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I recall one of my very first speech night addresses as the new Headmaster at Scotch, which at the time, according to my first school captain, was thought to be refreshingly brave, but risky, a point he shared to me some years later at a catch-up in Perth.
At the time, I simply wanted to draw a line in the sand and leave no doubt for the community that while I highly valued academic pursuits, I had no intention of my tenure being judged based upon the College’s annual ATAR ranking. In 2011, ATAR ranking was so embedded as a
measure of a successful school in the minds of the press, parents and the wider public. Likewise, nor would I be judged on our PSA rank of sporting success. The personal and strategic drivers in my head were those of a balanced education, which supports the mental wellbeing of its students, embedded by values and grounded within the context of a strong internal community which is connected to its wider community. Some 14 years later, I have the same drivers and will do so until I complete my tenure.
Having been embroiled in the WA educational landscape since graduating in 1982, I have been privy to more debates, assertions, claims and guesses on what constitutes a great school, and what metrics represent that a school is delivering a quality and meaningful education. Unfortunately, a numerical rank, has for many years been aligned to what makes a great school, thus encouraging a simplistic econometric ranking to determine choice of schools by prospective parents, in turn, providing the popular press with its annual writing fetish about which schools are the best based on such a rank. Let’s face it, with the click bait journalism of today, no one has time to truly write an article about quality schooling in a
The personal and strategic drivers in my head were that of a balanced education, which supports the mental wellbeing of its students, is embedded by values and within the context of a strong internal community which is connected to its wider community.
daily paper. Regrettably, and way too often, advertising based glossy promotional lift-outs appear as a sad attempt to help parents choose a school.
Choosing the best school to suit a child should be challenging, as all children are multi-layered, and as such, parents should rightly be concerned with more than just a mere rank, or a paid advertising lift-out, when making one of the most seminal decisions as a parent, which school best suits my child?
In 2013, when as a College Executive we considered the question of becoming a member of the Round Square group of schools, the ‘Yes’ answer was easy based upon the premise that a balanced, multilayered education is what we wanted our boys to receive at Scotch.
The recent Round Square conference jointly hosted by Scotch College and Bunbury Cathedral Grammar School ended with a heartfelt group performance of We Are Australian sung in unison amidst the natural beauty of Moray, Dwellingup.
The Round Square organisation is grounded in the work of Kurt Hahn, a German educator who established Gordonstoun School in Scotland. He firmly believed that a school should encourage its students to explore their potential to the full, whether that be via academics, or a multitude of outdoor experiences and creative endeavours.
The book Gordonstoun – An Enduring Vision (Hollis p14), alludes to a radio interview conducted with Kurt Hahn in 1934 where he was said reflect. What he saw as the three views of education, the Ionian view, the Spartan view and the Platonic view. He said the Ionians believe that the individual ought to be nurtured and humoured regardless of the interests of the community. The Spartans believe the individual may and should be neglected for the benefit of the State. Finally, the Platonic holds the view that any nation is a slovenly guardian of its own interests if it does not do all it can do to make the individual citizen discover his own powers and serve the community. In summary, the Ionians pander to the individual, ignoring community, the Spartan worships the scholar and the athlete in exams and games, but undervalues the others, and the Platonic school focuses on producing an all-rounder.
So, what does it mean for Scotch to be a Round Square School? The Round Square philosophy refers to an educational approach centred on developing wellrounded individuals through experiential learning and a commitment to the spirit of six key ideals: Internationalism, Democracy, Environmentalism, Adventure, Leadership,
I had no intention of my tenure being judged based upon the College’s annual ATAR ranking. In 2011, ATAR ranking was so embedded as a measure of a successful school in the minds of the press, parents and the wider public.
and Service (IDEALS). It’s a global network of schools that encourages students to embrace these ideals and discover their potential through various activities and challenges. At its core it means embedding six core tenets, represented by the acronym IDEALS.
• A spirit of Internationalism: Fostering understanding and respect for different cultures and nationalities.
• A spirit of Democracy: Encouraging participation, collaboration, and active citizenship.
• A spirit of Environmentalism: Promoting sustainability, conservation, and responsible stewardship of the planet.
• A spirit of Adventure: Embracing challenges, stepping outside of comfort zones, and developing resilience.
• A spirit of Leadership: Cultivating qualities like courage, responsibility, and the ability to inspire and guide others.
• A spirit of Service: Encouraging acts of kindness, community engagement, and making a positive impact on the world.
With the ideals at its core, Round Square focusses on
• Experiential Learning: Round Square emphasises learning through direct experience, encouraging students to engage in activities and projects that put the IDEALS into practice.
• Global Collaboration: The network fosters connections between students and schools worldwide, promoting intercultural understanding and collaboration.
• Character Development: Round Square aims to nurture students’ personal growth, helping them develop essential qualities like courage, compassion, and resilience.
In essence, Round Square schools aim to produce globally minded, responsible, and engaged individuals who are equipped to make a positive impact on the world, something our world needs more than any other time in its history.
• Making a Difference:
The philosophy encourages students to be active agents of change, using their skills and knowledge to address global challenges and contribute to a better world.
In essence, Round Square schools aim to produce globally minded, responsible, and engaged individuals who are equipped to make a positive impact on the world, something our world needs more than any other time in its history.
