask ourselves.

Prior to the recent Rottnest Channel Swim, many participants would have been asking themselves this very question. They would have been apprehensive, monitoring the weather closely and hoping for flat conditions, an easterly breeze, and tides and currents that help, not hinder.

Some tackled the challenge of crossing as a team of four, others a duo and some as a soloist.

"Why am I doing this?"

Like people who climb mountains, explore far off places, or maybe learn a new language. Many do it for the sense of achievement. It is in our human spirit.

However, there is more to it than that. The sense of achievement is an undeniable factor but, for some, indeed many, this is outshone by the sense of belonging, of connectedness.

We all like being part of something, forming connections and relationships and sharing our experiences with others; sharing the sense of achievement.

Those Rottnest swimmers were after the same thing. Whether competing as a team of four, a duo or a soloist – they were all part of a team. They had a skipper, a paddler, a timer and a support crew. They were not on the journey alone - rather it was a shared experience for them all. The sense of achievement at the end was shared by the group and strengthened those bonds, that connectedness.

Our Year 9 boys have just returned from the Transition Camp at Rottnest. They shared some wonderful experiences together, had a great time, attempted new activities, and learnt more about themselves both individually and as a group. The connectedness from their shared experience is important for them as they transition into Senior School.

On Saturday morning, a group of 15 boarders and staff walked into Albany, having completed the 1000km adventure of the Bibbulmun Track, a trek that presented challenges and hardship, but also great joy, laughter and a feeling of accomplishment. More than anything, the group enjoyed a shared bond, an experience they will look back on fondly for many, many years to come.

The group is linked by that shared experience and along the entire 1000 kilometres they were not only representing themselves, but also the College. They donned their Scotch shirts for the final part of the walk and entered as a group, with a piper by their side, not unlike our Friday marching.

Next week our swim team will compete at the PSA Inter-School Carnival. They will be chasing that sense of achievement, whether it be through winning races, swimming personal bests or competing at a level they are proud of, as part of a team. Everyone has a role to play and that is to give their best, support their teammates and challenge each other. It is part of belonging to the group.

Whether it is walking that final stretch into Albany, undertaking activities on the Transition Camp at Rottnest, or standing on the blocks at the Inter-School Carnival next week, we are all part of something bigger than ourselves; we are part of a team and it is that connectedness and shared experience that we will reflect on in the years ahead. While it is important to make the most of those opportunities, the deeper meaning comes from sharing the ups-and-downs, the funny moments, the triumphs or even the stuff ups that we all have eventually. It is these shared experiences that bring us closer together. 

 

Senior School Important Dates

Date	Event	Location	Time
Week 6B
Tuesday 3 March	Years 10, 11 and 12 OLNA Testing – Numeracy
	Year 9 Parents and House Heads Dinner	Dining Room	6.45pm - 9.15pm
Wednesday 4 March	Year 12 Marine and Maritime (ATAR) Excursion	Marmion Marine Park	8.50am - 1.30pm
	Year 12 Parent Teacher Student Interviews	Dickinson Centre	4.00pm - 8.00pm
Friday 6 March	Wagin Field Day	Wagin
	Open Day		8.00am - 12noon
	Senior School Marching (no Assembly)	Dickinson Centre	8.30am - 8.50am
	PSA Sport – Scotch College v Aquinas College (sport.scotch.wa.edu.au)	Home	1.30pm - various
	PSA and IGSSA Swim Team Relay Practice	School Pool	4.00pm - 5.00pm
Saturday 7 March	Wagin Field Day	Wagin
	PSA Sport – Scotch College v Aquinas College (sport.scotch.wa.edu.au)	Home	8.30am - various
	PSA Rowing – Christ Church Grammar School Rowing Regatta	Champion Lakes	8.30am - noon
Sunday 8 March	Ferguson House Get Together	Gooch Pavilion	4.00pm - 6.00pm
	PLC Concert at the Quarry	Quarry Amphitheatre	6.00pm - 9.00pm
Week 7A
Monday 9 March	Year 12 Drama Monologue Evening	Foundation Theatre	6.00pm - 7.00pm
Tuesday 10 March	Years 10, 11 and 12 OLNA Testing – Numeracy (Round 1)
Wednesday 11 March	Years 2 and 12 Breakfast and Activity	Dining Room  Verandah	7.00am - 8.25am
	Year 10 WACE Parent Information Evening	Memorial Hall	6.30pm - 7.30pm
Thursday 12 March	Years 10, 11 and 12 OLNA Testing – Reading (Round 1)
	PSA Inter-School Swimming Carnival	HBF Stadium	5.15pm - 9.30pm
Friday 13 March	Senior School Marching and Assembly	Dickinson Centre	8.30am - 9.45am
	PSA Sport – Wesley College v Scotch College (sport.scotch.wa.edu.au)	Away	1.30pm - various
	Year 11 and 12 'Have  Sum  Fun' Mathematics Competition	Hale School	7.00pm - 10.00pm
Saturday 14 March	PSA Sport – Wesley College v Scotch College (sport.scotch.wa.edu au)	Away	8.30am - various
	PSA Rowing – Wesley College Regatta	Champion Lakes	8.30am - 12noon
Week 8B
Monday 16 March	Year 10 Diploma Parent Information	Memorial Hall	6.30pm - 7.30pm

