Great Scot 173, June 2025 by scotchcollegemelbourne

THE SCOTCH FAMILY MAGAZINE ISSUE 173 JUNE 2025

Great Scot is the official publication of Scotch College, Melbourne

Produced by Scotch College 1 Morrison Street, Hawthorn 3122 Victoria, Australia (03) 9810 4321 greatscot@scotchcollege.vic.edu.au www.scotch.vic.edu.edu

Old Scotch Collegians Association www.oscanet.com.au Cover photo: Kate Collingwood Inside cover photo: Lara Bliss 2

@scotchcollegemelbourne @scotchcollegemelbourne @scotchcollegemelbourne

CONTENTS 4

NURTURING POTENTIAL

NEWS

A message from the Chairman A message from the Principal

A life of service and integrity

Intention and intuition

Success in the words of our captains Byte-sized learning

Great Scot | Issue 173 | 2025

MESSAGES

Greater than the sum of his parts

Booting it forward

AROUND THE GROUNDS 22

24-hour hikers step up to the challenge

The art of public speaking

30 32

Why belonging matters Nurturing potential

Inside Scotch Explore Finding the balance

Igniting scientific minds

THE ARTS 36

Arts students take on the Big Apple

Exhibiting interests

SPORT

THE SUESSIFICATION OF ROMEO AND JULIET

Building momentum

Leading the way in concussion management

BOARDING 52

Making the Hill feel like Home

FOUNDATION 54

From the Foundation President

It starts with the opportunity

OSCA 60

Honouring our heritage

From the OSCA President

From the Executive Director

A track well run

66 67

OSCA CLUBS

The Suessification of Romeo and Juliet Surging ahead at Head of the River

Tuning into excellence

Unleashing creative confidence

68 70

President’s Dinner 2024

From performer to producer Reuniting in research Back on set

Old Scotch doctors lend a healing hand Kilted runners tackle the Tan

OSCA Clubs

OSCA Reunions

OSCA Events

ARCHIVES 84

Views of Scotch – From the collection of Colin Samuel McKay

The 25 oldest known living Old Boys

Scotch’s own Battle of Britain pilot Obituaries

Great Scot | Issue 173 | 2025

A message from the Chairman In April, we officially released the new Strategic Plan: ‘Lighting the way’. It marks an important milestone as the next chapter in our commitment to ensuring Scotch remains a leading light in education. Our founder the Reverend James Forbes once said “School is…a most important engine, not only for imparting of knowledge, not only for the propagation of intellectual light, but for the formation of character, the inculcation of principles and the regulation of habits.”

Mr Hamish Tadgell (‘85) SCHOOL COUNCIL CHAIRMAN

The current plan builds on this legacy, grounded in our Christian faith and the Scottish Enlightenment, with a focus on a holistic education. It is designed to prepare boys not just for academic success but life as thoughtful, engaged and responsible citizens. The plan is the result of a comprehensive and inclusive process – one that involved students, staff, parents and Old Boys. Over a period of some two years the Council and School Executive, led by the Principal, have worked diligently to craft the strategy.

CHAIRMAN

At the heart of the plan is a renewed commitment to our core values and the attributes and principles that define Scotch and shape its identity. To assist in providing clarity in what we believe in and are committed to, we have developed seven Guiding Beliefs for the College. These are rooted in the School’s Articles, Christian values and Scottish heritage and are designed to ensure our purpose remains clear and meaningful, and help guide our strategy and how decisions and actions are taken. Firstly, we believe boys thrive in a singlesex environment. We are unashamedly committed to advancing scholarship in boy’s education and empowering boys to find their interests and passions through offering a prep to Year 12 day school and boarding for senior students. Secondly, we believe aiming high is essential in all endeavours. An awareness of the highest order causes all things on one’s horizon to tilt upwards rather than downwards. If you expect to achieve excellence you will tend not to be satisfied with less, and you will be gratified to learn how far you go towards achieving it. At Scotch, we are committed to a culture of continuous improvement, attracting and developing outstanding educators, and encouraging each student to achieve the highest standard of which he is capable. Thirdly, we believe learning is best understood as a holistic lifelong endeavour and we are committed to pursuing a rigorous educational program that develops mind, body and spirit and prepares boys for a future characterised by uncertainty, but great possibility. Fourth, we believe the Christian worldview offers hope and purpose. Institutional structures and policies, while certainly necessary, are not sufficient in themselves to create a flourishing human education and to be fully alive. We are committed to forming men of character, and not just young minds, through developing a sense of responsibility, respect and spirit of reverence, and being accepting and generous towards others.

Fifthly, we believe our heritage and traditions help frame our future. If we understand ourselves as heirs of a rich inheritance built on the legacy and sacrifice of others, then the natural response is to share, give back in what way we can and serve others. We are committed to drawing on our Scottish heritage and traditions in passing the torch and things we hold dear from one generation to the next, and cultivating a spirit of service, and building a better society. Sixth, we believe the strength of the Scotch family comes from caring for others. In today’s world, it is easy to become caught up in individual ambitions and personal achievement. By harnessing our collective strengths, we are better able to help others less fortunate than ourselves, deal with adversity and achieve great things together. We are committed to identifying opportunities where we can partner in education and engage in the wider community, including through providing opportunities for boys from a range of backgrounds to attend the College who might not ordinarily be able to do so. Finally, we believe our Hawthorn campus creates belonging and community. Without a sense of belonging and roots it is hard for individuals to assemble a coherent and stable narrative in their lives. We are committed to creating the best possible learning environment and place where teachers and staff want to work, which is respectful and inclusive and where all members of the community feel welcome and safe.

Our values and strategic aspirations Along with the guiding beliefs we have developed Respect, Responsibility and Reverence as our school values. The 3R’s have appeal in their simplicity and guide our actions and define the qualities we seek to cultivate in each boy who passes through the School. Our guiding beliefs and values have provided clarity in developing a clear and singular purpose, which captures the essence of our vision, being ‘Forming enlightened learners of good character committed to shaping a better future’.

To bring this purpose to life, three new strategic aspirations have been developed being: •

Firstly, Forming men of character

•

Thirdly, Championing progress inspired by our past

•

Secondly, Advancing learning that appreciates beauty, pursues goodness and discerns truth; and

Great Scot | Issue 173 | 2025

Our Guiding Beliefs

Each of these aspirations is supported by separate initiatives and a detailed operating plan. These include a new outdoor education program at Mallacoota, an enhanced teaching and learning framework, an expanded Christian education and service program, a teacher professional learning program and IT infrastructure and communications upgrades. Further details can be found in the Strategic Plan document available on the School’s website, which I encourage you to read. Through the course of this year, we are also reviewing our Masterplan to ensure our facilities align with our vision. This will bring together our stakeholders and experts to create an integrated plan for the long-term future development of the Hawthorn Campus and a plan for the Mallacoota site, which we will share with the community in 2026.

Looking ahead Our new strategic plan demonstrates our commitment to our founding values, and it provides a roadmap for the future, that is forward looking and ambitious. It deepens our commitment to character formation and developing young men of confidence, compassion, with a sense of responsibility - young men who will become good fathers and responsible citizens, with a capacity to serve, be leaders and contribute meaningfully to society. Having developed the Plan, the real work now really begins in bringing it to life. Implementing this strategy will require us all – teachers, students, parents, Old Boys and the entire Scotch community to play their part. As we move forward together, I hope you will embrace our vision with energy and commitment. Let us ‘light the way’—not only for today’s boys, but for generations to come. 5

Great Scot | Issue 173 | 2025

An expansive vision of education

Dr Scott Marsh PRINCIPAL

I hope by now you have watched our special video on our new website. Produced by Charlie Howcroft (‘15) and Tom Sutherland (‘16) and starring Bruce Brown (‘60), the 2-minute clip features our great school accompanied by the dulcet tones of our very Scottish Chaplain Dr Reverend Douglas Campbell reciting Ralph Waldo Emerson’s poem on success. The poem tells us that success is about laughing often and much; that success can be found by winning the respect of intelligent people. I love the ending line that tells us that if we have helped one person to breathe a little easier through our lives, that this is to have succeeded.

PRINCIPAL

In advancing an expansive vision for education, we wish to respond to a seemingly all-pervasive narrative that narrowly defines success as the achievement of an ATAR ranking. As I have said before, an ATAR expires immediately on use and has no utility beyond this. Furthermore, we know the media love to rank schools using dubious data and as a society we have let the media define the success of our schools. Sadly, one can be excused for thinking that the purpose of schooling today is to get the best marks, so one can get into a course that my marks, not my passions dictate, so that I can get a job and add to the economy and grow my personal wealth. Now, I am a big believer that work is good for us. However, school is so much more than just preparing for work, and I believe our individualistic and increasingly secularised society has done much to narrow the purposes of schooling, leading to the narrow conceptualisation of success that largely drives the agenda in many of our schools today. Over recent generations, our society has changed in fundamental ways. No doubt, our civilisation has always had a focus on progress, and there can be great benefits when improvements are made. However, when Sundays became days to shop as opposed to a time for rest, was that really an improvement? Likewise, we have all benefitted from the many technological advancements made throughout history.

However again, is the fact that we now carry devices 24/7 that vibrate and remind us we have more work to do really an improvement? What is the end point or ultimate goal of progress. In our highly secularised world, how should we now measure or define progress and who gets to do this? Without a defined end point, how does progress help each of us to understand life and our part in it?

Once, we were curious about life, beauty, goodness and truth. Today, our curiosity can so easily become the pursuit of novelty, new experiences or what might be coming next. Today, life seems to be all about experiences, and we are all in danger of living as consumers on an ever-fastening merry-go-round. In Aristotle’s Metaphysics, we learn that each of us by nature desire to know. Aristotle tells us that when this desire for truth is abandoned, thwarted or frustrated, our flourishing as human beings is equally impacted. Today, we live in the post-truth age or a time where the only thing that matters is ‘your truth’. Here truth has been reduced to being subjective; quite the turnaround from the celebrations emerging from the Enlightenment which praised the importance of reason and rational thinking. As truth has been replaced with consensus, concomitantly, we see a world drowning with mental health challenges. Is this what Aristotle foresaw when the pursuit of truth is abandoned?

Great Scot | Issue 173 | 2025

Earlier this year this film was released alongside our new strategy ‘Lighting the Way’. As the video portrays our expansive history and educational offering, similarly, Lighting the Way represents our desire to advance an expansive vision for the education of our boys. In this way, our Strategic Plan is so much more than a list of things to do, so much more than a checklist of tasks.

In pursuing a far more expansive vision for education in our Strategic Plan, we are committed to reclaiming much that has been seemingly discarded. It is our desire that Scotch boys value truth, and wrestle with truth. Through cultivating curiosity that seeks knowledge for its utility in discerning truth, it is our desire that our boys stand up for what is right and have the courage to stand for things that might need our advocacy or protection. We also desire for our boys to see the beauty in a Mathematical equation, artwork, or a musical piece. Our overarching desire is that learning at Scotch is embraced as a pathway to appreciate beauty, pursue goodness and discern truth rather than merely a pathway to a better mark. We desire that our boys understand that beauty and truth are good, and that goodness and the ‘good life’ are worthy of our efforts, attention and protection. We will advance beauty that leads to awe and wonder and the appreciation of what is good for us and our world. In looking for opportunities for our boys to experience awe and wonder, we rightly provide opportunities for our boys to think about life, its meaning, and ultimately, the pilgrimage that they and indeed each of us are on. To bring this to life, we have identified three central aspirations: •

Forming men of character

•

Championing progress, inspired by our past

•

Advancing learning that appreciates beauty, pursues goodness and discerns truth

Within each aspiration, we have identified specific projects to bring our aspirations to life. In 2025 we are presently working on a number of projects.

Some of these are summarised below:

Great Scot | Issue 173 | 2025

Aspiration

Project

Project update

Forming men of character

8-week residential outdoor educational program for Yr 9

•

Property has been purchased

•

Draft Master Plan has been developed

Advancing learning that appreciates beauty, pursues goodness and discerns truth

Improving our sporting programs

•

Championing progress, inspired by our past

Attracting and retaining the very best staff

•

• • • • • • • •

Championing progress, inspired by our past

Develop a Scotch Master Plan

• • • • •

June 2025, Scotch Council to sign-off on long-term viability of the project Draft Educational Program has been developed Appointed an external expert to review our structure and programs Expert interviewed parents, staff and students – questionnaire also sent to families Review to be tabled in June 2025

Goal to develop strategy by December 2025 Conducted staff consultation to glean strengths and areas for growth International review of best practice

Implemented new staff professional learning program

Exploring the concept of establishing an institute that would advance staff growth June 2025, finalising strategy

Invited 8 leading architectural firms to submit their EOI to compete in a Master Plan competition. Selected 4 firms from this group. Received 4 submissions

Identified 1 firm to commence a comprehensive master planning process Goal to complete project by December 2025

Beyond these larger items, we have similarly completed much work in the following areas: •

Improving our IT systems and staffing capacity

•

We are conducting an external review of our Music and Drama teams to explore how we can take these to the next level

•

• •

Improving our communications (new website and new newsletter format)

We are presently finalising a review of our Health Services

We are presently finalising a review of our Cadet Unit to understand how we might take this further and reestablish Scotch as a leading school in this space, we know that the Cadet program across Australia has just been accredited to align with the world-renowned Duke of Edinburgh Scheme - we desire to have our boys extended and presented with this opportunity. We have commenced auditing all activities to examine the extent to which character is developed within our existing programs.

We have drafted a Teaching and Learning Framework to start our conversation about how best to improve learning for our boys.

• •

We have started a review of our Senior School Pastoral structures.

We have implemented a new Stage Leader Model in Junior School to provide more holistic oversight of all we do across P-6.

Again, this is merely a snapshot of what we are doing to bring our purpose statement to life so that Scotch is truly a school dedicated to ‘forming enlightened learners of good character, committed to shaping a better future’. So, what will success look like in the coming years? Together with this edition of the Great Scot, we have included a copy of Lighting the Way. This strategy document provides a high-level overview of the projects that have either already commenced or will commence in the coming years. As with any strategy, we will continue to remain agile and evolve our plan as necessary over the coming years. In this way, our plan is a road map to light the way for the continued advancement of our great school. Our annual parent survey will be tailored to ensure we collect feedback from our community on the progress and impact of this plan.

PRINCIPAL

Great Scot | Issue 173 | 2025

There is so much within our strategy that excites me. If our feasibility study renders the Mallacoota project achievable and sustainable, we will pursue this initiative with a view to launching a transformative program for Year 9 in either 2028 or 2029.

In the coming years we will have improved technology and communications systems and will continue to prioritise and attract world-leading staff. However, overwhelmingly, the success of this plan is inextricably and unashamedly linked to our desire to see a more expansive vision of education for our boys. Our vision is that a Scotch education supports young men on their journey to ‘becoming’ good men and, in this way, education at Scotch is about human awakening. Here, the men who leave our gates thrive in their chosen area and have good mental health. They are men of good character, who through their integrity and humility, flourish in their personal lives and live with meaning, a clear purpose, and are enlightened to experience awe and wonder in their daily lives. Importantly, in being successful, this plan will ensure that we continue to see Scotch men making use of their many gifts and talents to make our world a better place. Dr Scott Marsh Principal 9

David Crawford AO (‘61), 17 January 1944 - 5 December 2024

A life of service and integrity The Scotch Family mourns the death of David Crawford AO (’61) Born on 17 January 1944 at East Melbourne, David was the son of Frank Crawford (SC 1923–25), who attended Scotch on an OSCA War Scholarship and was one of OSCA’s foundational contributors. Attending Scotch from 1956 to 1962, David fully embraced Scotch’s opportunities. He was a member of the 1st XI cricket team in 1961 and 1962, the 1st XVIII football team in 1962, a Probationer and Prefect in 1961, and Captain of Lawson-MacFarland House in 1962. He also led Fourth Troop as Troop Leader in Scouts. His leadership qualities were already clear, setting a standard of service that would echo through his life. David’s dedication to Scotch continued well beyond his school years. He played football, cricket and tennis for Old Scotch clubs and served on the OSCA Council from 1973 to 1993. As Treasurer, Vice-President and ultimately President in 1987, he followed in his father’s footsteps to become OSCA’s first father-son president duo. He was awarded OSCA Honorary Life Membership in 2011. From 1991 to 2012, David contributed profoundly to the Scotch College Council, ultimately serving as Chairman from 2006 to 2012. In that role, he helped appoint Principal Tom Batty, whose words capture David best: “clear thinking, sound judgement, good humour and unquestioned loyalty to his school.” David’s service extended far beyond Scotch. A graduate in Law and Commerce from the University of Melbourne, he became one of Australia’s most respected business leaders. He was National Chairman of KPMG (1998–2001), and served as Chairman of Foster’s Group, Lendlease, South32 and National Foods. He also held directorships at BHP Billiton and Westpac and was Vice-President and Treasurer of the Melbourne Cricket Club. David reshaped the future of Australian sport, chairing major reviews of the AFL, Football Federation Australia, and Cricket Australia

— laying the groundwork for modern governance and professionalism in these codes. His leadership also extended to the arts as Chairman of The Australian Ballet (2002–08), and to the community through the Kindilan Society (now Focus), a disability service provider and home to his son James. On 25 November 1968 David married Maureen Lois Couzens at Scotch. They raised three children — Andrew (SC 1982–89, OSCA President 2018), James and Anna — building a family that reflects their values of service, humility and community. David was a proud and engaged grandfather to his grandchildren, including the fourth generation of his family at Scotch: Wilson (Year 12), May and Gilbert (Year 8) Crawford and Amelia and Angus McCallum (Year 10).

David was a mentor, a generous contributor and a deeply principled man. His work — whether in the boardroom, the community or his beloved Scotch — was always marked by clarity, humility and unwavering commitment to the greater good. He held a profound love for Scotch — which he credited with shaping his character, values and lifelong friendships — and he was immensely proud and grateful to be part of its enduring story. David died on 5 December 2024.

Success in the words of our captains On a sunny afternoon in late April, we sat down with our 2025 school captains Emmanual (‘24) and Conor (Year 12) to reflect on their roles in the school and how they interpret the question ‘What is Success?’ through their unique set of experiences.

NEWS

If you’d like to hear more about our ‘What is success’ series, keep an eye on Scotch socials!