All the above was never more on display for our boys than when we co-hosted the 2025 Regional Round Square Conference in April with Bunbury Cathedral Grammar School, entitled Footprints of Unity: A Journey of Leadership, Culture, and Growth
The fact that it was co-hosted shows that Round Square encourages collaboration, not competition, between schools from across the globe and within one’s own region, sadly something missing between many global leaders today. I encourage you to read the article in this magazine (Pg 20) on the Footprints of Unity Conference. The reflections by two of our Senior School boys who attended the conference best sums up what it means to be part of the Round Square group of schools and the shared experience.
Where to from here?
I believe our Round Square affiliation will continue to provide our community with so many rich, diverse and balanced learning opportunities for many years to come. As Kurt Hanh so intuitively extracted from Plato’s book the Republic:
A Platonic education aims to produce the all-rounder with a balance of body, mind and character.
I look forward to watching how our Round Square connections continue to add to what is already a balanced philosophy of education at Scotch, where results, while critical to the success for all students, is just one marker of what should represent an authentic holistic education in a truly great school.
Schools from across the globe kicked-off the Round Square conference in Perth with a visit to King’s Park amongst many other engaging activities.
Council A College in motion
Mr Tim Wiese Chair of Council
Things never stand still at the College. At time of writing, second semester is underway and you can nearly hold your breath and Christmas will be here.
In the regions, lambs are on the ground, crops are growing and farmers are looking to the sky in most areas for further rainfall. There is a bit of work to be done in the second half of the year, whether you be a student, staff, farmer or Mother Nature herself. In all cases, there is time for the end result to be influenced by good decisions and consistent effort.
The start of second semester is marked by the return of a great many students and staff from tours and camps around the state and
across the world. Over 260 boys participated in a broad spectrum of endeavours. All have returned safely and richer for the experiences that they have had. I would particularly like to note the efforts and time contributed by staff in the planning and supervision of these camps and tours. If not for the extraordinary discretionary efforts of the staff, the student experiences in this area would be greatly diminished. On behalf of the College Council, thank you to all involved.
Following the demolition of M block in December and January, works have been progressing to implement the new plans for the site. Initial works have largely been underground, upgrading and rerouting power and services. These are essential works, which can only be done during a period of major works such as this one. The southern end of the site is to be landscaped into an open green space for the boys, which will support a number of activities, passive and active recreation, educational, performancebased and social. This is scheduled to be completed in time for the return of students from summer break for the 2026 calendar year. A three-storey Administration building is to be erected at the North end of the site to house student and current parent reception areas, offices for academic services, senior
school executives and people and culture, as well as a long overdue staff common room, function, meeting and training rooms. Full plans are now available from the College. I thank all those students and staff who are disrupted or displaced by the build for their patience, while this considerable upgrade takes place.
Lastly, I would like to welcome Ben Bartholomaeus as the new Chair of Foundation. Ben has been appointed to the role following the retirement of long serving Chair, Mr John Flecker. While Ben is also a member of Council, the Foundation is a completely separate entity tasked with receiving, investing and dispersing funds for the betterment of the college. I look forward to working with Ben in this new capacity. Council recently had a visit and presentation from Val Davies, Captain of School. Val’s personal qualities are impressive and the current Year 12 cohort are providing great leadership to the school. Acknowledging that each student contributes in their own way, encouraging participation and having the courage to try something new is a key part of their ethos. I wish all students and particularly the Year 12s, a successful finish to the year.
The southern end of the site is to be landscaped into an open green space for the boys, which will support a number of activities, passive and active recreation, educational, performance based and social.
Honouring the past and shaping the future of Foundation
Mr Ben Bartholomaeus Chair of Foundation
I would firstly like to acknowledge the outgoing Chair, Mr. John Flecker, for his exemplary leadership. Under his guidance, Foundation has been left in a robust position, serving as a cornerstone for the College with total assets exceeding $50 million. We look forward to continuing our connection with John as he joins us as the newest member of the Alexander Society.
As the new Chair of Foundation, I look forward to working with such a capable Board of Trustees, Investment Committee and the Executive team to continue the stewardship, governance and growth of the assets of Foundation.
Looking ahead, Foundation is confronted with a challenging macro environment as it seeks to sustain its recent achievements as the College’s capital endowment. This challenge arises from the necessity to manage investment portfolios amid pronounced geopolitical uncertainty, elevated market volatility, and historically high valuations in developed equity markets.
There are new seismic forces reshaping the investment and philanthropic landscape requiring Foundation’s focus particularly in artificial intelligence. As Sundar Pichai, CEO of Google, has notably remarked, “Artificial intelligence is one of the most important things humanity is working on—more profound than electricity or fire.”
At Foundation, the Board of Trustees remains deeply respectful of its historical legacy, while recognising the necessity for evolution during such a transformative period. To that end,
the Board will convene a strategic planning session later this year. This session will focus on developing various strategies on a five-year outlook towards 2030 aimed at optimising Foundation’s governance and function as well as ensuring the continued success of the Philanthropy Office.
This will involve consideration of a range of initiatives derived from recent discussions with and learnings and best practices from the leaders of a range of leading educational endowments and foundations across Australia.
Additionally, it will complement Foundation’s 2023 publication “Built Upon a Culture of Giving” and the six pillars that underwrite the importance of philanthropy to the history and future of the College.
As Foundation continues to support the College, our efforts will remain aligned with and complementary to the College’s own five-year strategic and master planning capital works plans.