Boys' Achievements

Benjamin Scott, Year 11 Ross  has been selected in the Australian Under 16 water polo squad with the hope of making the team for the World Junior Championships in Greece in July. In January, his team, Melville Water Polo Club won a Silver medal at the Club National Championships.

2021 Gap Year Opportunities

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.

For more information go to:  https://lattitudeaustralia.org/apply

University of Notre Dame  - Medicine 

Date:  Sunday 22 March 2020  
Time:  1-3pm   
Venue:  The University of Notre Dame Australia School of Medicine

Interested? Find out all you need to know about our leading  Doctor of Medicine  and  Pre-Medicine Certificate programs at our Medicine Info Session on Sunday 22 March. Meet current students, discuss the application process, tour our medical facilities and attend a dedicated presentation:

Presentation 1 –  For high school students, 12:45pm arrival for a 1pm presentation  
School of Medicine (ND35), The University of Notre Dame Australia, 38/40 Henry St, Fremantle

Curtin University | Year 10 Parent Information Evening

26 February 2020, from 5.45pm - 7.30pm

Thinking about going to  uni ?

This event is the ideal starting place for you if you're in Year 10 or are a parent of a Year 10 student.

In this free session, our expert staff break down the university jargon and explain how you can choose the best subjects for Years 11 and 12 to suit your interests, abilities and career goals.

You'll also learn about Curtin courses, scholarships and alternative pathways.

Find out more:  https://study.curtin.edu.au/undergraduate/year-10-information-evening/

UWA | Course Information Evening

30 March 2020 - 5.00pm - 7.30pm at  The University of Western Australia

Join us on campus and chat to subject area specialists, academics and UWA students. Find out about UWA's courses, entry requirements, maximising your ATAR and how to keep your options open when selecting your ATAR subjects.

Find out more:  https://www.uwa.edu.au/study/events/course-information-evening

April Exam Preparation & Revision Programmes 

Tuition for all students Year 7 - 12

Week One , 13-17 April - Christ Church Grammar School

Week Two,  20-24 April - Hale School, Methodist Ladies' College

The April School Holiday Program offers students comprehensive subject revision and prepares students for their First Semester Exams. Enrol at mastermindaustralia.com.au

Study Work Grow Membership for Students and Parents

Study Work Grow has membership provided on your behalf, by Scotch College. Your membership entitles you to access the latest career news and opportunities and will help you learn about your options.

To create your membership:   
Step 1 - Go to  https://studyworkgrow.com.au/school/scotch-college-perth   Step 2 - When asked, enter your school code - SCOTCH19

Murdoch University Open Night

Murdoch University will be conducting  their Health Open Night , will be  next Wednesday 4 March!

Hear from current academics and students about their courses in:

• Psychology
• Nursing
• Chiropractic Science
• Sports and Exercise Science
• Medical, Molecular and Forensic Science
• Food Science and Nutrition

Additionally there will be tours of some of  phenomenal  facilities and the opportunity to speak one on one with members of their future students, study abroad, scholarships, and admissions teams.