When asked about his motivation in becoming School Captain, Emmanuel was quick to share how it came from a “sense of feeling that you owe something, in a good way, because you’ve been provided with so much, in terms of experience, at Scotch. I felt like it would be a great way to give back by serving the school”. This desire to give back is also reflected in Conor’s own approach to leadership. “It took me a few years to settle down and to really find my place, but I managed to do that by getting involved in as many things as I could. Eventually I found the things that really called to me: running, music, debating, and that has culminated in my role this year”, he said, “I have really tried to embody the values that I want to see in the school, like empathy and doing the little things that go a long way.” This sense of self-awareness and leadership also shaped their views on personal success. “I think personal success is achieving your goals, but also on a broader note, just improving on whatever you’re doing now, as well as improving your personality; so for example, how you portray yourself and what do you actually do at school,” Emmanual shared. Emmanuel’s experience as school captain has visibly enabled him to take some insightful, critical distance when explaining his golden rule: “Your attitude towards things doesn’t have to necessarily be visible from the outside, rather it comes from the inside.” The two captains clearly agree that success isn’t just about what others can see. “I think on a personal level there are two types of success,” Conor says, “the first one comes with achieving goals, which is such a rich feeling because they are not necessarily glorious world-bending achievements but reward for hard work. A successful life is when someone is really hitting their stride doing something that they love and bringing something meaningful to the world.” The conversation then turned to the idea of a symbiotic relationship—where one person’s success can come from helping others succeed, and in turn, being lifted by them as well. “A community should both support and uplift members and I think this was exemplified a few weeks ago when I was watching [supporters at] the Head of The River,” Conor shared.

“The Year 7 Camp was a big showcase of success in terms of what Scotch tries to do by providing boys with the ‘Scotch at Cowes’ program,” he said. “I went to a cricket training a couple of weeks before the first set of boys went on camp and it was really quiet. There was a sense of awkwardness because they didn’t know each other’s names, but then, when I came back to another cricket training session a couple of weeks later, the same boys were very loud, filled with excitement and talking to each other, and I think that is success.”

“

For those individuals who performed really well, achieving 99.95 ATAR scores, I’m just thinking about all the times I’ve seen them around working together, helping each other out, staying after hours and keeping each other accountable.

”

A quick glance around the captains’ office reveals a whiteboard filled with contributions from students across all year levels. Emmanuel reflected on how his personal success in English Language last year was supported by guidance from Old Boys, and how the broader academic success of the cohort came from a strong culture of sharing. “For those individuals who performed really well, achieving 99.95 ATAR scores, I’m just thinking about all the times I’ve seen them around working together, helping each other out, staying after hours and keeping each other accountable,” he said, and I think the other pillar of academic success is really the quality of teachers. I’ve had so many teachers who really inspired me with their drive and passion. It’s clear that both captains have a strong sense of direction and care deeply about the school. Their articulate and well-considered reflections demonstrate not just their own character, but also the kind of environment Scotch fosters—one that encourages leadership, kindness and a sense of giving back. With students like these helping to lead the way, we are most certainly in good hands.

Emmanuel also witnessed a clear example of this kind of collaborative success earlier in the year. 13

NEWS

Great Scot | Issue 173 | 2025

Intention and intuition Shaping learning at Scotch

Ms Kristy Irwin

VICE-PRINCIPAL TEACHING AND LEARNING

At the heart of every great school lies a clear vision of learning, one that shapes not only what we teach but also how and why we teach it. In our recently launched Strategic Plan we articulated an aspiration to advance learning that appreciates beauty, pursues goodness, and discerns truth as a key component to forming enlightened learners of good character. This vision has been explored from a teaching and learning perspective in recent editions of Great Scot: Embracing the Transcendent considered the why and the what, reflecting on the purpose of education and the knowledge, skills, and dispositions our students need to thrive; while Spaces that Speak examined the where, exploring the role of physical environments in shaping the learning experience. Now, as we continue to develop the Scotch Teaching and Learning Framework, our focus turns to the how—the pedagogies that guide us in bringing this vision to life every day. The characterisation of teaching as both an art and a science is a wellestablished concept in educational discourse. John Dewey, a prominent educational philosopher, expressed this view in 1929, observing that “there is no opposition, although there is a distinction” between the scientific and artistic aspects of education. He emphasised that education is not merely an art or a science but encompasses elements of both (Dewey, 1929). The science of teaching draws on research into how we learn, providing a foundation for intentional, evidence-informed practice. It includes principles like those articulated by Barak Rosenshine, whose work synthesises decades of cognitive

science and educational psychology. His principles, which include clear instructional sequences, frequent checks for understanding, and systematic review, provide a shared language for discussing effective teaching and learning (Rosenshine, 2012). These principles are not rigid prescriptions, but guideposts for creating lessons that are clear, purposeful, and impactful, ensuring that every boy is challenged and supported on his learning journey. Yet teaching is also an art, one which requires sensitivity, intuition, and the ability to respond to the unique dynamics of each classroom. Tom Sherrington, in The Learning Rainforest: Great Teaching in Real Classrooms, captures this interplay, describing how great teachers draw on both structured approaches and the more fluid, relational elements of teaching to inspire, engage, and connect with their students (Sherrington, 2017). This artistic dimension is evident when a teacher senses a moment to pause for reflection, to draw out a boy’s question, or to seize an unexpected teaching opportunity, those moments when learning becomes personal and alive. This blend of intention and intuition is particularly important in the context of boys’ education, where relationships play a critical role in shaping character and fostering a sense of purpose. Dr. Michael Reichert, a leading advocate for relational pedagogy, argues that boys, in particular, thrive when they feel seen, understood, and valued (Reichert & Hawley, 2010). At Scotch, this understanding is woven into the fabric of our school. Our pastoral care structures and co-curricular programs are designed to ensure that boys are known not just as learners, but as individuals

Great Scot | Issue 173 | 2025

with unique interests and talents. These connections are not incidental to the Scotch experience, they are essential. Whether it is the quiet guidance of a mentor on the Year 9 Retreat, the camaraderie forged on the sports field, or the shared commitment to a house or co-curricular pursuit, the relationships formed here are lasting. They shape boys into young men who understand the value of integrity, empathy, and service, qualities that will guide them well beyond their years at Scotch, preparing them to contribute positively to their communities and the wider world.

As we continue to develop the Scotch Teaching and Learning Framework, we remain committed to the balance of intention and intuition, the science and art of teaching. It is not about adopting a single method or model, but about building a shared understanding of what it means to teach with purpose, impact, and genuine care for each boy’s learning journey.

References

Kristy Irwin Vice-Principal Teaching and Learning

Sherrington, T. (2017). The Learning Rainforest: Great Teaching in Real Classrooms. John Catt Educational.

Dewey, J. (1929). The Sources of a Science of Education. Horace Liveright. Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator.

Reichert, M., & Hawley, R. (2010). Reaching Boys, Teaching Boys: Strategies that Work – and Why. Jossey-Bass. 15

Great Scot | Issue 173 | 2025

Byte-sized learning IT progress at Scotch

With rapid change and growing complexity in the digital world, Information Technology plays an increasingly vital role at Scotch. To explore the many projects currently underway in more detail, we invited Matt Power, Head of IT, to talk to us about the tech magic happening behind the scenes.

Matt has had an extensive career in and amongst ITC in schools, beginning at the University of Technology Sydney (UTS) with the School of Computing Science, where his passion for technology and helping people merged. “At UTS, I delved into networks and devices, working on significant projects like server room upgrades, and a major move into the historic Fairfax building. These experiences created a curiosity in how ICT could be used to improve how we work.” Matt explained. “After UTS, I joined William Clarke College where I uncovered a passion for supporting ICT in schools. Whilst there, I developed a comprehensive ICT system, built an ICT team, created a portal and parent communication system, and developed a student dashboard that provided real-time insights into student involvement.”

NEWS

Great Scot | Issue 173 | 2025

Since arriving from Sydney in 2023 and becoming part of the school executive, Matt has had an opportunity to observe many qualities and values throughout the Scotch community: “One of the most inspiring aspects of Scotch is the boys themselves. They are exceptional individuals who continuously elevate each other to be their best. This is something I have had the privilege of witnessing firsthand, as my son is currently a Year 12 student at Scotch. The camaraderie and mutual support among the students is commendable.” Matt also shared his appreciation of the wider culture of the school. “The school’s history is filled with many achievements, and there is still so much potential for even greater accomplishments in the future. This community is driven, and ambitious.”

It’s difficult not to notice the objects that adorn Matt’s office— an unwrapped box of 3.5” floppy disks, the cassette single of Radiohead’s ‘Creep’, an early 2000s Nokia mobile phone— all objects from a bygone era. Staying ahead of rapid technological advancement is essential to avoid being left behind. Since Matt’s appointment, the school has undertaken significant structural and technological upgrades along with more recent updates to the firewall and web filtering system. “Web filters, though often underappreciated, play a crucial role in a school network. We are currently fine-tuning the balance between maintaining security, minimising distractions, and enabling effective learning. Our next step is aimed at empowering teachers with the ability to temporarily unblock specific websites that are typically restricted but necessary for their lessons. This approach aims to provide a more flexible and responsive learning environment while ensuring that our network remains secure and students stay focused on their learning.” Today’s students experience technology in a way that is worlds apart from their parents’ early encounters. While many parents grew up with limited access, students now navigate a digital landscape filled with instant connectivity and a wealth of online resources at their fingertips, considered by some to be a complex and potentially dangerous combination. “In my opinion technology itself is not dangerous, it is a tool.” says Matt. “The danger comes with how we use technology, and unfortunately how others use it. Technology increases our reach and removes some natural boundaries. We are teaching young people how to use it well and make them aware of the dangers so they can

make the best decision for themselves.” Looking at the bright side, Matt spoke about how technology is an advantage to the students of today. “We now have access to things that we’ve never had access to before. Long gone are the days I had to go to a specific building to look up information. I now have all the information in front of me and it’s my duty to work out what’s real. It also obviously breaks down lots of different barriers. I can find groups of people that are interested in my niche interest. Once upon a time, you almost had to be interested only with the things from the people that lived on your street! Now, you can go well beyond that. Technology allows us to collaborate in a variety of ways and we don’t all have to be in the same room to do it.” Matt’s vision for future progress at Scotch is a strikingly clear one. “For me, technology in a school, at its absolute best, is silent. We don’t talk about it, but we use it, interact with it, and it is just there. When we’re talking about technology, it’s when it’s not doing what we need it to do” he described. “My vision for IT at Scotch is to make information individualised to the users; students, teachers and families. So that it’s just there, instantly accessible, I’m not having to labour to get the information that I need. It’s seamless.”

NEWS

Great Scot | Issue 173 | 2025 Kindling Foundations: Prep to Year 2

Igniting Independence: Years 3 and 4

Fuelling Passions: Years 5 and 6

Greater than the sum of his parts Holistic care for every Junior School boy

Scotch College seeks to form enlightened learners of good character and therefore we must recognise that every Scotch Collegian is a whole that is more than the sum of his parts. Each of our wonderful Scotchies is a complex arrangement of physical, social, emotional and spiritual elements that combine to produce something unique and beautiful.

Tom Savill

HEAD OF JUNIOR SCHOOL

As our Junior School boys progress on their developmental pathways, each of their constituent parts is challenged and tested regularly. Whether it be their academic abilities, their sporting prowess, their musicality or even their social skills, the aim of the Junior School (and arguably every Primary School) is to create opportunity for them to grow holistically in preparation for their future. Over the course of last year, we took time to look internally at the structures we have within the Junior School to help create authentic and impactful support for each boy, his family and his teachers. This year we initiated the Stage Leader roles of ‘Head of Prep to Year 2’, ‘Head of Years 3 and 4’ and ‘Head of Years 5 and 6’, replacing the previous Year Level Coordinator model. This model was designed with the holistic development of every Junior School boy at its heart and such that those in stage leader roles have the time and capacity to enable the most positive impact. The Junior School journey can be divided into three key stages of learner development. Prep to Year 2 centres on the development of foundational skills such as learning to read – Kindling Foundations. Years 3 and 4 are largely where each boy develops a sense of independence in learning and builds

Great Scot | Issue 173 | 2025

the confidence to take academic risks – Igniting Independence. This leads to Years 5 and 6 where learners are expected to utilise their learning skills to critique the world and develop an understanding of where their interests truly lie – Fuelling Passions. Research is unequivocal in its determination that the teacher is the single largest positive influence on the learning progress of every student. Our teachers work extremely hard to design, deliver and reflect on lessons to help all boys in the Junior School make progress in their learning. However, teaching is complex and challenging with many external influences impacting the capacity of teachers to deliver excellent practice. Whether it be government-imposed compliance training, unique pastoral and personal circumstances of students and families, research recommended evolution of practice, or other factors, teachers must navigate a wide variety of responsibilities outside of the need to lead learning in their classrooms. Whilst teachers are working tirelessly, so are families. We are very grateful for the significant support we get as a school from our Scotch families. We value connection with each boy’s family and an opportunity to deepen our understanding of the influences on his life. We believe that strong connection between school and home can create positive outcomes in learning. Andrea Wood (Head of Prep to Year 2), Luke Daffy (Head of Year 3 and 4) and Steven Paneras (Head of Year 5 and 6) have the task of getting to know every boy in their stage on an academic and pastoral basis.

Through this understanding they can then strategically lead their stage teams to develop outstanding learning opportunities, manage complex pastoral challenges and provide continuity of connection for families. In the first semester of this year, Andrea, Luke and Steven have been a consistent presence in classrooms, have supported teachers to collaboratively plan and have led the evolution of a variety of programs within their stages. Through this model, every Scotchie has another staff member beyond their class teacher advocating for them and a staff member that will provide at least two consecutive years of support. Every Junior School teacher has an additional member of their team who knows the boys they teach and can provide meaningful support in the design and delivery of lessons whilst also giving support in the social and emotional development of each boy. Finally, every Junior School family has an additional member of staff who knows and cares for their son and is a meaningful point of contact in times of need. We look forward to the Stage Leader model growing and evolving over the coming year and beyond. We are grateful for the work of Andrea, Luke and Steven as they commit to supporting every boy, staff member and family in their stage. We are excited to continue the privileged task of helping each boy become an enlightened learner of great character with the ability to shape a better future. Tom Savill Head of Junior School 19

Great Scot | Issue 173 | 2025 Above: Year 12 students Tom and Mingara who helped to run the drive in 2024

Booting it forward

Opposite: Plenty Highway communities received the donation of football boots earlier this year

When the Year 11 First Nations boys at Scotch partnered with the Redtails Pinktails Right Tracks Program and launched a week-long footy boots drive in September of 2024, they knew they were rallying the school community for a worthy cause. What they may not have realised at the time, was just how much of an impact their efforts would have on the recipients in Central Australia.

NEWS

Great Scot | Issue 173 | 2025

The Redtails Pinktails Right Tracks Program (RPRT) is a program dedicated to fostering leadership and community engagement among young people through sport in Central Australia. By connecting with youth on the field and with the activities they love, the program emphasises the importance of education, wellbeing, and family. Earlier this year 200 pairs of boots donated by Scotch College were received by RPRT and distributed to remote communities along the Plenty Highway, including Atitjere, Bonya, Engawala, Irrelirre, and Mt. Eaglebeak. Howard Veatupu, Community Development Manager at Children’s Ground, a connection of the Redtails program, spoke to Scotch about just how much the donation meant to these communities. “The joy and happiness you have given our children and communities are the greatest thing we could have asked for,” Howard said. “With the donations, we were able to run a nine-a-side tournament where 11 teams competed. Every player was able to play in football boots, which is a lifetime dream for all our kids and community members. All boots were handed out, and now everyone has a pair to play in.” For many young people in these communities, a simple pair of football boots represents inclusion, opportunity, and a chance to participate in a good old game of football. The drive, which collected hundreds of pairs of boots, allowed these young athletes to take part in an organised tournament where for the first time every child had the right gear to play. ‘It was great to be involved in supporting communities beyond Scotch…obviously not everyone has the opportunity to go to Scotch so any way us boys can give back to the community is really special and important,’ said Tom (Year 12) and Mingara (Year 12), two of the boys who played a key part in launching the drive back in 2024.

“

One thing I always say is that supporting these initiatives isn’t about giving handouts — it’s about offering a hand up.

”

Dion Whitfield from the school’s First Nations Support Program and past School Captain also had a number of positive things to say about the drive. One thing I always say is that supporting these initiatives isn’t about giving handouts — it’s about offering a hand up. It’s not about just handing people things or giving out money. It’s about helping give people an equal chance, an equal start”. The gratitude received from the Plenty Highway communities has been a valuable reminder to Scotch boys that we are in positions to give, and the importance of doing so in thoughtful, meaningful ways. “This is just the start of our relationship. We’re looking at other ways that we can support the Redtails program and we are currently in discussions about how else we can best contribute” says Dion. We look forward to watching this partnership progress and seeing many more young athletes get the chance to step onto the field, fully equipped and ready to chase their dreams.

Great Scot | Issue 173 | 2025

AROUND THE GROUNDS

For 120 determined hikers, the Scotch College 24-Hour Hike through Bunyip State Park was more than just a test of endurance, it was a matter of perseverance, teamwork, and service. Service activities come in all shapes and sizes at Scotch, and, since its inception in 1965, the charity event has been a cornerstone of the school calendar. Setting out on Thursday 6 March and concluding at 4.30 pm the following day, Scotch boys collectively covered an unbelievable 7,884.9 kilometres. They hiked to their limits while raising funds for International Needs Australia (INA), a charity who support marginalised women and children across Eastern Africa, South Asia, Southeast Asia and the Pacific to break the cycle of poverty. For those unaware, the 24-Hour Hike is exactly as it sounds. A limited group of boys from Years 9-12 walk in groups of 2-4 around tracks (loops) in an unfamiliar bush setting for 24 hours. The loops start and finish at Basecamp and vary in length from 4-35 km. Each time the boys return to Basecamp they have the opportunity to eat, rest and form new groups. House Coordinator, Keith Oatley, said “It is completely up to them if, and when, they go out again, but most boys are keen to walk as far as possible and will walk throughout the night.” The single catch is that no loop may be walked twice by the same boy. After all, what’s a challenge without a little unpredictability? Supporting the hikers were 22 boys who played crucial roles manning Outcamps, first aid, cooking stations, and administration tasks. “A crew of boys run Basecamp, ensuring we have accurate records of where all hikers are, and know when and where to go looking if we suspect a problem, and that food and first aid are always available. There were also two Outcamps manned by boys for all 24-hours, offering company to hikers who passed”, said Keith. A comprehensive team of staff were also in attendance to the support the boys, with some opting to hike a few loops themselves. Senior School Teacher, Dr Ruben Setiawan, was just one of those fantastic staff volunteers. His second year in attendance, he was struck by how respectfully the boys presented themselves during the hikes.

Great Scot | Issue 173 | 2025

24-hour hikers step up to the challenge “These boys have a certain self-awareness, a sense of discipline in their words and personal values, upbringing, or faith, and they carried themselves with that character, even when climbing ridiculously steep hills!” said Ruben.

“

It gave me a chance to see a different side of my students, outside of the classroom. They showed leadership, resilience, and kindness than can often go unnoticed in daily school life.