I look forward to sharing the outcomes of Foundation’s strategic planning session with the College community.
true meaning of life is to plant trees under whose shade you do not expect to sit. Nelson Henderson (1865 – 1943) Six pillars underwrite the importance of philanthropy to the history and future of the College.
As the Chaplain
Revd Gary van Heerden Chaplain
As the Chaplain of the College I engage with all the boys, from pre-kindy to Year 12. Given the increasing secularisation of our society, the Chaplain is a first link to Christianity and spirituality for many students. What a privilege and responsibility.
Last Thursday, while walking my dog, a Year 4 boys passed me and exclaimed excitedly, ‘Rev Gary, I didn’t recognise you!’ Attending fortnightly chapel services, many of the Junior School boys feel they know me and have a warm smile ready (whether waving hello during recess duty or catching me and my daughters on after-dinner dessert runs at the local IGA). Admittedly, the greetings get less enthusiastic as boys get older, but I do value the sense of connection. These encounters bring home to me the opportunity that a
chaplain has to address such an extensive group of young people; a chance to use spirituality as a lens to encourage them to reflect on their position in this world, and their position in relation to one another. It is a privilege that I value and approach with much consideration. I knew from the outset that to do the role justice I would need to make it my own – to use my training, strengths, and interests. As a counselling psychologist, I’m very interested in discovering links between identity and spirituality and I regularly dip into my psychological toolbox.
As an ex-Methodist, I still hold onto and value John Wesley’s doctrine of prevenient grace – the grace that goes ahead of us. Coming from South Africa, I wasn’t sure how I would be received or whether I would have anything of interest to say. I am very grateful for the graciousness of the boys and the wider Scotch community for helping me to find my feet. And what a community to be a part of!
There is so much to get involved in. Drama showcases, Arts and Design exhibitions, music recitals, Director’s Cut media nights, Athletics carnivals. All in just one week. I regularly tap into the Celtic roots of our Presbyterian forebears here at Scotch. At the heart of Celtic spirituality is the belief that God is present in everything and everyone. As such, the role of Chaplain extends far beyond the bricked perimeter of our beautiful chapel. I try to get involved in as much as I
possibly can to engage with a wider web of students and staff and be an active member of the community.
A real highlight is joining the boarders to walk a leg of the Bibbulmun Track each year. I started walking the Bibb Track with the Year 7 boarders in 2021. Now in Year 11, we have two more walks to complete before becoming ‘end-to-enders’. I feel very lucky to have been able to appreciate the remarkable Noongar lands that we pass through, as well as see the students reckon with and overcome new challenges. Equally impossible to overlook is the Cape-to-Cape trail that I walk every September with the Year 10 boys on their Outdoor Education Programme. I have also loved managing the first XV rugby team for the last several years and was fortunate enough to go on the History Tour with 42 boys and some teachers this July. Getting to spend time with the boys outside of the school context helps us to see each other in a new light and facilitates some very interesting conversations.
The role of Chaplain also represents a voice for, and a symbol of contemplation. With ‘mindfulness’ and ‘wellbeing’ gaining such traction as recent buzz words, it is possible to be disillusioned by meditative practices or belittle the need for slowness as a fad. Chapels provide a few moments of retreat, of stillness and of reflection, which are important in the very busy schedules of the boys. The opportunity to address the boys in a weekly chapel and at assembly is one that I cherish and one that stretches me. Finding inspiration and resources is a constant challenge.
I also value being part of a team. I am grateful for the support of the Headmaster and the wider staff. While the students are my focus, I am also here to support the staff, parents and OSCs, which includes performing baptisms, marriages, and funerals. Being such a large and well-connected community invariably means that there are times when death or trauma confronts us. At these times I work closely with the Headmaster and the Pastoral Care team, as we attempt to provide the most appropriate support that we can. Finally, Kirk@scotch is an attempt to make something of our spiritual ethos available to the wider community. It is a 30-minute meditative service at 5pm on the first and third Saturday of every month in term time. Please join us at all or some of the remaining Kirk@scotch services this year (18 October, 1 & 15 November and 6 December).
Gratitude doesn’t need to be loud
Val Davies Captain of School
At a recent Senior School Assembly, I shared a story with the boys. A simple folktale that has stayed with me over the years. Though brief, it carries a quiet wisdom that feels especially relevant as we enter the final stretch of the year.
A man lived in a cramped, chaotic house with his wife, his mother, and six children. The space was so small that they were constantly stepping over one another, bickering, bumping into furniture, no room to think, no space to breathe.
Eventually, the man couldn’t take it any longer. He sought help from a wise elder.
“Please,” he said, “we can’t go on like this. It’s unbearable — we’re all shouting, squashed together, there’s no space to think, no room to breathe.”
The elder nodded thoughtfully and asked,
“Do you have a chicken?”
“Yes,” said the man.
“Then bring it into the house.”
“The chicken? Inside?”
“Trust me,” said the elder. “Bring it in. Come back in a few days.”
So, the man brought the chicken into the house. Chaos followed. Feathers flapping, and constant squawking. He returned, even more distressed.
“Do you have a goat? Bring it in,” said the elder. The man was stunned. Bring the goat into the house? But he trusted the elder, so he did as he was told. The goat butted the furniture, chewed the bed sheets, and made the children cry.
The man returned, desperate and even more distraught. “This is madness!”
And yet the elder calmly continued, “Do you have a cow? Bring it in ”
So, he did. The cow mooed all night, knocked things over with its tail, and made a mess of the floor.