Places are limited so don't forget to  register😊

Registrations for 2020 UCAT are now open

UCAT (University Clinical Aptitude Test) is required for all Year 12 students who are considering studying Medicine in 2021 

To make your registration as easy as possible, click the button below for: 

·         INSTRUCTIONS on how to register (there are only 3 steps!) 

·         IMPORTANT LINKS (e.g. applying for a concession discount) 

·         MUST-KNOW ADVICE about which date to choose (and how to change dates if needed) 

·         MASSIVE DISCOUNTS on UCAT prep materials 

 https://www.icanmed.com.au/ucat-registration-guide 

Mr Peter Frusher
Careers Advisor

Risking Taking Behaviour in Adolescent Boys

Once your son enters Senior School he is well and truly into his journey of being a teenager. To some degree, the young boy who you use to take to primary/junior and middle school is in the stages of growing up and wanting to  be seen as  young man. He is craving his independence and own identity and is wanting to fit in with all his friends. Part of this new identity is that at some stage, your son may want to engage in risk taking behaviours. For some parents, this is confronting as their boy has previously been a stickler for the rules and has always "done the right thing". However, this change in behaviour is completely normal. The part of the brain (Prefrontal Cortex) used to make rational decisions has not truly developed and will not fully develop until he is 25 years of age. This then results in his Amygdala assisting in these  decision making  tasks. In layman's terms, the Amygdala is part of the brain that  is in charge of  emotions and is associated with impulses. Therefore, it begins to make sense as to why adolescents tend to spike in engaging in risky behaviours.

As parents, there are many things that you can do, to better assist your son during this stage of his life. This includes:

• Speak to your son about your concerns  – if your son is engaging in risky behaviour, talk to him about this behaviour. When you talk to him about this, do it in a caring and non-lecturing manner. Your son will likely tell you that "Everyone else is doing it ", but  speak with him about these implications and other ways to handle situations to avoid peer pressure and engaging in harmful behaviour.

• Model desired behaviour –  Engage  in the desired behaviour you wish your son to display. For example, this may mean avoiding regular alcohol consumption. By engaging in alcohol consumption, this exposes teenagers to this behaviour and normalises it. For many teenagers, the reasoning of "I am an adult and you are not" does not sit well with them as they tend to view themselves as mature individuals.

• Let your son make some healthy risks  – Allow and encourage your son to play contact sports or experience new sports/activities which he may not have normally been interested in.

• Renegotiation of the relationship  – Allow your son some say in decisions that involve him. Ask to hear his point of view and at times negotiate some of these decisions.

• Have boundaries  – Although there should be a renegotiation of the relationship, boundaries are still essential. Boys do well with structure and  boundaries, but  do tend to have more of a buy-in if their voice is heard.

• Offer praise  – Offer your son verbal praise for his efforts over his marks. He is in the point in his life where he is deciding who he is as a person and positive praise for his efforts rather than his marks will benefit his self-esteem.

• Arrange to do things with each of your children in a one-one situation  – Take your sons out individually (for example, for breakfast) and discuss with them what they would like to do and what has been going on in their life.

Mr Jon Marginis

Senior School Psychologist

Scotch Parents

It has been a very busy start to the year! Saturday 15 February was the Year 12 Ball and what a spectacular event it was! Many thanks to Sasha Jones and the Ball Committee along with the Year 12 parents who worked tirelessly to put together such an amazing evening for our boys. Also, a big thank you to the Year 11 parent volunteers and the Year 10 boys who worked so hard on the evening.

.      .    

Last Friday evening some 200 parents attended the MS Sundowner which was held in the Middle School Quadrangle for the first time. A great night was had by all and again I wanted to thank our amazing catering staff and our Year 11 Food Technology boys and the girls from PLC who assisted with the food preparation and serving on the night.

Upcoming Events supported by Scotch Parents:

• Year 12 Mother's Lunch - Sunday 15 March
• Year 9 Coffee Morning - Tuesday 17 March, Mel & Co Café -8.30am
• Year 10 Coffee Morning Thursday 9 April - 9am at The Lakeside.

Ms Kate Reynolds

President

Scotch Parents