”

Spending time in nature has been shown to foster essential life skills such as teamwork, problem-solving, and emotional intelligence—abilities that may not always be evident in traditional academic settings. Immersed in nature and free from screens and schedules, our boys have the opportunity to engage more authentically with their surroundings. Although the average distance hiked was a remarkable 65.7km, congratulations go out to Matthew (Year 12), Tom (Year 12), and Thomas (Year 12) who all accomplished more than 100km, and Luke (Year 11) who covered a staggering 109.6km and was awarded the Scotch College Council Prize for greatest distance overall. A notable mention also goes to Matthew (Year 9) who received the Roger Slade Award for the greatest distance covered by a Year 9 student, an impressive 81.3 km. While the hike itself lasts only a day, the event has raised hundreds of thousands of dollars for various charitable causes over the last few years alone. This year’s effort raised an incredible $83,410 which was donated to INA on 19 May 2025.

Great Scot | Issue 173 | 2025

Why belonging matters Community connection and engagement is a priority deeply rooted in both Scotch’s history of who we are, and the future of who we aspire to be. It is reflected as a key part of the school’s long-held values, new strategic plan, and the lived experience of what makes the Scotch community so unique.

Above: The Scotch community

at the launch of Lighting the Way Opposite page (left): Parents

supporting Family Day in 2024 Opposite page (right):

Inaugural Mother’s Day Lunch

According to Diana Murase, Head of Strategy and Transformation, community connection is like the Cardinal Thread that links us together. “Scott Marsh wrote a research paper back in 2013, before he was in his more recent leadership roles,” Diana shared. “It was called Leading with Intent and centred on cultivating community conversations to create shared understanding. That idea, fostering relationships and enhancing capacity through dialogue, is evident throughout his vision for Scotch.” This long held value finds new momentum within the Strategic Plan released in early 2025, where a project has been designated to explore how Scotch builds even deeper, more meaningful engagement with its families and wider circles. “It’s something we’re continuously thinking about,” Diana explained. “This year we’ve started with strengthening ties with SPA, the Scotch Parents Association, and the goal is to better understand what community engagement means to our families, not just what we assume it means.”

AROUND THE GROUNDS

Great Scot | Issue 173 | 2025

The school’s commitment to this area is practical, evolving and responds directly to parent feedback. In a 2024 survey completed by more than 1,000 parents, a sense of “belonging and community” was ranked one of the top five reasons as to why families choose Scotch. “That’s an incredible piece of feedback,” Diana said. “For parents, feeling part of the community is a real value-add, and it’s something they’re seeking. In fact, I’d go so far as to say for many families, Scotch becomes part of their identity. They’re not just parents at Scotch. They become Scotch parents. It’s part of who they are.” It’s this sense of belonging, affectionately known as the “Scotch family”, that the school is keen to preserve and strengthen. But Diana is quick to acknowledge that the landscape has changed in recent years as far as parent involvement is concerned. “I’ve had children in school for over 16 years now,” she said. “And I’ve watched how the parent-school relationship has shifted. Parents are busier, and the expectations and pressures on them, both social and logistical, are really different now.”

“

SPA allows parents to come in and out of the school in a way that suits them—whether that’s through year-level auxiliaries, sport, or helping out with an event. It creates opportunities for connection in an accessible way. And right now, we’re lucky to have an exceptional SPA leadership team who really walk the talk and align beautifully with the school’s broader vision.

”

One initiative has been the creation of a SPA Events Committee. The pilot event for this group, the inaugural Mother’s Day Lunch, was an overwhelming success and drew in a crowd of over 500. It would not have been possible without the dedication and vision of the Senior Parents’ Association (SPA), who embraced this new initiative with enthusiasm and commitment. A special thank you to the event organisers; Beck Cattermole, Charlotte Barnaby, Michelle Lindeman, and Emily O’Sullivan, whose efforts ensured the event’s resounding success. We are also considering how we stay connected to the families of our Old Boys, who are so wonderfully supported by the Old Scotch Collegians Association (OSCA). We know that some of our most treasured friendships are those we make with families from the school. “We talk a lot about our boys and service, but we also see incredible service coming from our parents. They give their time not just for their sons but for the good of the wider Scotch community. That’s something really beautiful and worth nurturing,” Diana says. Community engagement extends beyond our current parents and families, too. “It’s not just about bringing people in,” she said. “It’s also about reaching out—whether it’s welcoming visiting educators to share our programs, forming long-term connections with groups like Tiwi College, or contributing to the broader education community. We’re exploring partnerships that strengthen everyone involved.” At the heart of all this is the idea that people want to connect. They want to be part of something meaningful. And for many families, Scotch is that place. “People crave connection,” Diana said. “Whether it’s a gym, a club, or a cause, everyone wants to belong to something that feels good and purposeful. And for our families, Scotch offers that. There will always be a spectrum, some families are deeply involved, others more occasional, but the opportunity is there.” So, what can parents do if they want to be more involved? “Every parent is already part of an auxiliary group, whether it be class, year-level, or sport,” Diana explained. “That’s a great place to start. From there, keeping an eye on the weekly Torch newsletter announcements is key. We know everyone is busy, but taking five minutes to read the Torch will open doors everywhere.”

Great Scot | Issue 172 | 2025

The art of public speaking With the House Public Speaking Competition in full swing, it’s the perfect moment to take a closer look at what public speaking really looks like at Scotch — from the nerves to the nuance, and everything in between. The Scotch Public Speaking Club meets on a weekly basis in the Fraser Smith Theatre, the perfect amphitheatre setting for them to rehearse their elocution skills. Public speaking is an important skill that builds confidence, critical thinking, and leadership abilities all while improving listening skills. More importantly perhaps, it teaches individuals how to connect with a group of people over any topic. “What I love about the club is how it has a central focus on giving boys from all year levels an opportunity to practice their public speaking skills in front of others,” says 2025 Public Speaking Captain Blake (Year 12), who is certainly no stranger to a good speech.

“

I have always loved how welcoming the group is when you present. Not only do the boys support you as you speak but the feedback that you gather after is incredible.

”

AROUND THE GROUNDS

“As club captain this year, it has become my honour to be able to mentor the younger students,” Blake shared, “It’s so rewarding to see boys—who may be a bit nervous to speak—find the courage to get up in front of this safe group to attempt a speech. Public speaking is such an important life skill and it’s always amazing to watch boys every week come along, excited to practice and present.” Good public speaking starts with knowing your audience and being confident in your message. Practice helps, but so does making eye contact, using clear body language, and varying your tone and pace to keep people engaged. One of the most loyal members, Leon (Year 9), has participated in a plethora of external competitions. “Public speaking has been one of the highlights of my Scotch experience so far. Last year I used my skills in many competitions, such as the Ainger Peck Award (run by the Rotary Club of Richmond) and the DAV Junior Public Speaking Competition, where I was one of the top speakers out of dozens of students from Victoria.” Leon also spoke to us about how transformative the weekly gatherings have been in shaping his talent. “At Scotch, there is simply such a great environment for public speaking. I had great experiences listening to others’ speeches and honing my own skills, from thinking on my feet to presenting well.” One of the most pleasing aspects of public speaking at Scotch is to witness the students’ growth, observing reserved speakers transforming into eloquent and confident orators. “My public speaking experience has made me feel more confident to talk to people, more resilient and outgoing and has driven me to become my best self” Harry (Year 9) shared. “To me, public speaking was more than just practising your skills, but seeing your friends and mentors help you and support you to become a better public speaker.”

“

There’s nothing quite like the moment when you look out and see people fully engaged, captivated by what you’re sharing.

Great Scot | Issue 173 | 2025

Teacher-in-charge Christophe Taylor’s philosophy is to ensure that students self-manage the running of the club, with more experienced boys sharing their expertise among younger speakers. It is a vital part of students being able to practise in a safe and comforting environment on a regular basis, reducing the fear of what can otherwise be a daunting task.

”

Former Captain Ashvin Cali (’24) not only mentored many younger speakers and took part in several external competitions, but also won the 2023 Rotary Four Way Test, organised by the Rotary Club of Balwyn—earning himself $3,000 that went towards supporting our partnership with Tiwi College. “There’s nothing quite like the moment when you look out and see people fully engaged, captivated by what you’re sharing,” Ashwin says. Of course, you can’t have public speaking without a public, and we’re grateful to those who step in to adjudicate our House Speaking Competition, such as Vice-Principal Head of Senior School, Katrina Brennan. “It was a pleasure to be involved last year as a judge. I particularly enjoyed the humour, warmth and personal stories that permeated the presentations I saw. For the boys to have the courage to speak at Memorial Hall is to be commended. They say that some people are more afraid of death then speaking publicly, so it is comforting to know that many Scotch students are surmounting this fear from a young age!” Katrina shared. Professor David Copolov (’68), Pro Vice Chancellor and Professor of Psychiatry at Monash University, is another valued annual guest. The Year 7 Public Speaking winner receives the David Copolov Award Shield, and we’re grateful for his continued support of the competition named in his honour. Among the myriad of opportunities on offer at Scotch, it’s a privilege to hear the next generation of powerful speeches take shape within our walls. In Leon’s wise words, “Try it out, you might just learn to love it.”

Great Scot | Issue 172 | 2025

Nurturing potential There’s a special kind of energy in the mornings at the Junior Primary School. Watch for just a moment and you’ll see some of our youngest boys walking through the gates with quiet confidence, knowing they’ve got the support of both their classroom teacher and Stage Leader behind them. It’s a reflection of how well the new Stage Leader model is working, and a credit to the effort our Stage Leaders have already put into building strong, supportive relationships with the boys in their care. Joining Scotch College this year as Head of Prep to Year 2, Andrea Wood brings with her a great mix of experience and a clear vision for these important early years. We sat down with Andrea to hear a little more about what drew her to Scotch and what she’s looking forward to in this new role. One of the big drawcards for Andrea was Scotch’s approach to recognising and responding to the unique stages of development in younger learners. “The opportunity to contribute to a learning environment that values both academic rigour and personal growth in the earliest years of schooling was particularly compelling,” Andrea said. She also sees the Stage Leader model as a chance to shape the experience not only for students, but also for the educators working alongside them. “This role offered the chance to work alongside a team of

dedicated educators to lead collaborative curriculum planning and implement evidence-informed teaching practices,” she explains, “I was also motivated by the potential to support teacher growth through coaching and shared professional learning, and to contribute to a culture where boys are known, supported, and encouraged to thrive.” Now settling into this newly created role, Andrea is focused on being a steady, visible presence for both boys and families during the crucial early years of schooling. Her approach combines academic guidance with strong pastoral care, making sure that each boy feels supported in his learning and the way he grows socially and emotionally. “As Head of Prep to Year 2, I am well positioned to provide a consistent point of connection for boys and their families across the early years of schooling.” This sense of connection, of truly knowing each boy and walking alongside him in these formative years, is central to her approach. From targeted curriculum development to nurturing a strong team culture, her focus remains on purposeful, responsive teaching. Of course, not everything that makes school life meaningful can be captured in a curriculum plan or schedule. When Andrea reflects on what gives Scotch its unique feel, she doesn’t hesitate: it’s the people.

Great Scot | Issue 173 | 2025

“From my experience so far, I think the ‘magic dust’ at Scotch College lies in the strength of its community and the shared pride that is felt across the school. There is a tangible sense of belonging, tradition, and purpose that underpins each interaction. It is evident in the way boys greet one another and their teachers as they move through the campus, through to the way they engage with learning and contribute meaningfully to the school.” Looking ahead, Andrea is particularly excited about deepening the connection between home and school during the Junior Primary years.

“Each day, families entrust educators with their sons at a time when they are growing, exploring, and forming their earliest understandings of themselves as learners. This stage offers a valuable opportunity to open a greater window into the experiences of early schooling.”

She hopes to make student progress more visible and celebrated. Not only through academic achievement but also in the joyful, curious learning that unfolds daily in the classroom and playground. So, what defines a Junior Primary Scotch boy? According to Andrea, he is thoughtful, proud and curious. “His pride is evident each morning as he steps through the school gates, greeting his teachers with a confident smile and a respectful “good morning”. In the classroom, his curiosity drives him to ask questions, make connections, and share his thinking with growing assurance. He listens to others, builds on their ideas, and takes increasing pride in his contributions. In the playground, he learns to navigate friendships, taking turns, solving problems, and making space for others through encouragement and inclusive actions. With each interaction, he begins to understand the value of respect and responsibility, the strength found in perseverance, and the quiet integrity that shapes how he engages with his community.”

Great Scot | Issue 173 | 2025

Inside Scotch Explore Launched at the beginning of Term 1, Scotch Explore has quickly become a dynamic fixture of the Scotch timetable. Designed to spark curiosity and broaden horizons, the program has allowed boys to step outside their usual timetables and into rich co-curricular experiences. As the dust settles on Term 2, we took a look back at what the first semester had to offer our boys. A positive shift in Senior School For Senior School students, Scotch Explore has been a welcome opportunity to press pause on their usual academic schedules and instead engage in activities that fuel different passions. Karen Kimber, who coordinates the Senior Scotch Explore program, has been encouraged by what she’s seen.

“Each Thursday I walk around the various groups and get a strong sense that the boys are both happy and engaged,” she said. “As Arthur Brooks wrote, ‘Happiness = Enjoyment + Meaning + Satisfaction’. We’re trying to give that to our boys through Scotch Explore.” The program has also helped boys navigate the balancing act of sport, study, and wellbeing. In Year 10, for example, the structure has been tailored to avoid overload, with boys offered options like supervised study or sessions such as Future Leaders, or Enhancing Performance, which discusses warm-ups, nutrition, and mental rehearsal. Meanwhile, curiosity is taking off in programs like Robotics, Cinematics, and our cultural languages. “The Street Art and Street Photography activity has been very popular too, allowing boys who can’t always fit the creative arts into their timetable an opportunity to explore that side of their personality,” Karen says. Students are responding positively to the variety on offer, too. “Some love the opportunity to complete their schoolwork, others love an extra opportunity to be active in the sporting stream, and many love the chance to learn things they can’t fit into the timetable.”

AROUND THE GROUNDS

“We are building up a skilled set of Young Old Boys who are assisting with the program, are familiar with Scotch College and have a willingness to give back to a wider Scotch community,” Karen says. “This relationship building has allowed for the growth of the skills in the Young Old Boys, helped them form relationships with younger students, allowed them to develop as leaders and given them confidence as they move into other roles, like as sports coaches.” While the program is still evolving, early tweaks, like rotating boys through popular activities and embedding study options for Year 10 boys, are already proving effective. Karen is looking forward to what lies ahead, too. “I’d love to see even more flexibility and more staff sharing their own passions and curiosities with the boys. I’m keen to expand the program to offer more flexible choice for the boys.”

A sense of wonder Over in the Junior School, the spirit of curiosity is alive and well. Huw Jones, who coordinates the program for our younger boys, describes Scotch Explore as “a tremendous success,” with Thursdays quickly becoming a highlight of the week for students and staff alike. “The level of engagement is high, and the sense of fun and awe is unmistakable,” he said. “There’s camaraderie in pushing their friends one last rep in Boxfit or supporting a first forward roll in Gymnastics. We have Year 2s challenging Year 6s in chess, and boys making meaningful decisions about spending and savings in their fictional portfolios for Banqer, our financial literacy program. The level of engagement across the Junior School is so pleasing to see.”

Great Scot | Issue 173 | 2025

And as our school does so well, the wider Scotch Family is getting involved too.

A few favourites have become clear over the past few months. Coding, Chess, Cinematics, and Construction Club have all seen high demand, and Huw is already thinking ahead. “I’m keen to build on the excitement of our most popular choices and look at ways to bring them into the broader co-curricular landscape,” he said. “If Coding or Banqer are sparking genuine interest, why not deepen those experiences through incursions or term-long extensions?” Huw has also encouraged boys to take the “explore” aspect seriously, pushing them to try new things each term. “For an hour each week, they get the chance to engage with something new, and we’re focused on creating a space where they feel safe and excited to do just that.”

“Watching the Hip Hop Dance Club grooving and break dancing and moving about the room with hilarious swagger—so delightful! They were totally immersed, I hope it leads to a lifetime of dance floor escapades for them”. Huw Jones Program Coordinator 31

Great Scot | Issue 172 | 2025

Finding the balance Managing time well in the Senior years

Senior school is a time of increasing independence, greater academic demands, and a busy schedule of extracurriculars, social life, and rest. Managing time well during these years centres on learning how to make choices that set you up for long-term success without burning out along the way. Developing smart time habits

“Studying for seven hours is not going to be as effective as shorter blocks with rest and recuperation in between. Boys often compete over how may hours they did. Some can carve out three hours of study and feel fulfilled, others might do better in 30-minute stints with 10-minute breaks.”

Students often struggle with time-management not because they don’t care, but because they get caught in a loop chasing deadlines, bouncing between commitments, and never quite feeling in control.

Jack’s key piece of advice is to “work out what works for you. If you attempt a personal best in every race you will hurt yourself. If you’re taking hours upon hours to study for every SAC you will lose focus.”

“It’s easy to become reactive,” says Andrew O’Conner, Director of Teaching and Learning (Years 7-12). “To avoid this, establish a personal routine. When students take more ownership over their schedule, it reduces stress and boosts confidence.”

Tools that work

Andrew encourages students to build small, repeatable strategies into their routines to avoid last-minute panic and maximise focus. These include: •

•

can be a quick path to burnout”.

Getting started early. Procrastination is the thief of time. Techniques like the Pomodoro Method, 25-minute blocks of focused work with short breaks in between, can be effective at getting a little bit done early. Protecting your attention. Time management only works if you use the time well. That means working without distractions: no buzzing phones, no background YouTube. Treat focus like a muscle you can train. Revising smartly. If a subject feels abstract, try to connect it to something real. How will you use this knowledge? If it’s an interest, make it part of your life through hobbies, reading, or community.

Jack Miers, one of our exceptional school psychologists, says “Some Year 12 students have a personal rule of not studying one night per week. Elite athletes don’t train every day so that they don’t overexert themselves, just as studying every day

Digital calendars like Outlook and task apps like ToDo can be extremely effective when used properly. But, warns Andrew, “be aware that using apps can turn into planning to do instead of actually doing. The trick is to stick to what genuinely helps you move forward, not just what looks organised.” For students feeling buried by their schedules, Andrew offers this: •

Pause and breathe. Write down everything on your mind. Then separate what’s in your control from what isn’t.

•

Start with one small action. Choose the most doable task and get it started. Action reduces anxiety.

•

Use encouraging self-talk. Even a small win counts. “The less you want to do something, the more powerful it is to do it,” Andrew says.