The man was at his wits’ end. He returned to the elder once more.
“Elder! I beg you! My house is a zoo! I can’t go on.”
Finally, the elder gently responded, “Now,” he said, “go home and take all the animals out.”
So, the man did. He removed the chicken, the goat, and the cow. That evening, his family sat together in their small house. It was calm. It was quiet. It was spacious. Everything felt different.
This story offers three important lessons about gratitude and life.
First, gratitude is often a matter of perspective. The man’s house itself didn’t change. The walls were the same, the rooms just as small, but the man’s view changed. What once felt unbearable now felt like a blessing. This shows us that sometimes, gratitude is not about changing what we have, but about changing how we see it.
Second, we tend to take things for granted until they’re lost or overshadowed. We take for granted the small comforts in our lives until they’re overshadowed by difficulty or loss. Like the man, who only truly felt the peace of his home after living through chaos, we need reminders to stop and appreciate what we have which we might otherwise overlook.
I encouraged the boys, as we move forward this term, to remember the man, his house, and the animals. When life feels like too much to take a moment. Step back. Clear out the noise in your mind. And look for what’s already there, quietly waiting to be appreciated. Notice the good even in the small, the simple, the everyday moments.
Third, human nature adapts, for better or worse. We quickly become used to our circumstances, good or bad, and start to see them as normal. It helps us get through challenges, but it also means we can easily forget how lucky we really are. Without stopping to reflect, we risk missing the value in what we already have.
As Year 12s nearing the end of our time at Scotch, these lessons feel particularly meaningful.
In the rush of exams, deadlines, commitments, and final moments, it’s easy to focus only on what’s ahead — the next stage, the next challenge, the next chapter.
But this is also the right time to look back, and reflect with gratitude on the journey we’ve had, because we truly all have been incredibly fortunate to be part of a school that has offered us so much. From opportunities in and beyond the classroom, to the support of teachers and mentors, to invaluable and lifelong friendships that we have formed over the years, Scotch has shaped our experience in ways we’ll always carry with us.
I encouraged the boys, as we move forward this term, to remember the man, his house, and the animals. When life feels like too much to take a moment. Step back. Clear out the noise in your mind. And look for what’s already there, quietly waiting to be appreciated. Notice the good even in the small, the simple, the everyday moments.
Gratitude doesn’t need to be loud, but it’s important we take the time to truly appreciate all that Scotch has given us and reflect on the unique experience of being part of this exceptional school.
Teaching and Learning Approaches to learning in Junior School: why it matters
Mr Warwick Norman Deputy Head of Junior School - Teaching and Learning
Why do we use the approaches to learning?
The approaches to learning develop cognitive and metacognitive skills, which are transferable to different types of learning and school contexts. When combined with the learner profile, development of the approaches to learning will help students learn how to learn and become selfregulated, active and agentic learners.
(International Baccalaureate, 2018)
How do we use the approaches to learning?
Through collaborative planning between the classroom teachers, specialist teachers, support teachers, and the Deputy of Teaching & Learning, we consider how to develop the approaches to learning holistically, identifying connections between approaches to learning and the learner profile attributes, e.g., thinking skills are necessary to become an effective thinker or an inquirer.
We embed the approaches to learning implicitly in the classroom culture by:
• using the language of the approaches to learning
• modelling the approaches to learning
• giving feedback about the approaches to learning.
Our teachers establish the approaches to learning explicitly through their programme of inquiry by:
• identifying specific approaches to learning for development in a unit of inquiry
• co-constructing approaches to learning goals
• reflecting on specific approaches to learning from each unit
• designing specific learning engagements to support the development of approaches to learning
• monitoring and documenting the development of approaches to learning.
You can support the approaches to learning authentically with your child at home by:
Thinking skills:
• Model the language of thinking, such as “I wonder”, “I noticed”, “I inferred”.
• Ask open-ended questions.
• Provide sufficient thinking time to respond to questions, and so on.
Research skills:
• Ensure sufficient time for uninterrupted play to practise and develop research skills.
• Model academic integrity by acknowledging where materials and ideas came from.
• Encourage your child to explore a variety of perspectives.
When combined with the learner profile, development of the approaches to learning will help students learn how to learn and become self-regulated, active and agentic learners.
Communication skills:
• Plan opportunities for your child to practise and apply these skills in meaningful contexts.
• Model appropriate, respectful and rich language use.
• Put thinking ahead of knowing.
Social skills:
• Provide opportunities for your child to reflect on their social skills.
• Provide feedback on different interactions and observed moments.
• Model social skills and language needed to greet, solve problems and sharing resources.
Self-management skills:
• Support your children with transitions by sharing a visual timetable and reminders.
• Create an atmosphere where learning can be a process of gradual improvement.
• Develop the ability to self-regulate (including focus, managing emotions and choices).
Teaching and Learning
The importance of balance
Mrs Maria Hodges Head of Junior School
In the Junior School, knowing the boy and ensuring the development of the whole boy lies at the core of everything we do.
One of the ten attributes of the International Baccalaureate (IB) Primary Years Programme (PYP) Learner Profiles is being balanced, a quality that is essential not only to effective learning but to lifelong wellbeing and success. At Scotch, we understand that helping boys learn to lead balanced lives is one of the most important learnings we can give them that literally lasts a lifetime.