Nick Clark, Head of Psychological Services, describes a concept from sports psychology. “Athletes often say, ‘My goal is to win,’ but the reality is you can’t always control that outcome. “Rather than focusing on getting a 90 ATAR, we encourage boys to set small, controllable goals: train regularly, get enough sleep, eat well. If you take care of those basics, success tends to follow.”

AROUND THE GROUNDS

As students become more independent, families sometimes wonder: when should I step in, and when should I step back? Andrew refers to Barry Zimmerman’s self-regulation theory, which explains that independent learning is shaped by personal habits and the environment.

Great Scot | Issue 173 | 2025

Parents as learning partners

“To foster independent learners, we need to scaffold their development,” Andrew explains. “That means building supportive conditions at home and school that help students grow good habits around work and rest.” Nick says one of the best things you can do is to learn a thing or two with your son. “Pick up the English book they’re studying, understand the science experiments they’re practicing. Occasionally there could be opportunity to help—you can talk to them about it and start a productive conversation.” Jack Miers adds “Quite often anger and frustration comes out at that age, when in fact, it’s regret for not studying, feeling vulnerable, or being unsure. If they’re lashing out there may be something unsettling your son that he needs support with”. Parents also need to manage their own concerns. “VCE can be stressful for families, but it’s important to be mindful that you’re not sharing your anxiety with your son” says Jack. What does a healthy balance look like? “For students in Years 7 and 8, we still want them to be kids. We’re aiming for a model that lets them enjoy learning and the school experience—yes, they’ll still do homework, but there’s a balance. School should be important, but not their whole life. Thursday afternoons during the Explore program, for example, should be something they look forward to that steps them outside the academic classroom for a moment” says Nick. Balance doesn’t mean every day is perfectly scheduled. It means you have a rhythm that includes all aspects of a wholesome life. “It’s not just about study. You need to make time for the things that sustain you. You can’t push yourself to exhaustion every day. It’s the recharge—friends, sport, music, downtime—that keeps you going” Jack explains. And occasionally, it’s important to zoom out and remember what matters. “Try to be grateful. Try to be useful to the people around you,” Andrew says. “And—not to be morbid— remember death. Time is our most valuable asset. Use it wisely.”

Great Scot | Issue 173 | 2025

Igniting scientific minds A chat with our Science department

Kerrie Ardley

HEAD OF SCIENCE 34

Our classrooms are the core of our curriculum, but all too often we don’t hear about the great things are happening behind those red classroom doors. For this edition of Great Scot, Head of Science Kerrie Ardley kindly sat down with us to chat all things scientific at Scotch.

AROUND THE GROUNDS Are there any exciting events or projects coming up?

Our approach to Science education is strongly centred around hands-on, practical learning, complemented by detailed feedback and differentiated instruction. We recognise the importance of understanding each student’s starting point and tailoring their learning journey accordingly. Our classrooms aim to challenge and extend students, while also providing targeted support where needed.

We’re looking forward to the upcoming Science Oration in August, a major highlight on our calendar that brings cuttingedge scientific discussion to the wider Scotch community. Professor Kerrie Mengersen is this year’s orator. In her talk she will explore how Bayesian statistics unlock insights into jaguar conservation, citizen science on the Great Barrier Reef, and modelling cancer survival.

What’s day-to-day life like in a Science class at Scotch? As mentioned, we prioritise hands-on learning wherever possible. Rather than relying solely on theoretical instruction, our teachers incorporate frequent experiments, demonstrations, and investigative tasks to bring scientific concepts to life. Compared to more theory-heavy approaches in some other schools or international systems, our classrooms buzz with active inquiry and real-world application.

What’s been happening recently throughout the department? We are currently working on Science Advance, a targeted initiative for curious and motivated Year 7 and 8 students, offering opportunities to deepen their engagement with science. The program fosters both academic and social growth by encouraging students to explore science beyond the classroom in a supportive, community-focused environment. Through hands-on activities, student-led investigations, and collaborative challenges, it builds confidence and a sense of belonging. The program also promotes independence and confidence by giving students the chance to design and lead their own investigations, as well as participate in collaborative projects and themed activities focused on specific disciplines. Opportunities include lunchtime and after-school workshops, STEM projects, guest speakers, and access to external science competitions. Students are encouraged to explore different branches of science, often guided by passionate teachers who showcase areas of expertise and bring their subjects to life.

On a different note, the NASA Space Tour to Florida over the Term 2 break will enable students to travel to the United States to attend Space Camp and Mission Robotics at the famous Kennedy Space Centre in Florida. Boys attending the tour are highly engaged in science and have been selected based on their interest and/or academic results.

Great Scot | Issue 173 | 2025

What is your approach to teaching science?

Which outcomes are you most proud of? We are particularly proud of the targeted initiative in Junior Science, focused on Scotch Advance as well as the Year 7 and 8 program setting the boys up with scientific skills, leading into the Years 9 and 10 trimester courses. This is the first year that a Year 10 General Science class has run, so this is also a highlight, successfully catering to a broader range of students, rather than the trimester teachings of Biology, Chemistry and Physics. Which experiences are students most engaged in? They thrive in various competitions, including the STEM Grand Prix investigation, national science competitions and international science Olympiads such as the Junior Science Olympiad (JSO). These programs create excitement and a spirit of healthy competition across the department. How does the OSCA community play a part towards science at Scotch? We are fortunate to have a strong and active alumni network. Many former students return to support current boys through the YOBS (Young Old Boys’) program, providing tutoring and mentoring after school. We also frequently hear from OSCA students who reflect on the strong scientific foundations and love of learning they developed during their time at Scotch. Looking ahead, we hope to further strengthen these connections by inviting Old Boys working in science-related fields to speak with students, sharing their experiences and offering insights into future career pathways.

THE ARTS

@scotchcollegemelbourne Great Scot | Issue 173 | 2025

Arts students take on the Big Apple Now you’re in New York! These streets will make you feel brand new Big lights will inspire you Hear it for New York Alicia Keys Empire State of Mind (Hell’s Kitchen)

Over the holidays, a group of 20 Scotch boys swapped the classroom for the streets of New York City — soaking up Broadway shows, world-class galleries, and creative workshops. Guided by staff members Ms Hayley Sandpearl, Mr Yudha Scholes, Mr Nick Miller, and Mr Jacob Vuk, the group immersed themselves in the art, culture, and energy of one of the world’s most iconic cities. “The trip began with a tour through blossom filled Central Park, followed by a visit to The Met,” Year 12 student Seb shared, “we viewed an incredible range of artworks including an exhibition of Gothic and Romantic Art by Mr Scholes favourite artist, Casper David Friedrich”. “I was amazed by the vastness of the museum, my favourite area was the Renaissance room,” said Seb. An appreciation of arts and culture plays a vital role in shaping wellrounded, thoughtful young men. Exposure to creative expression, whether through visual arts, drama, or music, encourages students to think critically, communicate with empathy, and see the world through a broader lens.

“We explored New York with the assistance of our local tour guide Lili, who navigated us through SoHo, East Village, Harlem and Brooklyn,” Henry (Year 11) shared, “she educated us on New York’s history and culture throughout the whole trip”. The itinerary contained a blend of major highlights and hidden gems. Students visited the 9/11 Memorial and Oculus building, walked the bustling streets of Times Square, and explored classic American vintage shops. They also engaged in handson learning experiences, including a photography class and an immersive Brooklyn graffiti tour. “This trip was a unique opportunity to deepen our understanding of both visual and performing arts, with students from both disciplines taking part in workshops that were unfamiliar to them” Seb said. Visual arts and drama students alike were challenged through a series of specialist activities — from stage combat training to acting sessions and even a dance class led by a professional Rockette.

Students also visited some of New York’s most celebrated galleries — the Whitney, the Guggenheim, the Museum of Modern Art (MoMA) — as well as a new immersive experience at Mercer Labs. Evenings were filled with enormous New York pizza slices and nighttime strolls through the city that never sleeps. Of course, no visit to New York would be complete without a trip to Broadway, and the boys were treated to a range of shows, including The Play That Goes Wrong, the powerhouse musical Hell’s Kitchen, and the technically brilliant adaptation of The Picture of Dorian Gray. While travelling to places like New York is an incredible privilege, our Scotch boys approached the experience with genuine gratitude and maturity. They appreciated that they were able to take part in a unique opportunity, and intentionally and enthusiastically made the most of every moment. “For many of us it was a trip that was a year in the making, and we were excited for the adventure,” reflected Henry, “It was jam-packed full of amazing sightseeing, gallery admiring and great play watching. A trip that was definitely worth the wait”.

Great Scot | Issue 173 | 2025

Unleashing creative confidence Junior School Art at Scotch

Stepping into the Montgomery building art room at Scotch Junior School is like stepping into an explosion of colour. Mismatched custom-built cupboards and drawers, tubs of coloured sequins arranged in rainbow order, a bold Scotch-red feature wall and carpet that hints at a nostalgic bowling alley. It’s clear this is no ordinary classroom. And that’s exactly how Priscilla Williams, Head of Junior School Art, likes it. Priscilla has been part of the Scotch College community for over two decades. She’s spent years crafting a program that’s as diverse as the students who walk through her door. “Art should be everywhere,” she says. “It’s not just something you put on a wall.” All throughout Prep to Year 6, Junior boys at Scotch explore a wide array of techniques and materials. From experimenting with painting, clay and construction, to mosaics, collaborative works and even shadow puppetry. “I encourage boys to look and be inspired by other artists from different cultures, genders and eras,” Priscilla explains. “I try to make the program heavily skill-based,

exploring a variety of techniques and ideas.” Recent projects have included everything from Van Gogh-inspired finger painting to contemporary ceramics influenced by Linda Lopez, and bold, self-proclaiming works drawn from Mulga’s iconic illustrations. Year 6 boys recently took on a group installation exploring dot techniques. Inspired by both Yayoi Kusama and traditional Indigenous artists, they were challenged to make their individual piece stand out despite all receiving the same brief. One of the most beloved creative opportunities at Scotch is Art Club, which runs once per cycle during lunchtime. Open to all students, it’s a time where boys can work on current projects, start something of their own, or simply experiment. Boys attend the club for a variety of reasons: Samir (Year 2) attends Art Club “so we can continue with our work”. Krish (Year 3), says “I come to enjoy my passion”. And Hamish (Year 3), one of Art Clubs most regular attendees and undoubtedly inspired by their recent look at environmental artist Pontus Jansson, told us “I come to art club to practise making rock piles”.

Great Scot | Issue 173 | 2025 Students have also had access to Artists in Residence from time to time, artists who will spend a term with the boys and teach them about their craft, their tools, and often leave behind a few pieces of art for the students to enjoy in the schoolyard after they are gone Art doesn’t disappear at the school gates though; when parents ask about how they can support learning art at home, Priscilla’s advice is simple. Experience art together.

Priscilla is passionate about creating a program that’s inclusive, inspiring and open-ended. Her goal isn’t for every boy to become the next great artist, but to develop their creative voice and confidence. “It’s not about becoming the latest and greatest,” she says. “In the Junior School, it’s about exposure to the endless avenues of art.” This belief is reflected in everything from broad assessment criteria—“not everyone excels at the same thing at the same time”—to the encouragement to try even the deceptively simple. “Sometimes a boy will look at a Jackson Pollock and say, ‘I could do that,’” she reflects. “So, I say let’s have a go, and they quickly realise that controlling the drip without touching it is a real skill.” “It really helps the boys to appreciate end products more when they see the process and effort that goes into them”. A feature of recent years has been the House Art Competition, where students respond to a shared theme in age-appropriate ways, earning House points for creativity just as they would for sport or music.

“Go as a family to an art gallery, get inspiration. Art is not always about practice, it’s about understanding the broader world.” Outside the classroom, Priscilla brings her artistic flair into her own home, indulging in woodworking, home renovations and colour schemes. “I take run down places and make them beautiful,” she says. Her energy and commitment haven’t gone unnoticed. “It’s great that Scotch supports the arts,” she reflects. “And I’m very thankful they have done so for a long time. It’s an amazing place that’s provided me with professional development over the years to help students access the best techniques and opportunities.” “The Scotch family is very give and take. You give, and you get in return.” And give she does—one bold wall, a joyful mess, and a huge amount of support to all our budding artists.

Great Scot | Issue 173 | 2025

Exhibiting interests Art in the eyes of our staff

Following a call to submit to Scotch’s inaugural staff art exhibition, it was delightful to see an array of staff step up to the plate and share their hobbies and passions with the Scotch community. “Expressions of Interest” was an exhibition showcasing the artworks and creative pursuits of Scotch staff. All works were displayed in the Lithgow Centre Atrium throughout Term 1. The opening night of the exhibition was well attended, with Dr Scott Marsh making a speech whilst staff enjoyed nibbles and drinks. Many of the staff artists were present and provided guests with insightful explanations on the concepts and creative processes that underpinned their creations. Head of Art, Yudha Scholes, shared his inspiration behind running the exhibition. “It was created as a way of celebrating the exceptional, and sometimes unexpected, talents of Senior School staff outside of the classroom”.

“We know that celebrating other’s talents and interests builds empathy and increases knowledge and morale. It was a great way to model mutual respect and appreciation for the whole Scotch community.” The work on display ranged from delightful needlecraft and pictures of family pets, through to exquisite millinery and jewellery and even video-based artworks. Assistant Director of Years 7 and 8, Rob Blackmore, submitted three artworks, engaging in the likes of oils, acrylic paints and graphic design. “I have a dedicated studio space where I paint a range of subjects, from still life and landscapes to people. When I heard we could submit, I immediately thought of an oil on canvas still life I had created — a study of paintbrushes arranged in a jar. Originally intended as a practice piece, the canvas retains its preliminary sketches along the bottom quarter, with a small landscape study attached. In consultation with the Art Department, I chose to present it in its raw, authentic state, as a reflection of the artistic process” Rob shared. 40

“For my second piece, I decided to include a Bauhausinspired coffee table that I had designed and built several years ago. Rather than submitting the physical table, I reinterpreted it as a poster, painted in acrylic on canvas. Drawing on the core principle of Bauhaus — simplicity, — I wanted the poster to celebrate the enduring relevance of these ideas”. “For my last piece, I have always enjoyed the simplicity of the art building which remind me that form should follow function, emphasising simplicity, geometric shapes, and clean lines. I wanted to design a poster on Photoshop, influenced by a classic Bauhaus poster, which reminds us that every building has its place in time, and function”. “I really enjoyed the idea of giving hobby artists and creators an opportunity to display their work. Appreciating the interesting and thoughtful work of your colleagues and community is both inspiring and refreshing. I hope we can do this again and would like to thank Yudha Scholes for initiating and organising the exhibition.” Head of Commerce, Natalka Kostraby, enjoys an entirely different creative pursuit. “I’ve always loved being creative, and recently millinery has become a real passion. There’s something special about turning simple materials into a beautiful and unique wearable piece. I enjoy learning traditional techniques like blocking and trimming, and I love how each piece has its own personality. It’s a relaxing and rewarding process that allows me to slow down and focus on intricate details. For me, millinery is not just a creative outlet, but a way to connect with fashion, history, and craftsmanship in a hands-on and meaningful way.” In a different style again, Media teacher Jamie Kane introduced his film work to us with a vivid description: “Inspired by slow cinema works, the piece which follows the incremental movement of light across a series of bookcases from dawn and back again, allows audiences to walk past assuming it to be a photograph, or to stop and enjoy the occasional play of shadow or flickers of intensity. The work quietly calls us, from its position in a busy thoroughfare, to a state of meditation and mindfulness.” It’s refreshing to see expressing oneself through art is alive and well, for artists and non-artists alike. The variation in subjects and mediums was fascinating, and many staff were inspired by the submissions to showcase their own art in the future. And, as Yudha was able to confirm, the exhibition will be held again next year. “It is envisaged that we will hold this exhibition annually and we are looking forward to seeing what wonderful creations staff present in 2026”.

Great Scot | Issue 173 | 2025

THE ARTS

Great Scot | Issue 173 | 2025

Tuning into excellence

Mentorship also played a key role in their development. Scot highlighted the impact of older peers and teachers. “I studied how my seniors Leon and Geoff performed in school, I eagerly listened to Twoset every week, and my teachers Mark Mogilevski and Elyane Laussade helped me fully realise my potential,” said Scot.

A snapshot of Scotch’s musical excellence was on full display in March, as 23 of our students were formally recognised at the Australian Music Examinations Board (AMEB) Diploma Awards Ceremony at Hawthorn Arts Centre.

Kane credits his teacher, Mr Robert Wakely, for equipping him with performance confidence. “Through the numerous student recitals that Scotch offers, I was able to practise performing in front of an audience, slowly getting used to playing under pressure.”

The AMEB system is Australia’s national standard for music examinations, progressing from Preliminary to Grade 8, before advancing to diploma levels. Students who attain the Associate Diploma (AMusA), signified by a purple sash, or the more elite Licentiate Diploma (LMusA), denoted by a salmon sash, are demonstrating skills well beyond what is expected for university-level entrance. In fact, fewer than 50 LMusA diplomas were awarded statewide last year.

To have 23 boys recognised at this level speaks volumes about the depth of music at Scotch. “There’s a real culture of striving for excellence here,” says Director of Music, Dr John Ferguson. “It’s largely driven by our music staff, professional musicians who continue to perform and set high expectations for our students.” Preparation for these exams is no small feat, with students required to master complex repertoire and develop musicality, technique, and endurance under pressure. Two of the 23 recipients, Year 11 students Scot and Kane, spoke to us about their experiences. Scot and Kane both began their musical journeys in early childhood, with Scot taking up violin and piano at age four and Kane starting piano at four and violin the following year. Now 16, between them they have performed at remarkable venues such as Carnegie Hall, Royal Albert Hall, the Mozarteum in Salzburg, Vienna’s Muth Great Hall, and Scotch’s very own Ian Roach Hall. “I still remember my first steps into Scotch College. Even now the sheer scale and community of this school continue to amaze me,” says Scot. “I recall my first ever orchestra rehearsal with Dr Ferguson, who is sadly retiring this year. The memories of my Mendelssohn performance with Kane, the dazzling stage lights and thunderous applause are forever etched into my mind.”

Both boys described preparations for their diplomas as a process that required dedication and discipline. “Preparing for AMusA was a whole different experience. It requires a much deeper understanding of music and sophisticated technique, which is only achieved through consistent practice,” said Kane.

“I would also like to give a special thanks to Neil Wang (‘24) for his mentorship and guidance throughout my music journey. It not only helped me grow as a musician but has inspired me to pursue music with revitalised purpose and passion. Now, as my graduation next year draws near, I look forward to taking on this role of mentorship myself, to support, encourage and nurture the next generation of young musicians.”

For Kane, live performance was a significantly defining moment for him. “I remember being 9 years old, nervously hugging my violin, which was not much bigger than I, waiting to be called up for my first ever AMEB exam. As I started warming up, something felt off…for the first time, I encountered what every musician once experiences: stage fright. I stepped in the examining room with heavy breath and my head bowed down... but nevertheless, the accompaniment started, and I gave it my best go. To my surprise, I was awarded a humble pass with credit. I was ecstatic. It was the first time in my life that I had worked hard for something and was rewarded.” Reflecting on his own journey, Scot encourages younger students explore music beyond formal assessment. “While AMEB is a great system to track advancement, experiment with pieces that are not in the AMEB syllabus. Dig up old classics or better yet compose something of your own. There is no greater joy than performing, not for others, but for yourself.”

“Existence is just a song we improvise” Scot Fan “Whether it be exams or competitions, you might not succeed the first time, and that’s okay...stay patient, stay focused, and most importantly, stay connected to the love of music that brought you here in the first place.” “Be ready to put in the effort,” said Kane. “All the hours spent refining your technique, the frustration of plateaus, and the sudden breakthroughs, they all shape you into becoming a better musician and a stronger person. Most importantly, stay connected to the love of music that brought you here in the first place.”

Great Scot | Issue 173 | 2025

A whimsical take on a classic tale

Bringing together the worlds of Shakespeare and Dr. Seuss may seem like an unusual combination, but for director and drama teacher Michael Michael, it was the perfect recipe for a theatrical venture. Seventy Year 8 students from Scotch College and MLC combined forces in late March to take The Suessification of Romeo and Juliet to the stage. “As the title implies, the play is a mash-up of Shakespeare’s Romeo and Juliet and the work of Dr. Seuss,” Michael explains. “Those familiar with Dr. Seuss will recognise the playful, rhyming couplets, absurd characters, and unusual wordplay. Those familiar with Shakespeare’s tragic love story will be surprised to learn that this version of the story has a happy ending.” Auditions for the production took place in November, with students dedicating their holiday time to learning lines before rehearsals kicked off in Term 1. Adapting to the Seussian style presented an exciting challenge for the young performers. “Our process included some detailed text work where we discussed the meaning of the language as well as practiced how to refine it,” says Michael. “I am a big fan of the art of Dr. Seuss and took inspiration from a number of film adaptations, especially Ron Howard’s The Grinch Who Stole Christmas. I took my very rough sketches to our wonderful scenic artist, Andrew Plant, who transformed my scrawlings into a Seuss-like world.” “Our very talented Costumier, Dee Skinner (from Amazing Transformations), worked with our staff team, led by Ms. Adrienne Mewett, to realise the characters. The character of Paris from Shakespeare’s play, for example, was costumed in the Grinch’s famous green suit. The meddlesome Friar Lawrence (Monk Larry in our production) was costumed like the Cat in the Hat. I hope that these choices helped clarify these characters’ functions in the play and also bridged the gap between Shakespeare’s text and the world of Dr. Seuss.’ Every production comes with its share of challenges, and this was no exception. “The biggest challenge with this show was incorporating the massive set,’ Michael recalls. “We had objects flying out of the sky and being wheeled around. In our shows, students operate all the machinery, so it took quite a bit of safety checking, training, and support from our wonderful theatre manager, Jamie Lane, and our crew managers, Jamie Kane and Jamie Thomas.”

For Michael, one of the most rewarding aspects of the production was seeing the relationships that formed within the cast.

Great Scot | Issue 173 | 2025

The Suessification of Romeo and Juliet

“My favourite moment in the production was driving to the theatre on the last performance day. The cast had arrived early, and students from Scotch and MLC were enjoying an impromptu game of soccer on the Junior School oval. It was so wonderful to see supportive relationships forged with one another.” Pre-show rituals also played a significant role in fostering camaraderie. “Every night, students sat in a large circle before the performance. We would complete some focus and vocal warmups, and I would give the cast some notes. On the last night, I invited the students to give notes to each other. It was so lovely to hear the students reflect on their process and aspects of their performance in such a supportive way.” William (Year 8), who starred at Tybalt, also felt a great sense of teamwork throughout the process: “Performing this show was an unforgettable adventure that brought our cast closer than we ever imagined. From our very first rehearsal, we were more nervous speaking to each other than performing on stage. But as we grew more comfortable, every scene began to flow with energy, humour and heart. We encouraged one another to add layers of creativity, comedy, and pure chaos in the best way possible”. “The audience’s reactions reminded us why we love theatre. Because it connects people through shared joy and emotion”. When asked what Shakespeare and Dr. Seuss would think of this unique production, Michael said “The thing that I love about Dr. Seuss was how much he championed literacy. I think that he would have approved of us making Shakespeare’s story accessible to a group of teenagers who are about to commence their study of Romeo and Juliet in Year 9. On the other hand, I think that Shakespeare would not have been able to make sense at all of what we were trying to do.” Beyond the supposed thoughts of two literary geniuses, it was the response from students outside of the cast and crew that really hit home. “The Year 8s came to see the play and I loved how many compliments I heard them give to their friends on stage.” Michael said. “One student in the audience said to me, ‘I loved watching my friends succeed like that’. I hope that they came away inspired by the experience. They certainly inspired me.”

Great Scot | Issue 173 | 2025

SURGING AHEAD

SPORT

at Head of the River What a race, and what a season! A huge congratulations goes out to our First VIII, who claimed victory at this year’s Head of the River on Saturday 22 March. Lachlan, Angus, Edward, Adrian, Joe, Hugo, James, Fletcher, and Sebastian delivered a magnificent performance and successfully reeled in the prestigious title for Scotch College. The Head of the River is one of the most anticipated events in Victorian rowing and holds the title of the world’s oldest continuous schoolboy rowing event. First held in 1868 as a friendly duel between Scotch College and Melbourne Grammar, the race quickly amassed substantial interest and by 1871 had welcomed a third school into the running. It has since grown into a full-scale regatta featuring 25 male schoolboy events and 20 female schoolgirl events. In 2025, ten of 11 APS schools competed. Since 2001, the event has been held on Lake Nagambie, a full-buoyed international-standard course that allows for six-boat finals.

Alongside the outstanding performance from our First VIII, Scotch crews dominated across the board, surging ahead to claim an incredible 10 wins on the day. The Third VIII, all four Year 10 Eights, and the Year 9 Second, Third, Fifth, and Seventh Quads all clinched wins in their respective division finals, making this one of the most successful regattas for Scotch College Rowing to date. A big thank you goes out to Tom Woodruff (Head Coach) and to our entire team of rowing staff and supporters for their expertise and dedication. Their guidance, alongside the inspiring commitment of our rowers, made this season what it was. As we wrap up Term 1 and transition into Term 2 winter sports, we say well done to all our rowers. Your focus, discipline, patience and perseverance are to be commended and embody the very best of Scotch College. Here’s to many more victories ahead!

Although the Head of the River event has endured its share of challenges over the years—flooded rivers, dead heats, disqualifications, and even schools struggling to field a crew—this year perfect conditions set the stage for a thrilling day of racing, and our teams used those conditions to their advantage.

Great Scot | Issue 173 | 2025

Leading the way in concussion management When it comes to concussions, Scotch is on a mission to set a new standard in student-athlete care. That’s why we have introduced the opportunity for baseline concussion testing to all senior school students, no matter which sport they play. Since the beginning of 2024 we have been refining our policies, guidelines, and management procedures surrounding concussion, ensuring they are up-to-date, practical, and well-circulated to staff and families. 48

SPORT

Working with the experts Recognising that concussions are a complex topic, Scotch collaborated with an industry specialist. Taking control of concussion Concussions are not new, nor are they on the rise, but effective procedures and the commencement of baseline testing allows us to stay informed when it comes to managing students who show symptoms of concussions. Stuart Powell, Director of Sport, has been heavily involved with the policy updates. ‘A key motivation for the changes was the Australian Institute of Sport’s (AIS) new guidance, including adjusting the minimum 21-day return-to-play time for competitive contact sports, and implementing key recommendations for returning to school after a concussion’, Stuart says. Research shows that young people recover from concussions more slowly than adults, therefore Scotch’s approach prioritises ‘return to learn’ before ‘return to play’. Healing takes time, and it is important to ensure students are fully recovered before stepping back into sport. Right now, there’s no single scan or blood test that can confirm a concussion, so the more information we have, the better decisions can be made to protect our students. Why concussion management matters Concussions aren’t always obvious right away. Symptoms can appear hours or even days after an injury, making them tricky to diagnose on the spot. If a concussion isn’t properly managed, it can lead to prolonged recovery, persistent symptoms (postconcussion syndrome), and potentially severe complications. This is where baseline testing comes in. Baseline concussion testing is a mix of simple tasks pertaining to balance, reflex, and decision-making, conducted using a student’s own mobile device. It provides a pre-season (non– concussed) measure of an athlete’s individual brain function. If a concussion is suspected, post-injury results are compared with the baseline data giving medical professionals a clearer picture of recovery. Principal Dr Scott Marsh says the school is committed to ensuring Scotch students have access to the best possible care and support, both on and off the field. ‘Whether students play football, rugby, basketball, hockey, soccer, or any other sport, they have the option to take part in baseline testing. This initiative is about Scotch staying ahead of the game and taking a proactive response to an unfortunate sporting reality.’

Great Scot | Issue 172 | 2025

If a student is suspected of having a concussion, Scotch have implemented an ‘if in doubt, sit it out’ rule, whereby the student is immediately removed from play and won’t return to activity that day.

‘We’ve been fortunate to work closely with Dr David Munro, a leading concussion professional and physiotherapist at the Melbourne Physiotherapy Concussion Clinic,’ said Stuart. ‘Dr Munro has been an amazing resource for our program and has assisted with the delivery of our updated policies and organisation of the baseline testing.’ With over 25 years of experience, Dr Munro is an accredited ImPACT-trained Concussion Physiotherapist and played a key role in shaping the latest AIS concussion guidelines. ‘Stuart and I started discussing this topic in late 2022. Given the rapidly changing environment of concussion management, Stuart was keen to ensure the most up to date return-to-sport and return-to-school protocols were being implemented.’ said Dr Munro. Dr Munro has since addressed teachers, coaches, parents and boys to educate them on concussion management and the benefits of participating in baseline testing. ‘Education is the key. There has been a significant shift in the culture and recognition of concussion in recent years,’ he said. ‘Parents and boys are increasingly seeking to understand the latest evidence-based protocols and guidelines and how to best protect their sons whilst they continue to play the sports they love. It is important to be guided by recognised information and education from organisations such as the AIS, always be cautious with suspected concussions, and to seek clinical advice from appropriately trained healthcare providers when required.’ Starting off on the right foot Although the risk of concussion cannot be eliminated entirely, it is now possible to manage it better than ever before. ‘We still have important work ahead in refining the next steps for diagnosis and supporting boys when they are injured, but we can now provide a more informed decision around boys readiness to return to sport,’ said Stuart.

Scotch is proud to champion awareness and lead the way in concussion management, ensuring our students can play with confidence, knowing their health is our top priority. 49

SPORT

Great Scot | Issue 172 | 2025 Above: Jayden (Year 7)

Building momentum

Opposite page

(clockwise from top left): Lachlan (Year 11); James

Scotch athletes shine at National Championships

Ten current Scotch boys proudly represented Victoria at the National Athletics Championships in Perth over the April school holidays, capping off an exceptional summer season with the Old Scotch Athletics Club. In challenging warm conditions, the boys demonstrated an elite performance against Australia’s best.

(Year 6); Tom (Year 11)

The event saw three Scotch athletes crowned national champions. James (Year 6) delivered a stunning double in the Under 13 division, taking gold in the 800 metres (2:05) and breaking the championship record in the 1500 metres with a time of 4:11. Bart (Year 11) backed up a third-place finish in the Under 18 1500 metres with a commanding win in the 3000 metres, finishing in 8:30. Lachlan (Year 11) soared to victory in the Under 17 Pole Vault, clearing 4.02 metres. In addition to his national title, Lachlan also broke the school record in the Under 17 discus with a throw of 42.54 metres to finish 6th. But that’s not all, several more school and personal records were broken on the day. Conor (Year 12) claimed 5th in the Under 20 3000 metres steeplechase with a personal best of 9:43.

SPORT

Scotch’s strength in middle distance was evident with impressive performances from: John (Year 7), who clocked personal bests in the Under 14 800 metres (2:13) and 1500 metres (4:28), finishing 12th. Tom L (Year 11) and Hugo (Year 11) who ran competitive heats in the Under 18 800 metres with times of 1:58 and 2:02 respectively. Luke (Year 11) completed a strong Under 18 3000 metres in 8:56 to finish 15th. Unfortunately, Patrick (Year 12) and Llywy (Year 9) were late withdrawals due to injury. Both had exceptional seasons and were likely to push hard for medals in their respective events.

It is a credit to each of these boys to gain selection to represent Victoria. “I have seen the immense commitment they have given to their athletics and commend them on their dedication and drive to compete,” says Stuart Powell, Director of Sport.

“A huge thanks to our wonderful coaches and staff involved with the Old Scotch program including TIC Rev. Doug Campbell and to the many families that supported the boys pursuits over the summer.”

Great Scot | Issue 172 | 2025

Jayden (Year 7) was electric in the sprints, breaking the Under 14 school record twice in the 400 metres and placing 6th in the final (55.27). He also finished 6th in the 90 metres hurdles and narrowly missed the 200 metres final. Tom R (Year 11) had a strong showing in the Under 20 multi-class events, finishing 4th in both the shot put (school record of 5.36 metres) and javelin (12.06 metres), 5th in the discus (18.48 metres), and setting a school record in the 100 metres sprint (19.09 seconds).

We look forward to watching these athletes continue to develop and build on the momentum of two consecutive second-place finishes in the upcoming APS spring season.

BOARDING

Making the Hill feel like home

BOARDING

In today’s world, young people are faced with an overwhelming stream of information, often shaped by social media algorithms. Negative influences find their way into students’ daily lives, through their own social media feeds and from links and videos shared by friends. Claire Jones, Head of Arthur Robinson House recognises this challenge and addresses it head-on. “We show the students in real life that positive role models exist and create an environment of positivity which allows them to become positive role models themselves,” she explains. Her approach at Arthur Robinson House began with small but meaningful changes. One of the first initiatives was to transform the physical environment. The previously sterile interiors were replaced with displays that celebrated the diversity of the students. A series of world maps in the entrance hall showcases each boy’s hometown alongside his photo, a daily reminder that the community is made up of individuals with varied backgrounds, cultures, and life experiences. New students are invited to share a pictorial collage of themselves before they even arrive. These collages line the corridors, helping to start conversations and break down barriers from day one. Some collages feature family photos, others highlight sporting passions and future aspirations. “No matter what the imagery is,” says Claire, “it is a selfreflection and a positive sharing of themselves.” Tradition is another cornerstone of building a connected community. Each year, ARH students design a new House shirt. “I quickly realised that the designs hold historical context to the boys,” Claire says, “younger siblings remember the shirt their brother wore, and new students who catch a glimpse of older designs appreciate that there were boys here before them.” Claire gathered as many previous shirts as possible, going back more than a decade, and began displaying them on the walls. It created a historic timeline that every boy gets to pass by daily and feel a connection to. “A feeling of inclusion allows individuals to feel more willing to surrender to the common cause,” Claire adds, “In practice, this means that pride in their environment, and their place within it, grows organically among the students”.

Andrew Argent, Head of School House says connecting students across year levels is another key ingredient. “Our School House boys have a tradition of playing down ball every night straight after dinner. Around 30 boys of all year levels hotly contest the nightly championship.” Traditions like these can help to form connections very quickly. “A new Year 9 boarder from Warrnambool hosted another boarder and two boys on his farm over the recent holidays” Andrew shared. “We refer to ourselves as the School House family and that is how the boys are expected to operate towards other members of the house”.

Great Scot | Issue 173 | 2025

At Scotch, the boarding experience is seen as an opportunity to build a vibrant, supportive community. And here, intentional, positive culture makes all the difference.

Pino Cutinelli, Head of McMeckan House, talks about encouraging students to be themselves. “At each weekly House meeting our Captain reinforces to the house the notion of ‘Acts of Kindness.’ These range from students looking after each other and their belongings’, to keeping our Common Rooms tidy.” The positive culture extends into the weekend, too. “We have pool competitions and Saturday Movie Nights which keep all entertained. We have a monthly BBQ, where we celebrate birthdays and share stories together in the Errington Retreat, and we eat cake”, says Pino. Term 2 saw the celebration of the Australian Boarding Schools Association (ABSA) National Boarding Week. A week where boarding schools across the country can recognise boarding students and all that they bring to the life of a school. The theme this year is ‘Threads of Connection’ which aims to capture the spirt within boarding communities bringing students, staff and families together. The week included assembly items, House BBQs at the Errington retreat, Hill activities after dinner, a Boarders vs Day Students soccer game along with a charity event at MLC. Importantly, this community atmosphere does not come at the expense of structure or standards. Firm rules around study times, technology use, and general conduct remain in place. However, students who feel a deep connection to their House community are more inclined to uphold these expectations without needing constant reminders. Presence matters, too. Boarding staff make a point of being visible, taking photos of events and milestones, and sharing them with families and the broader school community. Positive recognition, also referred to as ‘botheredness’, is a deliberate focus.

“Using positive recognition, or being bothered, means that you know how to make each child feel appreciated and important,” says Claire. The results speak for themselves. Building and maintaining a positive culture is no quick fix, it demands constant attention, adaptation, and energy, but it’s extremely valuable in the long run. 53

FOUNDATION

Great Scot | Issue 173 | 2025

From the Foundation President

Paul Aberdeen (‘86)

FOUNDATION PRESIDENT

As I embark on a new journey as President of the Scotch College Foundation, and as the School approaches its 175th anniversary in 2026, I am reminded of the enduring legacy of the Reverend James Forbes, whose vision continues to shape the Scotch College of today. He firmly believed that education is the cornerstone of empowering young minds to embrace their potential and take charge of their lives. The Scotch College Foundation stands as a testament to this belief, dedicated to upholding our founder’s vision and providing essential support to ensure that every student receives the best possible educational experience. Throughout its history, Scotch College has been blessed with the generosity of families and alumni who have contributed to the school’s growth and success. Their support has been instrumental in shaping the campus, facilities, and scholarship opportunities that have benefited countless students. It is through this spirit of generosity that Scotch College has thrived, and we are deeply grateful for the ongoing support of our community. The Foundation is committed to preserving the school’s rich history through the Scotch College Archives and Museum Fund as an investment in our future. Additionally, the Foundation Corpus and scholarship funds are crucial in ensuring the long-term sustainability and accessibility of a Scotch education for deserving students. Our philanthropic vision is rooted in the belief that every contribution, no matter the size, plays a vital role in shaping the Scotch experience for every student. We are committed to transparency, integrity, and the responsible stewardship of donor contributions, ensuring that every donation is used to further Scotch’s strategic goals and enhance the overall excellence of the school.