In the context of schooling, to be balanced means to understand the importance of, and actively be involved in all domains; intellectual, physical and social and emotional wellbeing. It’s about far more than time management or doing a once-a-week sport lesson. It’s about building habits of selfawareness, reflection and regulation, which
enable boys to participate fully in life without being overwhelmed by any one part of it.
Teaching balance begins at the very start of Junior School, because helping boys understand how to manage their emotions, energy and interactions cannot wait until they are older. It must be embedded from the very beginning, becoming a natural and ongoing part of how they learn to navigate their world. This is not something you can wait to address in high school but the earlier the better.
In practice, this means encouraging boys to stretch their thinking in the classroom, while also giving them space to move, create and connect. It means recognising that a boy’s capacity to solve a maths problem is just as important as his ability to express his feelings, work as part of a team or find joy in music, art or nature. Balance helps boys to thrive, not just academically but as kind, resilient and curious people who have multiple interests and have learnt how to relate to many different people and personalities.
Young boys flourish in environments where there is rhythm and variety. Carefully structured timetables with deliberate transitions between high-focus academic work, energetic play, hands-on learning and quiet reflection helps boys to feel calm, capable and engaged. It is this purposeful balance that fuels learning and enables boys to grow in confidence, independence and maturity. In our Junior School we have cultivated the appropriate spaces, activities
and have the highest quality of teachers to support this and to ensure our boys are learning this balance. This is a deliberate, planned and research-informed approach that reflects our deep understanding of how boys learn best and what they need to thrive now and into the future.
As boys progress through the Junior School, we teach them to take ownership of their own balance. They learn to listen to their bodies and emotions, to choose how to spend their time wisely and to reflect on what brings them energy and joy. We talk openly about the need to balance screen time with outdoor activity, structured learning with free exploration and social interaction with solitude. These lessons, shape habits that will stay with our students for life.
Importantly, teaching balance at an early age directly addresses the growing concerns surrounding adolescent boys’ wellbeing.
A 2023 report from the Australian Institute of Health and Welfare found that boys aged 10–17 are increasingly reporting high or very
To be balanced means to understand the importance of, and actively be involved in all domains; intellectual, physical and social and emotional wellbeing.
Head of Junior School, Maria Hodges, helping Pre-Primary celebrate their 100 days.
high levels of psychological distress with contributing factors including pressure to perform, lack of emotional outlets, and social disconnection. These findings reinforce what educators are seeing in schools: boys need more than academic instruction, they need tools to manage their wellbeing, relationships and sense of themselves.
As child development expert Dr. Michael Carr-Gregg explains, “We are seeing a generation of boys who are struggling to articulate how they feel, and who often lack the emotional vocabulary or safe spaces to explore their inner worlds. Teaching balance isn’t optional anymore, it’s essential.”
When boys learn how to be balanced, they are better prepared for the future. They become more adaptable, empathetic and capable of navigating the complex and changing world around them. At its core, teaching balance is about helping our boys become not just better learners but better people. In a world that often pulls them in every direction, balance is the anchor that will keep them steady.
As boys progress through the Junior School, we teach them to take ownership of their own balance. They learn to listen to their bodies and emotions, to choose how to spend their time wisely and to reflect on what brings them energy and joy.
Developing the whole child: physical activity, friendships, and socialemotional learning are all key parts of balance in the Junior School.
Teaching and Learning
Let’s get into Lego
Mr Chris Stickman
Year 5 teacher
In the Junior School, the First Lego League Explore programme has developed into an opportunity for both extension and mentorship.
Involving students from Years 3-4, the programme is designed to introduce STEM concepts through LEGO and to develop students’ coding skills on the iPad. It engages students’ interest in contemporary global issues and invites them to work collaboratively on understanding these and proposing solutions. The programme focuses on building interest in Science, Technology, Engineering, and Mathematics (STEM) through inquiry and on applying research, critical thinking, and imagination. It combines rich opportunities for personal and academic growth.
During the programme, students use LEGO® Education Spike Prime kits and participate in challenges related to a global theme. The 2025-2026 theme is ‘Unearthed’, an exploration into the past that invites students to discover artefacts,
trace stories and use them to develop ideas for the future. The students work collaboratively to build and code models related to the theme and create a story to share their understanding and knowledge. The students are provided a themed board on which to place their models and can add their own Lego creations to complement their story. Through weekly sessions, the students develop skills in following sequenced instructions, creating effective coding with word blocks, building robust designs out of Lego, refining designs, and working collaboratively with others.
The Lego League Explore programme develops a set of core values which include teamwork, fun, inclusion, discovery, impact and innovation. Students use discovery and exploration and learn that helping one another is the foundation of teamwork. The programme also values fun and playfulness which motivate and sustain engagement.
The competitive part of the programme runs through Term 3 and 4 and we use Term 1 and 2 to develop personal skills and engagement. The students work in different groups throughout the terms, getting to know peers from different year levels and classes. They develop skills in working together on projects, sharing and talking through ideas and plans, and finding ways to make decisions together. These valuable skills, built in a safe and sequenced manner, become valuable traits for their final project and are applicable throughout life.