I am delighted to share some of the highlights from 2024, which reflect the incredible impact of our philanthropic efforts. Through the generosity of 965 individuals and foundations, we received substantial donations to support building developments and various scholarships, totalling $2.4 million and $2.5 million, respectively. Furthermore, the Foundation’s contributions of $3.5 million enabled numerous programs and initiatives, including sponsoring 135 boys attending Scotch. More can be read about the generosity of the Scotch family in the Scotch College Foundation Donor Impact and Annual Report which accompanies this edition of Great Scot.

I want to express my deepest gratitude to the entire Scotch Family for its unwavering support, generosity, and for its commitment to excellence at Scotch College. Your contributions have made a profound impact on the lives of our students, and we are immensely grateful for your continued dedication. As the School formulates its Master Plan, we will again be turning to our community to assist with bringing aspects of it to fruition.Together, we will continue to uphold the legacy of Reverend James Forbes and ensure that Scotch College remains a beacon of educational excellence for generations to come.

Great Scot | Issue 173 | 2025

ALEXANDER MORRISON CIRCLE LUNCHEON On Friday 4 April, over 80 members of the Alexander Morrison Circle gathered for a special luncheon, hosted by Bequest Manager Sandra Dick. Guests were honoured by the presence of Reverend Bill Morgan (’34), Scotch’s oldest Old Boy and, at 109 and a half, the oldest man in Victoria. Rev Morgan said Grace and set a very thoughtful tone for the afternoon. The Alexander Morrison Circle is in appreciation for those who intend to leave a bequest to the school. The luncheon featured a memorable conversation between outgoing

Foundation President Michael Sim (’78) and two former School Captains, Charlie Schilling (’17) and Dion Whitfield (’22), both past scholarship recipients. Their reflections on their time at Scotch and the opportunities they were given made for a terrific interview. In a very nostalgic moment, members of the winning Head of the River crew also stopped by to show Rev Morgan their trophy, a fitting tribute, as he was Captain of Boats in 1934. A most happy and successful luncheon to celebrate all those intending to support their old school.

Opposite (bottom) : Dr Scott Marsh, David Hughes (‘60), Bill Morgan (‘34) and John Morgan (‘69) 55

FOUNDATION

Great Scot | Issue 173 | 2025

Honouring our heritage As Scotch College approaches its 175th anniversary next year, our community has a unique chance to celebrate our rich history and the pioneers who shaped our legacy. This milestone is not just a marker of time—it’s a call to remember our humble beginnings and to inspire the generations to come with the enduring values of tradition and excellence.

In honour of this important anniversary, four landmark heritage projects have been proposed. These projects will preserve our historical past while opening new avenues for education and community engagement for future students, alumni, and friends of the school.

1. Bronze statue of founder James Forbes A stunning bronze statue of James Forbes, the visionary founder of Scotch College, is planned to be unveiled in the Old Scotch Square. This tribute, located prominently in front of the James Forbes Academy and the Performing Arts Centre named in his honour, will serve as a focal point for reflection and inspiration. It is a tangible reminder of the determination and values that laid the foundation for our school’s remarkable journey from modest beginnings to excellence in education.

Great Scot | Issue 173 | 2025 2. Heritage gates at Callantina and Glenferrie Roads A pair of heritage gates, replicating the original design from the 1920s, is proposed to welcome visitors at the most visible entrance to Scotch College. These gates will not only enhance the aesthetic appeal of our campus but will also bolster after-hours security. Beyond their practical function, the gates celebrate the bold decision to relocate the school from its East Melbourne campus and mark our proud 100 years at the Hawthorn site. They are a symbolic bridge between our storied past and our vibrant present. 3. Restoration of Principal Robert Lawson’s monument To honour the memory of Principal Robert Lawson, the inaugural Principal of Scotch College, we propose restoration of his monument located at Ballarat New Cemetery. This dignified tribute will ensure that Lawson’s contributions and the educational standards he established continue to enlighten and inspire. The restoration is also envisioned as an educational resource that highlights the genesis of our school, inviting current and future students to learn about its foundational ethos. 4. Heritage trail around the campus Imagine a guided journey through history: a heritage trail winding around Scotch College’s scenic campus. This interactive path will feature significant landmarks, historical sites, and informational plaques that tell the story of our school through time. Designed to enrich the cultural and historical appreciation of our campus, the heritage trail will serve as both an educational tool and a celebration of the contributions of generations past. It will ensure that every step on campus is a walk through history, engaging students and visitors alike in the fascinating evolution of Scotch College. How you can help

Your support is pivotal in making these projects a reality. Donations made via the School’s Archive and Museum Fund are tax deductible. Additionally, by checking the appropriate box on the donation form included with this edition of the Great Scot magazine, you can also contribute to the Building and Scholarship Funds. Every gift, no matter the size, joins a collective effort to commemorate our storied past and pave the way for a future grounded in legacy and excellence.

Join us in celebrating Scotch College’s 175th anniversary, a time to reflect, honour, and innovate together. Be a part of this historical moment by making a celebratory, tax-deductible donation today, and help ensure that the rich heritage of our school continues to inspire for generations to come.

The 175th anniversary is a journey through time, a journey fuelled by the passion and commitment of the Scotch Family.

Great Scot | Issue 173 | 2025 Pictured: Harrison, Mingara, Ollie and Riley (inset)

FOUNDATION

Great Scot | Issue 173 | 2025

It starts with the opportunity Meet the scholarship boys making the most of Scotch life Ask Harrison, Riley, Ollie, or Mingara what brought them to Scotch, and you’ll get a mixture of big aspirations, gratitude, and a lot of sport. These four boys are on scholarship at Scotch and are preparing to graduate at the end of the year. We sat down with them to find out a bit more about their time at the school. Riley (Year 12) transferred to Scotch only last year, but has found the friendships, education and opportunities to be unmatched. “Moving to Scotch has been a transformative experience,” he said. “It’s allowed my academic performance to grow exponentially, and I feel incredibly honoured to be here.” A member of the First XVIII, wearing the Scotch colours each Saturday has been a hugely positive experience. “Scotch has given me the privilege of playing in the First XVIII, a highly respected team that I am immensely proud to represent every Saturday afternoon for 10 weeks of the year,” he said. Harrison (Year 12) came to Scotch from AlburyWodonga with a dream to play AFL. “The move from Albury to Melbourne has been seamless,” he said. “With the help of the donors, I’ve been able to pursue my lifelong dream. Next year I’m hoping to get drafted. I’ve been working hard for a few years now and Scotch has really helped push me in the right direction.” But it’s not all about the sport, either. “The brotherhood is what I love most. Boarding here is like having a hundred-odd brothers around you all the time. There’s always someone to kick the footy with, or to head to the gym, or even just to study with.” Ollie (Year 12) arrived in Year 9 on a boarding scholarship from Tasmania and quickly found his groove both on and off the field. “I love my footy,” he said, “but Scotch has also been really important for nurturing my academic ability.” But what stands out to Ollie most is the family he has found.

“I think the most valuable asset Scotch has given me is the connections I’ve made. These are friendships I’ll be able to rely on for a long time to come. There’s a real emphasis on unity here. You’re never going through things alone.” Next year Ollie is aiming to study science or medicine at Melbourne Uni. “But honestly,” he added, “none of this would be possible without the donors. I wouldn’t be here without them.” Mingara (Year 12) first joined Scotch in Year 7 supported by the Foundation’s First Nations Scholarship Fund. He started as a day boy before moving into School House as a boarder in Year 10. “Having other Indigenous boys at the school has really helped my time here,” he said. “We usually hang out in Dr Smith’s office, just talking about footy or whatever. We’re really close.” “Scotch provides tutors and extra help I wouldn’t normally get outside of school. Being in the boarding house, having teachers available in every subject, that’s made a huge difference.” Mingara’s working hard toward his dream of getting drafted. “I’m staying connected with my resources and just putting in the work,” he said. And like the others, he’s deeply aware of the people who helped him get here. “I’d like to thank Tim Shearer especially. He’s helped to raise so much money for scholarships through events and fundraisers. I’m so grateful that he’s making it possible for more boys like me to have this opportunity.” This is what the Scotch scholarship program is all about: opening doors, forming lifelong friendships, and supporting young men to follow their passions, wherever they may lead. 59

OSCA NEWS

Great Scot | Issue 173 | 2025

A year of transformation and renewal As OSCA President in 2025, I am filled with anticipation for a year that promises transformation and renewal. This year, our school has unveiled its ambitious new strategy, ‘Lighting the Way’, and in tandem, OSCA will be updating its own five-year plan. This will ensure our continued evolution while remaining true to our core purpose and values.

Matthew Guthridge (‘91) OSCA PRESIDENT

Below: OSCA President Matt Guthridge (‘91) and his wife Emma

Central to our new strategy is the concept of the Cardinal Thread – the profound, intangible connection that unites the Scotch Family and fosters a lifelong sense of belonging.

We draw inspiration from one of our most esteemed past OSCA Presidents, General Sir John Monash (1881), who wisely stated: ‘Success is not measured by how high you climb, but by how many people you bring with you’. Guided by this wisdom, OSCA’s success will be defined by the number and quality of connections we establish. To this end, we have expanded OSCA’s activities in recent years and embraced a more inclusive vision – one that extends our connections to all members of the Scotch Family. In 2025, we aim to further strengthen the ties between the Scotch Parents’ Association, school auxiliaries, and OSCA’s clubs. We will review our current portfolio of

clubs to ensure they meet your needs now and in the future. The role of the Young Old Boys – the YOBs – in realising OSCA’s vision cannot be underestimated. This group has revitalised OSCA in recent years, fostering connections among our Old Boys in the first five years beyond the gate. We’re helping the school find mentors for senior students and hosting networking events that connect Young Old Boys with experienced professionals. Our popular annual Business Breakfast continues to attract a growing multigenerational audience. In 2025 I am excited to continue working with our talented and experienced OSCA Council, including OSCA office-bearers Alistair Macrae (’94 – Senior Vice President), Peter Lam (’99 – Junior Vice President), and Philip Wright (’69 – Treasurer), along with the OSCA office led by our Executive Director, Scott Montgomery (’85). We have been fortunate to welcome two new Councillors to our team this year: John Jeffreys (’69) and Alistair McComas (’00). John is a former OSCA President, and Alistair brings with him a proud family legacy at Scotch. Given his background, Alistair will play a leadership role in the development of our new OSCA strategy. Finally, I wish to acknowledge and thank our outgoing President, Stephen Webster (’73), who has led the OSCA Council with great care, thought, and compassion. I have greatly enjoyed working with him. Stephen will continue to be a member of the Council, supporting our clubs and nominations committees.

OSCA NEWS

Following the launch of Scotch’s ‘Lighting the Way’ strategic plan earlier this year, OSCA is now preparing to develop its own strategic plan. OSCA Councillor Alistair McComas (’00) is leading the process of developing the plan, and once an initial draft is prepared, it will be submitted to the OSCA community for comment and suggestions before finalising. Similarly to Scotch’s strategic plan, OSCA’s strategic plan will light the way for OSCA’s future. The year started on a vibrant note, with four year-group reunions: a 40-year reunion for the Class of 1985, a 10-year reunion for the class of 2015, a fiveyear reunion for the Class of 2020, and the 20-year reunion for the Class of 2005. These events were well-attended and a wonderful opportunity to renew friendships and for tall tales to be told from the days of yore. Old Scotch Collegians have also recently filled two senior positions on the Scotch operational and support staff. Tim Rowler (’99) was appointed Chief Operating Officer, and Nick Demiris (’01) became Director of Risk and Compliance. Tim’s appointment follows the retirement of Scotch’s long-serving Bursar, Ross Congleton (’76). OSCA is grateful to Ross for his support and advice over the years and wishes him and Rosemary a long and happy retirement.

Great Scot | Issue 173 | 2025

From the Executive Director On a personal note, I have once again taken on the role of Coach of the Old Scotch Football Club’s Stars women’s 2nd XVIII, a role I highly enjoy. The team started the season on a strong note with several early season wins. Elsewhere in OSCA clubland, the Old Scotch Music and Drama Club is in the early stages of preparing its 2025 production, Come from Away. It’s a musical based on events in the Newfoundland town of Gander during the week following the 9/11 attacks, when planes carrying 7,000 passengers were ordered to land unexpectedly at Gander airport. The musical has enjoyed considerable success on Broadway, the West End and in Australia, and it will be intriguing to experience OSMaD’s take on it.

Scott Montgomery (‘85)

OSCA EXECUTIVE DIRECTOR

In the second half of 2025, OSCA will host a ‘gathering of the clans’, inviting all OSCA clubs to send representatives. This meeting offers a chance to share ideas, raise concerns, and contribute to OSCA’s early strategic planning.

In early May, the OSCA office was pleased to welcome Will Martin (’24), who has succeeded Jacob Hooke (’22) as Young Old Boys’ Secretary. Will is supporting Young Old Boys’ President, Angus Bodon (’20). OSCA is grateful to Jacob for his work on behalf of the YOBs.

OSCA NEWS

Great Scot | Issue 173 | 2025

President’s Dinner 2024 The highlights of the very enjoyable 2024 OSCA President’s Dinner, held in the Cardinal Pavilion’s Boykett Room on the evening of 13 November, included the awarding of OSCA Honorary Life Membership to former OSCA President, John Jeffreys (’69), and the presentation of OSCA Merit Awards to four stalwart OSCA club members. At the dinner, which followed the 2024 Annual General Meeting, Stephen Webster (’73) concluded two successful terms as OSCA President, and handed over the OSCA Athol Brose to incoming President Matt Guthridge (’91). Peter Lam (’99) was master of ceremonies at the dinner, which featured performances by cast members of the Old Scotch Music and Drama Club’s 2024 production, The Addams Family. Grace was ably delivered by OSCA Chaplain, Graham Bradbeer, and James Talbot (’24) performed the Haggis Ceremony with character. Brian Symington (’66) was the piper. Oldest Old Boys present at the dinner were Ian Manson (’51), John Mathew (’53), Graeme McRae (’54), Bill McNaughton and Ken Jasper AM (both ’55). Eleven former OSCA Presidents attended the dinner. OSCA honorary Life Membership – John Jeffreys (’69) John’s service to OSCA began in 1972, when he and Campbell McComas (’69) established the Young Old Boys as a new affiliated society. John previously joined the Old Scotch Football Club, where he played in all the senior XVIIIs (even if only playing one game with the firsts!). He joined the committee, served as the club’s Treasurer in 1972 and 1973, and coached the Juniors in 1976. In 1973 John commenced his lengthy involvement as a member of OSCA Council. He served for the decade 197382 and the eight years 2003-2010. He has commenced a third stint in 2025. John served as OSCA President in 2008 and 2009. For several years John convened the OSCA Annual Dinner. In 2001, John’s commitment and dedication contributed to OSCA’s largest ever Annual Dinner: 1206 people attended the iconic dinner at the Exhibition Building as part of Scotch’s sesquicentenary celebrations. In 2010 OSCA appointed John as a founding director of the board of the Victorian Scottish Heritage Cultural Foundation (VSHCF). He performed that role until he moved interstate, and then he rejoined in 2018. He became (and remains) the Treasurer – and in early 2024 OSCA appointed him as VSHCF Chairman.

In 2006 John initiated the OSCA President’s Dinner and in 2017 the OSCA Presidents’ Luncheon, which he still convenes. In 2014 he co-founded the OSCA Collegians’ club, of which he became (and remains) the club’s Secretary. In 2020 he led a project to design the OSCA/Scotch tartan and manufacture it into kilts. Without doubt, John is an exemplary recipient of OSCA Honorary Life Membership.

OSCA MERIT AWARDS

Ian Kerr (’60) – Old Scotch Heritage Club Ian is a founding and current member of the Old Scotch Heritage Club. He has been Secretary of the club since 2010, and is a current volunteer in the Scotch Archives, assisting Archivist Paul Mishura and his team. He played a role in the Scotch sesquicentenary celebrations. Tom Morris – Old Scotch Bushwalking Club Tom is a former committee member of the Old Scotch Bushwalking Club, who took on the key portfolio of weekend walks organiser for the club. He performed his role admirably, contributing materially to the success of the club. Graham Reid (’66) – Old Scotch Pipes and Drums Graham is a founding member of the Old Scotch Pipes and Drums. He has been club Treasurer for 14 years. Among many roles, he is an active member of the competition band. He is dedicated, highly reliable, and is always willing to bring his energy and ability to his roles in the band. Hugh Wilson (’65) – Old Scotch Past Staff Club Hugh is a former Scotch Finance Manager, who after retirement still serves the school and the Scotch Foundation on a casual basis. He is a very active member of the Past Staff Club, and has been Secretary for the past eight years. He is also involved with the Old Scotch Wine and Food Club and the Old Scotch Heritage Club.

Great Scot | Issue 173 | 2025

1. John Jeffreys (’69) receives his OSCA Honorary Life Membership certificate from outgoing OSCA President Stephen Webster (’73).

2. 2024 OSCA Merit Award winners with outgoing OSCA President Stephen Webster (’73, centre): Tom Morris, Graham Reid (’66), Ian Kerr (’60), Hugh Wilson (’65)

3 OSCA Presidents all. Standing: Rob Logie-Smith (’59 – President 200102), John Craven (’69 – President 2004), Bruce Brown (’60 – President 2013), Rob Wilson (’66 – President 2003), Michael Stillwell (’68 – President 2000), Graeme McRae (’54 – President 2012), Alex Sloan (’71 – President 2011). Sitting: John Jeffreys (’69 – President 200809), Matt Guthridge (’91 – current President), Stephen Webster (’73 –

President 2023-24), Andrew Wilson (’78 – President 2021-22), Doug Lording (’63 – President 2016-17).

4. Outgoing OSCA President Stephen Webster (’73) hands the presidential Athol Brose to incoming President Matt Guthridge (’91). 5 Well kilted: OSCA Executive Director Scott Montgomery (’85) with John Jeffreys (’69), Matt Guthridge (’91) Stephen Webster (’73) and Andrew Wilson (’78)

OSCA NEWS

A track well run Greg Robinson (’56) attended Scotch College from 1952 to 1956. He enjoyed the wide range of sports offered, Quarter Guard competition and the school choir. He had more success in distance running and was pleased to be selected on the APS athletic team which was captained by the inspirational Tony Olsson (’57). Tony had posted the fastest times of a schoolboy in the British Commonwealth, and at the APS, he won the 880yds and 1 mile in record time. Greg, too, had speed up his sleeve and was a member of the 4 x 880yds APS record breaking relay team. He received encouragement from the OS Athletic Club’s leading distance runners. After joining them in A grade, his times improved to qualify for an Athletics’ scholarship at the University of Houston. He recalled that one of his highlights competing in the US was in the 1-mile event at the New Orleans’ Sugar Bowl Track and Field meet and attending the Sugar Bowl football game. Just before competing in New Orleans, Greg experienced the Cuban Missile Crisis. Evacuation routes listed in the Houston daily papers added to community nervousness. Greg and other international students were contacted by government officials informing them that they could be called up any time by the US army.

Anecdotally, at his graduation ceremony, he received his degree from the Texas Governor John Connally who was unable to shake hands with graduates due to a bullet wound to his right wrist, caused by being a passenger in the president’s car when John Kennedy was assassinated. Greg’s career has been mainly in human resources initially with the ICI group in Australia and the UK. At London’s ICI global HO, he was HR Manager on international secondment, for operations in the Middle East. He worked mainly in Turkey and Israel. During his UK posting he attended an international management course at IMD, the Swiss international management school, and is currently an IMD Lausanne Ambassador. Back in Australia, he assisted in establishing ECA APAC in which ICI PLC was a leading shareholder. Later he was an inaugural director of the International Consultants Centre (ICC) when it was an associate business unit of Mercer. Both entities supplied data and consulting on expatriate terms in the APAC region. In semi-retirement he enjoys leadership mentoring in NFP entities on a pro bono basis and playing tennis with members of the OS Tennis Club.

OSCA NEWS

Great Scot | Issue 173 | 2025

From performer to producer From the spotlight of school productions to international stages, Jack Fowles (‘09) has always been drawn to the world of performance. What began at Scotch with a passion for theatre has since brought productions to life on both the Australian and UK theatre scene. Following a career as a performer touring internationally with one of Australia’s highest-grossing music groups, The Ten Tenors, Jack moved to London to study. He worked on the opening of Motown the Musical and with leading entertainment advertising agency, AKA. When Jack returned to Melbourne, he founded Fowles Entertainment, an investor and producer of large-scale theatrical entertainment. They have been fortunate to be involved now in nine productions in Australia and in the UK, and this year, they are a CoProducer of the national tour of Annie in Australia.

“Annie is one of the world’s most popular family shows and, together with international producer, Crossroads Live, we are thrilled to be bringing it back for another generation of Australian families to enjoy,” says Jack. “This has been a goal of mine since Year 12 in 2009. Scotch was an enormous influence on this, as I had significant exposure to the performing arts both as a performer (playing Tony in West Side Story) but also on the production side.” Jack shared. “I also later became involved in Old Scotch Music and Drama, where during my School Captain year, I played Freddy in My Fair Lady.”

“Into the future, we look forward to continuing our working relationship with UK and Australian producers to bring the very best plays and musicals to the stage”. Annie opens in Melbourne on 10 July 2025 at The Princess Theatre, Spring Street. www.anniemusical.com.au

BOOK TICKETS HERE

OSCA NEWS

“It is easiest to conceptualise how AI can replicate human tasks, but the more exciting part is how AI can augment medicine through beyondhuman tasks. “AI will be gradually introduced for specific tasks rather than arriving overnight. Medicine is set to involve more consideration of probabilities and a key role for health care providers will be the interpretation of these probabilities for patients,” said James. James completed his medical school at the University of Melbourne before undertaking a Doctor of Philosophy at the University of Oxford. He subsequently completed the Brigham and Women’s Hospital/ Massachusetts General Hospital Neurology Residency Program.

Reuniting in research Classmates since year 7, Davis and Jimmy competed at maths and debating. Both have since gone on to be international leaders in the fastemerging field of ‘AI in medicine’. “He loves rowing whereas I’m cricket, but we have lots in common,” said SVI’s Associate Professor Davis McCarthy (‘03). “Both of us did our DPhils at Oxford at the same time — we were even on the same flight getting there. “When I heard that Jimmy was visiting Melbourne from the US, I knew that SVI had to invite him to present to our research community,” said Davis.

James Hillis (‘03) is an Attending Neurologist at Massachusetts General Hospital and Instructor in Neurology at Harvard Medical School. James is also the Director of Clinical Operations for the Digital Clinical Research Organization in Mass General Brigham AI team. At a recent SVI mini-symposium, James outlined his research which focuses on validation studies of diagnostic artificial intelligence algorithms, with studies that he has led being used for over 10 successful device submissions to the US Food and Drug Administration. “We are at the tip of the iceberg,” said James.

At the event, Davis presented research published in Nature Communications last year. The BRAIx study uses Australian AI capability developed by a team of clinicians, data scientists and engineers, including Davis and his team at SVI, with colleagues from St Vincent’s Hospital Melbourne, BreastScreen Victoria, the University of Melbourne and the Australian Institute for Machine Learning (AIML) at the University of Adelaide. The algorithm was trained on a data set of 3.3 million breast screen images collected from women who attended the BreastScreen Victoria program between 2016-2019.  It has been trained and tested using local data and as a result, offers the highest degree of transparency and trust for Australian use. “Our ability to develop a state-of-the-art AI reader here in Australia not only highlights the skills and capabilities of our local researchers and institutions but also shows the value of investing in Australia’s capacity for leading AI applications in healthcare.” “It was fantastic to host Jimmy, and I’m excited that we are now set to collaborate on a project this year,” said Davis This article first appeared on svi.edu.au and is republished with permission.

“Scotch was a great fit for me” were the words we heard from Tom Sutherland (’16) when catching up with him about his recent endeavours. Tom is inherently quite inquisitive and the variety of experiences the school provided meant there was always something new to lean into. He loved learning how to do a line-out in Rugby, how to row bow-side, and how to swing a golf club at Kew, where you can find him most weekends still trying to work that out. Five years ago Tom started his own business, a Creative Marketing Agency called Good One Creative, alongside Charlie Howcroft (‘15), a venture which they are very proud of. With mostly creative backgrounds, neither boy rushed to put their hand up when it came to deciding who was going to look after the numbers. But, with two years of Accounting class up his sleeve, Tom was the most qualified by default. Despite it being his worst study score in Year 12, he is grateful to Mr Kong (‘68) for teaching him the subject. Tom loved the Drama department and was a passionate performer. He stills lean on those skills today—late nights trying to fine tune the performance of a pitch for a campaign idea, going slightly insane, he often feels as if he was back in the GMT performing the Madness of King George III.

Tom considers himself lucky to have found himself in a career where he can be expressive and “a little OTT,” and he really enjoys working in the creative industry. Being on set, with lights and cameras, was a passion Scotch allowed him to develop.

Great Scot | Issue 173 | 2025

Back on set

OSCA NEWS

His ‘dead poet’s society’ was Mr Taylor’s Literature class in Year 12. “We were a really close group, so the discussions were always really engaging in addition to developing a good taste in music too, and Mr Taylor was certainly helping us with that!” Tom believes those analytical skills he learnt from Literature are some of the most valuable in his work today. “Receiving a brief, pulling it apart, putting it back together, having an idea, pulling that one apart, smashing it together with some other ideas, does that make sense? No. Do it again. There is a science to it…but it’s inexact, and I love that.”

Last year, Tom and Charlie had the opportunity to pitch for the Scotch ‘What is success?’ video project and landed the job. It was a moving project for him, Charlie and their business partner Harriet Renn, whose brother Henry (14’) and father Andrew (85’) are old boys. Tom and Charlie are highly impressed with the direction Scotch is heading in and have found it rewarding to reconnect with the school. Ten years, in the blink of an eye!

Pictured: Charlie Howcroft (left) and Tom Sutherland (right) 67

Great Scot | Issue 173 | 2025

OSCA NEWS

Old Scotch doctors lend a healing hand In September 2024, four Old Scotch Collegians—Dr Jim Hare (’67), Dr Graeme Bennie (’75), Dr Tim Gray (’78) and Dr Andrew Taylor (’84)—packed their bags and their medical skills for a trip far beyond their usual consulting rooms: a short-term mission to Malawi, one of Africa’s poorest countries. The idea took root back in 2023, at Trinity Presbyterian Church Camberwell after a Sunday visit from Rev Simba Musvamhiri, head of African Enterprise Australia. His challenge was clear to the four Scotch graduates: “Don’t underestimate how God could use your medical skills in Africa.” African Enterprise (AE) is a Christian missionary organisation that Trinity has supported for many years. The work began in South Africa in 1963 and has now expanded to twelve different African countries. In their programs they work with the most vulnerable and marginalised people to make a long-lasting impact on their lives. After many months of planning, the idea became a reality and the group jetted off to Malawi’s capital, Lilongwe. A doctor of over 35 years, Graeme said “We were excited by the prospect of working with African Enterprise. Malawi is often referred to as ‘the warm heart of Africa’. Formerly known as Nyasaland it is a landlocked country with a population of around 21 million people in an area about half the size of Victoria”.

“When we signed up we had no idea what to expect, nor how our medical skills and training could be useful on a short-term mission. But under the leadership of the current director of AE Malawi, Dr. Cornelius Huwa, himself a medical doctor turned pastor, we were able to join local medical staff in their everyday work” said Graeme.

At a large teaching hospital known as Kamuzu Central Hospital, the team quickly got to work. Jim, Graeme and Tim, all general practitioners in Melbourne, found themselves thrust back into hospital medicine: Jim in internal medicine, Graeme in paediatrics, and Tim (who is also a trained psychiatrist) in psychiatry. Throughout the trip the doctors experienced conditions they had only read about in textbooks: various forms of malnutrition, severe malaria, tuberculosis, HIV, sickle cell disease, acute rheumatic fever, schistosomiasis, organophosphate poisoning and rabies, just to name a few. “It was challenging not having access to all the investigations and treatments that we have available in Australia” Graeme noted. As there is no psychiatrist in Lilongwe, Tim was particularly useful in providing teaching to the mental health workers there as well as working in their clinics where up to 50 patients would be seen in a session. Andrew, a gastroenterologist, performed and taught endoscopy, a vital skill in a country facing high rates of oesophageal cancer. In addition, the group brought with them suitcases and bags full of medical and surgical equipment to donate to Kamuzu Central Hospital. The hospital is significantly underresourced and the donations were very gratefully received. “Our wives also came on this trip, getting involved with AE’s impressive social action program,” Graeme said. “They visited schools, rural villages, transformation projects, and ran discipleship sessions with young people preparing to start university and work. AE also has a life-changing sewing program which teaches skills to vulnerable women in aid of setting up their own businesses. “Malawi is predominantly a Christian country, and the people are known for their warmth, hospitality and resilience. We discovered that although most of the people are very poor, they are happy and their churches are large, over-flowing, and full of joy. Whilst there we attended a Presbyterian Church which had over 2,000 members. Seven choirs sang magnificently on the days we attended,” Graeme shared. “The whole trip was a special privilege. Going to a third world country like Malawi certainly makes you appreciate what we have in Australia.”

OSCA NEWS

Great Scot | Issue 173 | 2025

Kilted runners tackle the Tan 2025 Melbourne Tartan Festival

On Sunday 27 July, runners arriving for their morning jog around the Tan track will see a most unusual group of runners kitted out and tackling the famous Melbourne running track. In the Big Melbourne Kilt Run – part of this year’s Melbourne Tartan Festival – entrants will be encouraged to wear a kilt or an item of tartan clothing as they run, walk or jog the Tan. The 2025 Melbourne Tartan Festival – 27 June to 27 July – offers a full month of Scottish activities including a high energy Celidh Dance at Collingwood Town Hall with music by the Melbourne Scottish Fiddle Club, piping recitals, the Victorian Pipers’ Association Annual Solo Piping Championships, the Victorian Scottish Highland Dancing Members’ Association Commonwealth Championship, Burns poetry readings, a Kirkin’ ‘O the Tartan service at Scots’ Church, Melbourne, a CBD walking tour, ancestry and Scottish history in person and online lectures, and Gaelic language and whisky tasting functions. Guest of honour at last year’s Melbourne Tartan Festival Gala Dinner and Concert was the Right Honourable Lord Lyon King of Arms, Dr. Joseph Morrow CVO CBE KStj KC LLD DL FRSE. As the Chief Herald of Scotland, Lord Lyon is responsible for regulating Scottish heraldry, issuing new coats of arms to individuals and organisations as well as confirming pedigrees and claims to existing Arms and recognising Clan Chiefs.

During the evening, Lord Lyon presented the Victorian Scottish Heritage Cultural Foundation’s Chair John Jeffreys (’69) and CEO Carol Davis with the Foundation’s own coat of arms, now proudly on display in the Geoffrey Donaldson Room in the Tolson Centre at Scotch. The VSHCF is a sponsor and organiser of the Melbourne Tartan Festival. Throughout the year the VSHCF provides financial grants, support and assistance in promoting participation in Scottish culture for the benefit of all Victorians. The Old Scotch Collegians’ Association supports the Melbourne Tartan Festival in a number of ways: the VSHCF Chair plus three directors on the board are OSCA nominations, alongside three representatives of Melbourne Scots. Two big events headline the festival. In the Melbourne Tartan Day Parade on Sunday 6 July, Old Scotch Pipes and Drums will join more than 250 pipers, drummers and dancers in traditional dress in marching down Collins Street, followed by a massed Highland fling recital in the forecourt of the Westin Hotel. The second headline event is on Saturday 19 July: the formal Gala Dinner and Concert at the Melbourne Town Hall. This popular event includes a welcome reception in the Melbourne Town Hall foyer followed by a gourmet dinner with fine wines, the traditional Haggis Ceremony and a night of traditional and modern Scottish music and entertainment. This year the featured band is the Scotch College Pipes and Drums. Guest of honour at the Gala Dinner and Concert will be Angus Robertson, a Member of the Scottish Parliament who is Cabinet Secretary for Constitution, External Affairs and Culture. Scotch Family members are invited to attend the Gala Dinner and Concert. Tickets are now available on line through the Melbourne Tartan Festival website: https://melbournetartanfestival.com.au and the Trybooking link https://www.trybooking. com/CZRHY.

Great Scot | Issue 173 | 2025 Above: The Melbourne Tartan Day Parade marches down Collins Street Left: Lord Lyon (centre) with the Victorian Scottish Heritage Heritage Cultural Foundation’s Chair John Jeffreys (’69) and CEO Carol Davis

Clubs

OLD SCOTCH ATHLETIC CLUB

It has been an amazing season, with the Club comfortably retaining its place in Division 4 of the AV State League. Athletes achieved numerous medals and personal bests at both the Victorian Relay Championships and the Victorian Track & Field Championships in February. The Club also celebrated the impressive number of athletes who qualified for the Australian Athletics Championships in Perth in April. Despite the challenging conditions and very warm weather in Perth, the squad performed exceptionally well, representing Victoria against the best in Australia. The whole club tuned into the livestream and followed the WhatsApp updates coming from parents’ trackside. Read more about the achievements of current Scotch boys at the championships on page 50. Young old boy AJ Merry (’24) finished 7th in the Under-20 3000 metres steeplechase with a personal best (9.49.17). Our female sprinters also performed very well.

OLD SCOTCH BOWLS CLUB

The Old Scotch Bowls Club has expanded its membership base by welcoming ladies to the green, a move which reflects evolving societal norms and reinforces the club’s dedication to inclusivity and growth. Since opening its doors to female members, the club has witnessed a surge of fresh energy, diverse perspectives, and enhanced community spirit. The bowls club has long been a hub for friendship, relaxation, and competitive play. Over the years it has become a welcoming space for members to continue the school’s values of teamwork and excellence. The inclusion of women from the Scotch Family marks a new chapter in the club’s history. Whether they are seasoned bowlers or newcomers to the sport, the ladies have enriched the club’s atmosphere, creating a more vibrant and dynamic environment. The club is planning more social events, mixed competitions and community outreach initiatives to further solidify its inclusive ethos. 72

Alexandra Latief achieved a personal best in the Under-17 100m Hurdles with 14.73, while in the Under-18 400m Gabby King finished in 59.44. Our middle-distance group performed admirably. In the Under-20 800m Will Katic ran an impressive 1.51.13, and Ed Beischer (’17) ran 3.48.46 in men’s open 1500m. It is a credit to each of these athletes to gain selection to represent Victoria. I have seen the immense commitment they have given to their athletics and commend them on their dedication and drive to compete. The Club is immensely thankful to our wonderful coaches and staff involved with the Old Scotch program and to the many families that have supported their boys and girls over the summer season. The track and field season may have finished, but our attention turns to the APSOC and Athletics Victoria cross-country seasons. Bring it on and go Scotch! Rev Doug Campbell Old Scotch Athletic Club

One of our new female club members said: ‘Joining the Old Scotch Bowls Club has been such a rewarding journey. The members are welcoming, and the sense of belonging is incredible. The opportunity to learn and play in such a supportive environment has been truly fulfilling.’ The Old Scotch Bowls Club invites ladies within the Scotch Family to join this exciting and inclusive initiative. Whether you are an alumna, a parent, or a friend of the Scotch network, the club offers an opportunity to connect, socialise, and enjoy the unique charm of lawn bowls. For those new to bowls, we offer coaching and mentoring, ensuring you’ll soon feel confident on the green. For more information about our club, please contact me on 0411 253 633 or david.tennent@bigpond.com David Tennent (‘57) Secretary, Old Scotch Bowls Club

OSCA COLLEGIANS

OSCA Collegians has been busy since we last published in Great Scot. As a coterie group seeking to directly support OSCA and to help maintain connection for Old Boys across the OSCA network, we have been working closely with Scott Montgomery and his team to run a series of focus events. These events look both within Scotch/ OSCA and to external topics of interest. Most recently we hosted the OSCA President’s Luncheon, an event open to former Presidents of OSCA and members of the OSCA Collegians Coterie. Our guest speaker was Scotch Principal Dr Scott Marsh. Dr Marsh is an extremely engaging

speaker, as many who’ve seen him address the Annual Dinner could attest. He provided excellent insight into the evolution of education at Scotch, including many of the achievements at hand and I know all attendees enjoyed his presentation. Back in July we were very fortunate to secure Richard de Crespigny at a private luncheon where he shared his experience within the aviation industry as well as insights into the future of aviation and leadership in dynamic environments, with a particular reference to QF32. Again, as a private event for OSCA Collegians, it was a fabulous opportunity to engage with Richard, further understanding his life experiences and observations.