The Lego League Explore programme has presented opportunities for ongoing peer mentorship. Previous participants from
Year 5 are invited to continue in the club as mentors and provide immediate guidance and support. Year 5 mentors demonstrate patience, care and responsibility and show a tremendous amount of respect for their role. As the Scotch College Middle School runs the related First Lego League Challenge programme, we are fortunate to also have the mentorship of some older students. These boys are invited in to run expert sessions for our Junior School students, often providing insights and skills that inspire their younger peers. This has recently involved Year 10 students as well as previously Year 12 students. The Junior School team have also visited the Middle School STEM lab to view the projects underway in the Challenge programme. It has proved an inspirational opportunity for our younger students.
In Term 4, students who have participated in the Lego League Explore programme are celebrated during a competitive exhibition where they share their models and the process they went through across the year. A range of awards are presented including for coding, building and teamwork. Judges during this event include the teachers and older students from the Middle School.
The Lego journey so far has been a fun and exciting one and we look forward to another fantastic experience in 2026.
Year 4 students Jude Meredith-Humphries, Daniel Kusel, Quinlan Dowd, Will Millard and Frederick Clark
Why Men’s Health Week matters — and how we can all play a part
Ms Kim Lorimer Psychologist – Middle School
From 9–15 June, the world spotlighted Men’s Health Week and when I was asked to present on this topic at the Middle School Assembly that week, my initial reaction was ‘shouldn’t a male be presenting?’
Then as a mother to a son and daughter, I reflected on why Men’s Health week was important to me and what message I wanted our students to receive. The message was women care about Men’s Health too, because you (men) matter and are worth taking care of. I wanted to outline how students can care for themselves.
The big why behind Men’s Health Week Men’s Health Week exists to elevate awareness of the health challenges that disproportionately affect males. We dedicate this week to men’s health for important reasons:
• Raising awareness of common health issues affecting men, including heart disease, cancer, and mental health concerns.
• Promoting healthy living, encouraging habits like regular exercise, balanced nutrition, sufficient sleep, and mindfulness.
• Highlighting health differences between men and women: women tend to live with multiple chronic conditions, but men face higher rates of premature death from preventable causes like injuries and suicide and are less likely to seek help from a doctor.
• Breaking down stigma, especially around mental health. We need men to feel safe sharing their feelings and experiences.
• Encouraging men to open up, whether that’s in school, at home, or with friends.
• Recognising the role of friends, families, and communities in supporting men, because no one should face these challenges alone.
Five strategies Middle School students can use
I wanted Middle School students to feel empowered to take action on caring for themselves, so I outlined five strategies that have a positive impact on their physical and mental health:
1. Move your body
Physical activity strengthens the heart, builds bone density and muscle during adolescent growth, and releases endorphins that boost mood. Exercising outdoors with other people will lift mood even higher.
2. Eat a balanced diet
Foods high in sugar and ultra-processed ingredients can lead to blood sugar swings — which affect energy and overall wellbeing. Excessive caffeine can lead to agitation, anxiety and depression. A balanced diet includes vegetables, fruit, grains such as pasta and rice, dairy and lean meat/protein alternative.
3. Get sufficient sleep
Adolescents need on average 8-10 sleep each night. To help with that:
• Set regular bed and wake-up times, within an hour or two of each other, even on weekends
• Exercise regularly
Acts of kindness release hormones and neurotransmitters which can reduce stress levels, boost mood and lower blood pressure.
• Avoid caffeine after dinner
• Lower lights and switch off screens at least an hour before bed (bright light signals your brain to wake up)
• Keep naps under 30 minutes
• Make your bedroom cool and dark for better sleep
4. Ask for help
This can include talking to a doctor, asking a teacher for help when they’re unsure, or asking a friend for help if they’re going through a tough time. Asking for help is an act of courage and strength.
5. Do something for someone else Acts of kindness release hormones and neurotransmitters which can reduce stress levels, boost mood and lower blood pressure. The act of kindness can be as simple as holding a door open for someone or inviting someone to join a handball game. Try doing more things for others daily without being asked or expecting anything in return.
Men’s Health Week isn’t just a moment in a calendar—it’s a reminder for all of us to take care of each other, physically and mentally. Whether you’re a boy, a girl, a mum, or a dad, we all play a part.
Let’s carry these five simple strategies with us, not just during Men’s Health Week, but every day.
Teaching and Learning
A better connection with social media
For today’s young people, platforms like YouTube, Instagram and TikTok aren’t just entertainment—they’re a major part of their lives. But with this comes a growing concern among parents. How do we ensure our sons use these platforms in a way that’s both healthy and balanced?
I recently presented to parents at Scotch College on this very topic. The session, titled Managing Social Media, focused on realistic, evidence-based strategies that can change behaviour and reduce excessive screen time. Below are seven practical tools your family can begin using today. Many parents find these strategies helpful for themselves too.
1. Restructure the home screen
Encourage your son to move his most addictive, high-usage apps to a new part of his phone—ideally inside a new folder labelled “distractions” or “time wasters.” This isn’t about banning apps, but about interrupting the habit of opening apps and scrolling endlessly. A simple change in app location can spark a major shift in behaviour.
2. Turn off unimportant notifications ‘Either we are in control of our phones, or our phones are in control of us.’ We advise students to turn off notifications for all non-essential apps—particularly the most addictive ones. This helps them check their phone on their own terms, rather than every time someone else demands their attention.
3. Set physical boundaries
One of the worst places for screen use is the bedroom—especially before sleep. Families can agree to keep devices charging overnight in a shared space (like the kitchen or living room). If your son uses his phone as an alarm clock, consider switching to a basic digital alarm. This small change can dramatically improve sleep quality and attention span.
4. Set time restrictions
Most smartphones allow you to limit usage through built-in settings (like iPhone’s Settings > Screen Time > App Limits). Beyond that, consider a family-wide rule— such as “no phones after 7pm.” Reduced screen exposure in the evening improves mood and overall wellbeing.
5. Set an alarm before scrolling
If your son struggles with endless scrolling on apps like TikTok or Instagram Reels, encourage him to set a timer first. A 15–20 minute alarm makes the session intentional— not infinite—and creates a natural pause point once the alarm goes off.
6. Clean up the algorithm Sit down with your son and ask who he follows online. Talk through what kind of content is visible in his feed. Encourage him to unfollow any accounts that make him feel worse and follow those that promote creativity, learning or positivity. This helps train the algorithm to serve content that is positive (rather than negative).
7. Try a one-week app break
As a family, challenge yourselves to delete just one addictive app each for one week. This is a great way to reset habits and reflect on how the app actually impacts mood, sleep and productivity. You can debrief together at the end of the week to discuss what you noticed.
Of course, the goal isn’t to villainise social media. When used well, it can offer connection, learning and creativity. But without boundaries, it often becomes a trap—one that disconnects young men from the real world around them.
As parents, your role isn’t to remove social media from your child’s life, but to guide their relationship with it. That means modelling healthy tech habits, setting clear family standards, and continuing honest conversations at home.
It’s not about perfection. It’s about progress—one practical step at a time.
David Castelanelli (Former WA Youth Ambassador & Director of Levitate Learning)
David Castelanelli, through his company Levitate Learning, has been co-operating with Scotch Middle School by delivering programmes that empower students to improve in multiple areas of their lives, such as mindset, health, relationships, academics and career, promoting a smooth transition into adulthood.
David Castelanelli has been engaging with Middle School students on topics such as managing social media, sleeping smarter and selfless leadership.
House Singing: Bright Minds, Bright Futures
Throughout the Autumn Term, Middle School students came together once a fortnight to rehearse and prepare for the highly anticipated Inter-House Singing Competition.
With the theme “Bright Minds, Bright Futures,” students were encouraged to embrace optimism, approach each day with a positive mindset, and look ahead to a bright and successful future.
Now in its second year, House Singing offers students the opportunity to represent their House in a creative and expressive setting. It motivates many to step outside their comfort zones and provides a platform for those passionate about the Arts to lead, collaborate and inspire their peers through music.
GROWTH - building character
The Year 8 GROWTH Programme is a series of inter connected activities across a range of formats which is run throughout Semester 2.
It is designed to challenge students, as well as have them reflect on their time in Middle School and assess where they are heading. It is also a way for our community to celebrate their progress, from being and thinking like boys to being and thinking like young men. We firmly believe that the deliberate development of a young man’s character is the central task of schools and families alike. Development of character is crucial to them becoming thoughtful and positive contributors to the community.
Students will hear from guest speakers such as Mike Dyson, David Castelanelli, Annika Holland and Daniel Principe and will engage in activities such as Etiquette Coaching and an Outdoor Learning & Adventure Experience at Moray. There will be opportunities for parent and significant male and female participation along the way, all leading to a Year 8 Valedictory Ceremony. Watch this space!
Year 7s’ Ancient Greece Museum
IDU, which stands for Interdisciplinary Unit, provides a fun and creative opportunity for students to combine their learning content from two or more subjects, integrating disciplinary knowledge in innovative and meaningful ways.
Such interdisciplinary approaches are vital in fostering a holistic educational environment. They help students to appreciate the interconnectedness of different disciplines and how they can be applied in real-world scenarios. This method of learning not only prepares them for future academic pursuits but also equips them with essential skills for lifelong learning.
Each House worked collaboratively to learn and perform a song, showcasing not only their musical talents but also their teamwork, dedication and House spirit. Congratulations to Andrew House, supported by Ms Morrison Mayo, on their victory with Don’t Stop Believin’ by Journey.
The Year 7s’ Ancient Greece Museum was a wonderful showcase of IDU in action where our students developed their knowledge and understanding of the topic throughout IAS and English classes, coupled with an excursion to the WA Museum. The week culminated in a creative in-house exhibition of Ancient Greek artefacts crafted by the boys.
What a fantastic exhibition by the Year 7 boys to parents, staff and the rest Middle School! Well done to all those involved!
Teaching and Learning
Studio Scotch is the College’s podcasting studio, presenting the voices of students, teachers and experts to the Scotch community and beyond, available wherever you find your podcasts.
Proudly supported by our Old Scotch Collegians, we currently have 4 podcast series running including Tartan Ties, capturing the lives and stories of OSC’s, Political Pulse, a student led series exploring hot topics in the world of politics, The Range Project, an educational teacher led podcast and Scotch Conversations, looking at current activities and initiatives happening across the College and our community.
Joel Paris, professional Australian cricketer and proud Old Scotch Collegian
On a recent episode of the Scotch Conversations, Scotch Captain of School Val Davies and Vice-Captain of Service, Sebastian Carmichael interviewed Joel Paris — a professional Australian cricketer and Old Scotch Collegian. Joel shared insights on leadership and cricket, emphasizing trust within teams and leading by example. He highlighted the importance of preparation in both mental and physical aspects of the game, recalling some humbling and funny moments from the field that underscored the unpredictable nature of sport. Reflecting on his time at Scotch, Joel praised the supportive environment, the epic matches on the Memo, the camaraderie in the locker room, and the guidance of Scotch teacher and coaches who helped shape both his game and his character.