2025 will see us busy as we’ve started an engagement process with the OSCA Young Old Boys. Whilst our organisations represent different parts of the OSCA spectrum there is much we share, in particular helping to maintain the connection with OSCA and the school. We are always seeking new members who share an interest in connecting across our network. If you’d like to know more about OSCA Collegians, scan the QR code to visit our webpage: https://www.oscanet.com.au/club/oscacollegians-club/

Pictured: Richard de Crespigny spoke at a private luncheon

SCAN FOR FURTHER DETAILS

OLD SCOTCH BUSHWALKING CLUB

Eighteen Old Scotch Bushwalking Club members met at Kooyong on 23 April for a stroll in beautiful autumn weather along Gardiners Creek and the Yarra River to the Royal Botanic Gardens. Many of our walkers had never been on this path, which closely follows the Glen Waverley railway line from Kooyong to Heyington, before terminating at the Burnley Golf Course. At this point the walkers turned left and shortly afterwards recrossed the freeway and the river, ultimately reaching the Anderson Street entrance to the Royal Botanic Gardens. The gardens looked magnificent in the warm sunshine, and the walkers found a spot on the lawns to eat their lunch. After lunch the walkers enjoyed coffee and ice cream at the Botanic Gardens Visitor Information Centre. They then walked to the nearby Shrine of

Pictured: Bushwalkers atop the Shrine of Remembrance during their 23 April walk.

Remembrance, where they climbed the stairs to the Shrine’s balcony for a panoramic view of Melbourne before heading home. In March the club held its annual general meeting during its weekend of walking at Horsham. Murray Hooper (‘66) was elected club President, taking over from Neil-Hart-Smith (’60), who had completed his second presidential term. During the meeting, Neil and David Ashton (‘65) were presented with their Honorary Life Membership (HLM) certificates.

Neil and David, along with Graham Stanley (‘60) and Richard Piesse (‘59) founded the Old Scotch Bushwalking Club in 1994. All have been elected Honorary Life Members in recognition of their outstanding service to the club. Richard was elected as an HLM last year – sadly, he died in late December after a long illness. Graham Stanley will receive his HLM certificate at the club’s midyear luncheon in July. David Ashton (‘65) Old Scotch Bushwalking Club 73

OSCA CLUBS

Great Scot | Issue 173 | 2025

OLD SCOTCH CRICKET CLUB

The 2024/25 season was another fantastic one for the Old Scotch Cricket Club (OSCC). With over 70 players involved and more than 30 players regularly attending training sessions, the club spirit is thriving. This season, the club celebrated several monumental achievements. The 3rd XI team clinched the Division 4 Premiership, marking a historic milestone for the club. The 1st XI team made their 10th consecutive Division 1 Grand Final appearance, their 14th in 18 years. The 2nd XI narrowly missed finals in a very tight competition. Individual performances were nothing short of spectacular. Mick Sparks scored an unbeaten 129 against Old Melbourne, Mitch Sennit hit 128 against Old Camberwell and Tom Kelly belted four 6’s in 6 balls in the come-frombehind Division 1 semifinal. In the bowling department, Harry Parsons took an incredible 5/9 in the Division 4 Grand Final against Old Caulfield, Sam Shearer claimed 5/13 against PEGS, and Charlie Loveridge secured 5/24 against Maccabi Ajax.

At Presentation Night, top honours went to:

Sam Shearer, Michael Sparks, Charlie Loveridge, Mitch Sennitt, Charlie Schilling, Nic Bennett, Fred Strong all made MCC Teams of the Year.

2nd XI: Batting – Mitch Sennitt, Bowling – Lachlan Gance, B&F – Mitch Sennitt / Tom Loveridge

The night also honoured Bill McNaughton for an extraordinary 70 years of service to the club. Bill’s commitment and passion for cricket have made him an iconic figure within the OSCC community.

Club Champion: Sam Shearer

A heartfelt thanks to our supporters and sponsors— Elgin Inn, AANDI Lawyers, Monte Finance, OSCA, and Scotch ground staff. OSCC looks forward to building on this season’s success and continuing to grow its strong community.

1st XI: Batting – Sam Shearer, Bowling & B&F – Michael Sparks

3rd XI: Batting – Nic Bennett, Bowling & B&F – Harry Parsons Clubman of the Year: Andrew Callaghan

OLD SCOTCH WINE AND FOOD CLUB

On a balmy Thursday night in early May, over 50 members of the Old Scotch Wine and Food Club gathered at Lemnos Tavern to taste the fantastic wines from Voyager Estate. Fiona Findlay of Voyager entertained guests with her extensive knowledge of Margaret River Wines, while everyone enjoyed a sumptuous Greek feast. The Wine and Food club has regular dinners and tastings that cater for all members of the Scotch family by providing food and wines experiences in a convivial atmosphere. For more information about the club, please contact President Brendan Herron: oswfc@outlook.com

Great Scot | Issue 173 | 2025

OLD SCOTCH FOOTBALL CLUB

Major highlights of the early part of the 2025 season for the Old Scotch Football Club were the unfurling on consecutive weeks of the men’s and women’s 2024 premiership flags. This followed a successful season launch on 28 March at Kooyong Lawn Tennis Club, at which former AFL Chief Executive Officer (and current Scotch parent), Andrew Demetriou was guest speaker. Watched by an enthusiastic crowd of supporters, former players and the Old Scotch and St Kevin’s teams, OSFC President Will Strange (’07) unfurled the men’s premiership flag prior to the round one clash with St Kevin’s at McQueen Park (Camberwell Sports Ground) on 5 April. Old Scotch then went on to defeat St Kevin’s by 14 points.

On the following Saturday at McQueen Park, the women’s premiership flag was unfurled by Will Strange to the great acclaim of supporters and players. This time St Kevin’s turned the tables on the Old Scotch Stars, winning by 13 points in a close tussle. Other early season highlights for the football club included a practice match on 30 March between our men’s under 19 and the APS football squad on the Meares Oval at Scotch, with the schoolboys coming away with a five-goal victory. We hope to make this match an annual event. Also, we are currently preparing to unveil our first women’s under-19 side in the coming weeks. Our Anzac Day match is always a major club event, and this year we played Collegians on Friday 25 April. A well-attended pre-game luncheon and a

moving Anzac Day ceremony set the scene for the game, in which Collegians prevailed by 38 points, inflicting the seniors’ first loss for the season. At the time of writing the senior men’s team had two wins and three losses. At the same point in the season the Old Scotch women’s seniors were third on the ladder, with a 4-1 win-loss ratio and a remarkable percentage of 437.97! An ‘all of Scotch’ day is planned for Saturday 28 June, with the senior men playing Old Haileybury at 2.00pm. All the club’s men’s and women’s teams will be in action. We thank the grounds staff for their work in preparing the Main and Meares Ovals for this much-anticipated day. Andrew Toop General Manager, Old Scotch Football Club

OLD SCOTCH HERITAGE CLUB Great Scot | Issue 173 | 2025

The viewing of the Memorial Hall arranged by the OS Heritage Club on 10 April attracted 62 old boys and their friends Following a wonderful organ recital by the school’s former Choral Director and Organist Andrew Bainbridge, Heritage Club President Neil Lucas introduced school Archivist Paul Mishura who provided an interesting, informative and enjoyable illustrated talk on the history of the Memorial Hall.

The hall, built in the early 1920s, had its foundation stone laid by Sir John Monash who also participated in the opening of the hall on Anzac Day 1922. Following the viewing, those present enjoyed morning tea in the Common Room and many took the opportunity to visit the school museum. The Heritage Club welcomes all who have an interest in Scotch’s rich and proud history.

OLD SCOTCH MUSIC AND DRAMA CLUB OSMaD are pleased to announce the 2025 production of Come from Away. Come from Away is based on the true story of the time when the isolated community of Gander, Newfoundland, played host to 38 planes carrying thousands of people from around the globe after being diverted to Gander’s airstrip on September 11, 2001. The story embraces lives, families, cultures, and stories, reminding us that we are part of a global family. Warmly welcomed into the OSMaD family are the production team of Come from Away: Director: Daragh Wills Music Director: David Barrell (‘11) Choreographer: Guada Banez Production Manager: Caitlyn Marshall Technical Director: Peter Verhagen Assistant Director: Lui Ijuin Lethbridge Stage Manager: Em Beggs Production Assistant: Georgia Cutajar

Come from Away is proudly supported by the OSMaD Committee: President: Tristan Lawrence Vice President: Suzi Cossar Secretary: Damien Calvert Treasurer: Daniel Ischia (‘94) David Barrell (‘11) Catherine Buxton, Jan Goldsmith, Holly Haines, Caitlin Lamont, Caitlyn Marshall, Lucy Mason, Matthew Nutley, DJ Pearse, Christina Prickett, Ros Turnley Telling a story on stage at the Geoffrey McComas Theatre every year requires over 100 people who volunteer their time and know-how. Volunteers in our 2024 season included several old boys, past parents, and past staff supporting marketing, finance, set construction, catering, community welfare, costuming, technical direction, crew, cast, and front of house. Not only is the Cardinal Thread a valued feature of the OSMaD family, our relationship with the community is strengthened by our multi-generational links to the people of Scotch College.

The 2024 production of The Addams Family finished the year on a high. Thanks to the creative team of Joel Anderson, Dylan Henry, and Ashton Turner who brought the kooky family to life with care, flare, and a truckload of comic timing. Head to our socials to see spectacular footage, photos, and reviews. Congratulations to the Music Theatre Guild of Victoria and Lyrebird Award winners, nominees, and commendees from the 2023 production of The Hunchback of Notre Dame. Your recognition from these community bodies across 21 categories was very well deserved. If you are interested in learning more about the many varied ways you could join the OSMaD community, follow @osmad.theatre on social media and visit osmad.com.au/expression-ofinterest. Information about Come from Away auditions will be posted on our socials and via our mailing list which can be found on the osmad.com.au homepage.

SCAN TO VISIT OUR WEBSITE

OLD SCOTCH SOCCER

This year, the club will see its Senior and Reserves Men’s teams playing in Football Victoria State League 1, Women’s team playing its second season in Football Victoria State League 5, two Sunday Men’s teams (Blues and Golds) playing in Football Victoria Metropolitan Leagues 3 and 6, and its Over 35s team playing its second season in Bayside Division 2. The club will also see several girls’ and boys’ teams compete in the Juniors leagues. Former club player and Reserves coach, Joe Reed, is the new coach of the Men’s Seniors team. A strong off-season saw the club make some exciting additions, welcoming a crop of talented young players to complement the core group. Crucially, club captain Sam Shearer (‘11) has recommitted to leading the squad. In 2025, the Women’s team begins a new chapter under coach Jonny Beamish, with six new players joining the squad. Three team members have also

OLD SCOTCH SYMPHONY ORCHESTRA

Great Scot | Issue 173 | 2025

Old Scotch Soccer Club has started the 2025 season very brightly and with lots of positive energy, welcoming new Committee members, new coaches, and lots of new talented players across many of its teams.

stepped up to join the club’s Committee. The Blues are back and keen for the 2025 season. The team has seen the return of some favourite sons to the fold, bringing not just experience, but a real sense of quality. With depth across the park the team is ready to take it up a gear and make this a big year both on and off the pitch. The Golds are shaping up strong this season and looking to build on last season’s fifth place finish. Although a few players returned to their homes overseas, the team has picked up several new recruits, including several recently graduated Scotch Old Boys. The Over 35s had an incredible inaugural year by achieving promotion to Bayside Division 2.

After a long-awaited return to the concert stage in 2024, the Old Scotch Symphony Orchestra (OSSO) made a heartfelt and memorable start to its 2025 season with Solace, presenting a beautiful evening of music in the Ian Roach Hall. The evening opened with the world premiere of The Ascent, an original work composed by our very own conductor Yuki Goh, setting an uplifting and invigorating mood for the evening. This was followed by Britten’s Four Sea Interludes, an evocative display of orchestral colours that represent scene changes in Britten’s opera Peter Grimes. After the interval, we journeyed through the powerful emotions of Brahms’ Symphony No. 4, a masterwork full of pathos and fateful imagery. As an encore, the

To prepare for the new division, the team went above and beyond by training in the off-season and is excited to make its mark in 2025. The team welcomes three Scotch Old Boys this year: Sean Ng (‘07), Shane Ng (‘05), and Ken Kinoshita (‘05). The club welcomes current and past students, families, and friends, to join the club as supporters or players. For any Scotch Old Boys interesting in joining as players, the Old Scotch Collegians Association will subsidise your registration fees by 50% for your first year at the club. Please contact us at committee@ossc.com.au Jason Choi (‘07) Old Scotch Soccer Club

orchestra delighted the audience with a Beauty and the Beast Medley, closing the night with merriment and a spectacular trumpet solo. Founded in 2013 after the school orchestra’s European tour, OSSO continues to bring together Old Boys and community members, offering a unique space to continue making and sharing music. We look forward to putting on another exciting program in August and warmly invite any Old Boys interested in joining to play with us — please reach out at oldscotchso@gmail.com. We look forward to welcoming both new players and our wonderful audience again soon!

Pictured: OSSO’s First Concert of 2025: Solace 77

OSCA EVENTS

Reunions 3

CLASS OF

2023 1

1 Year Reunion 27 NOVEMBER 2024 THE ELGIN INN

1. Louis Cox, Ed Hankin, Riley Thompson, Ben Marchant, Harry Atwell, Jules Baeppler, Felix Plante 2. Lucas McKenzie, Hamish Jukes, Clancy Wilson 3. Vrishin Gandhi, Ashwin Appu, Dhanika Nanayakkara, Lachie O’Connor 4. Cooper Stanley, Max Searle, Lachie Macneil, Alex Shears-Jones 5. Ollie Buckley, Toby Biermann, Tommy Kluckow, Will Moulding, Caleb Lingwood-Smith 6. Felix Plante, Darcy Cullen, Scott Montgomery (’85)

CLASS OF

2020 1

5 Year Reunion

28 FEBRUARY 2025 KEON-COHEN DINING HALL

1. Charlie McDonald, Harrison Livis, Angus Trivett, William Moloney 2. Fred Strong, Reef McInnes, Lachie O’Nians, Max Suttle, Marice Rioli, Jamarra Ugle-Hagan 3. Hugh Hosking, Mitchell Watkins, Ed Warner 4. Ty Forsyth, Lachlan Brown, Will Morwood 5. William Carra, Angus Jones, Max Grabsch, Gil Roseby

OSCA EVENTS

CLASS OF

2015 1

10 Year Reunion

21 FEBRUARY 2025 KEON-COHEN DINING HALL

1. Memorial Hall Assembly 2. Max Ferguson, Nick Symon, David Brown (staff), James Fraser 3. Jackson Green, Charles Pruden, Lachlan Wilkes, Dylan Sivarajah

CLASS OF

2005 1

20 Year Reunion

14 MARCH 2025 KEON-COHEN DINING HALL

1. Charlie Carrick, Torquhil Anderson, Andrew Penman, James McCubbin, Christopher Jewitt, Peter Rattray 2. Andrew Teasdale, Gajan Sundaram, Adam Furey, Devin Toh, Niroshan Balasundaram 3. Luke Williams, Ian Grant, Glenn Chapple, Angus Knight 4. Andrew Pyman, Jack Davis, Andrew Melville, Alexander Zielke 5. Douglas Fenton, Jonathon Docker, Alexander Gin, Daniel Harbison

CLASS OF

1994 1

30 Year Reunion

22 NOVEMBER 2024 KEON-COHEN DINING HALL

1. Memorial Hall Assembly 2. Alex Littlejohn, Warren Junkeer, Sash Romensky 3. Charlie Mills, Andrew Evans, John Tennent, Matt Jones 4. Graham Harris, Josh van der Sluys, David Fitter, Sam Gadsden, Mutlu Haksov 5. Tom Forrest, Andrew Bowen, James Pollard, Anton Dunhill, Sam Hume, Andrew North 6. Vinay Rane, David Graham, Michael Clements, James Waldie, Andrew Rogers

CLASS OF

1985

40 Year Reunion

14 FEBRUARY 2025 KEON-COHEN DINING HALL

1. Crew 2. Tony Murdoch, James Taylor, Graeme Bear, Steve Warner 3. Peter Tainsh, James Garwoli, Rohan Sutherland, Doug Scott 4. James Robinson, James Thyer, Rob Liddell, Ian Stott 5. Graeme Bear, Tony Japp, Simon Illingworth, Andrew Hughes

2 1

1 3

CLASS OF

1974

1965 5

50 Year Reunion

60 Year Reunion

1. Graham Burge, David Plaisted, Martyn Myer, Geoff Miles 2. David Robinson, Chris McIntosh 3. George Low, Craig Cooper, Ian Porter, Peter Morris, Tom Mason 4. Jim Lillie, Rohan Bacon, Simon Taylor, Ian Mayer, Euan Kilpatrick 5. Memorial Hall Assembly

1. Memorial Hall Assembly 2. David Robinson, Chris McIntosh 3. Graham Burge, David Plaisted, Martyn Myer, Geoff Miles 4. George Low, Craig Cooper, Ian Porter, Peter Morris, Tom Mason 5. Jim Lillie, Rohan Bacon, Simon Taylor, Ian Mayer, Euan Kilpatrick

22 NOVEMBER 2024 / KEON-COHEN DINING HALL

CLASS OF

1954 1

70 Year Reunion

30 OCTOBER 2024 BOYKETT ROOM, CARDINAL PAVILION

1. Don Byrne, Stan Lacey 2. Bill McNaughton, Ian Morrison, Bill Hughes 3. Geoff Dobson, Colin Luth, Bronwyn Dobson 4. Barry Butler, Bruce Boell, Robbie Cuthill, School Captain Matthew Callaghan 5. Richard Norris, Erena Norris, Allan Wilson 81

OSCA EVENTS

Events 2

Class of 2025 Mothers’ Day Breakfast THURSDAY 8 MAY

Scotch defends the cup at APS Golf Day 9 MAY 2025 / RIVERSDALE GOLF CLUB

1. The scene at Riversdale Golf Club during the 2025 APS Golf Day

2. The winning Scotch team with the Sir Arthur Robinson Cup. Left to right: Laxman Appu (’23), Harry Ritchie (’24), Spencer Hunter (’23), Ashwin Appu (’23)

On a perfect autumn day for golf, Scotch successfully defended the Sir Arthur Robinson Cup at the 2025 APS Golf Day, held at Riversdale Golf Club on 9 May. All 11 APS schools were represented in this annual event. Special thanks go to James Russell (’79), Peter Creswell (’84) and Ed Whitehead (’04) for coordinating this event with the APS Golf Day committee. It was great to have strong participation from Scotch’s Young Old Boys. Scotch and Wesley golfers will go head-to-head on 14 November in the OSCA/ Old Wesley Collegians’ Association Golf Day.

Oldest Old Boys Morning Tea THURSDAY 27 FEBRUARY

At the morning tea for Rev Bill Morgan (‘34) and the oldest Old Boys were:

Standing: Rev David Smith (’47), Donald Little (’43), Dr Ian Gillies (’43), Max Bulley (‘44) Seated: Donald Howarth (’42), Rev Bill Morgan (’34), Doug Zerbe (’43), Rex Jenkins (‘44) 83