Year 12s Val Davies, Sebastian Carmichael and Cambell Johnston
Professor John Phillimore, Curtin University
In the lead up to the federal election, we were lucky enough to host Professor John Phillimore, a distinguished professor at Curtin University, an expert on federal politic. Professor Phillimore was incredibly insightful giving his take on the political dynamics of the 2025 state and federal elections. His knowledge for the current political climate was un-matched and proved to be very interesting. His contribution to our Political Pulse podcast was very perceptive and he answered all our questions in excellent depth providing clarity around the specifics of the election. Tune in for our next episode with former Liberal Senator, Linda Reynolds.
Year 12s, Noah Cooper and Dhilan Sarkar-Tyson
Dhilan Sarkar-Tyson, Professor John Philimore and Noah Cooper
Year 12s Val Davies and Sebastian Carmichael with Joel Paris
Challenging students through the enrichment programme
The Enrichment Programme provides our most academically able students with rich, challenging, learning opportunities beyond the mainstream curriculum.
The programme is designed to offer depth and breadth of opportunity in support of a student’s intellectual, social, and emotional growth.
The programme is characterised by unique and exciting collaborations between our sub-schools and cross-campus collaboration with Presbyterian Ladies’ College.
Opportunities include clubs, broadening initiatives, competitions, and tailored outreach programmes with our partners in industry and academia. These programmes support boys of high ability to realise their potential and harness their many talents towards making a positive contribution to the global community.
We take a look at some of the activities that boys across Junior, Middle and Senior School have undertaken this term.
Creative writing collaboration
To conclude our studies of Frankenstein, 4 Year 12 Literature students descended back to the Middle School in the morning to teach the avid Book Club lead by Mrs Kuchakpour about a series of questions, posed by Year 7 and 8 students, that challenged our knowledge and forced us to consider our opinions surrounding the novel. With a hunger greater than the monster’s desire for companionship, we began a discussion combining history, human nature and linking the monster to our own repressed, animalistic desires.
Isaac Oddy, Year 12
I had lots of fun interacting with the Year 12 students to talk about the book Frankenstein. The event was asking questions and talking about the book that the middle school students in book club, and the year 12 students have read. What I really enjoyed about this was listening to the responses of the year twelves. I learned how people can have different perspectives and thoughts on a topic.
Ryan Kanagaratnam, Year 7
Ethics Olympiad
The Senior School online Ethics Olympiad, an online global event with 350 schools involved and growing also took place a few weeks ago. An Ethics Olympiad is a competitive yet collaborative international event in which students apply philosophical thinking to analyse and discuss real-life, contemporary ethical issues. This year Scotch fielded two teams and tackled a range of ethical issues including Spotify Surveillance, Assisted Dying and Pre-natal Screening, among other cases against schools from WA, China and Iran.
Artin Taghavi Adviehchi, Year 10
Footprints of Unity: A journey of leadership, culture, and growth
During the first week of the April school holidays, over 140 students and staff from Round Square schools around the world came together for a truly enriching experience.
Year 8 students from Scotch College and Bunbury Cathedral Grammar School joined peers aged 12 to 14 from across Australia, India, Bangladesh, and the United States for the Footprints of Unity Regional Round Square Conference. This event, co-hosted by the two schools, was guided by the Round Square IDEALS: Internationalism, Democracy, Environment, Adventure, Leadership, and Service.
Led by 20 senior student leaders from the host schools, the conference aimed to educate, challenge, and inspire. Rooted in Character Education, the programme encouraged participants to step outside their comfort zones, embrace diverse perspectives, and engage deeply with Indigenous Australian culture.
Throughout the week, students took part in a variety of physically and mentally stimulating activities. These included hiking sections of the iconic Bibbulmun Track, swimming at Lane Pool Reserve in Dwellingup, tackling the high ropes “Leap of Faith,” and camping at Moray. Service played a central role, with students building possum boxes, preparing sandwiches for those in need, and participating in storytelling and workshops that deepened their understanding of Indigenous heritage.
Delegates were divided into six diverse groups, fostering daily opportunities to connect with peers from different backgrounds. Early mornings, unfamiliar settings, and long days tested the resilience of many, especially the younger students. Yet, through perseverance, they formed meaningful friendships and developed greater independence and confidence.
A standout feature of the conference was the opportunity to engage with authentic aspects of Australian culture. Students participated in Indigenous bracelet making, boomerang throwing, and didgeridoo playing with Michael Spratt, a former Indigenous mentor from Scotch College. A visit to the spectacular Ngilgi Cave in Yallingup offered insights into geological formations, bird calls, and the seasonal migrations of Indigenous peoples across Noongar country.
The spirit of collaboration extended beyond the students. Staff and student leaders worked together to create inclusive and memorable experiences. Participants designed and printed custom t-shirts featuring their group logos and the Footprints of Unity emblem.
The programme encouraged participants to step outside their comfort zones, embrace diverse perspectives, and engage deeply with Indigenous Australian culture.
The event concluded with a heartfelt group performance of We Are Australian, sung in unison amidst the natural beauty of Moray, Dwellingup.
Reflecting on the week, students spoke of personal growth, strengthened leadership skills, and lasting memories. More than just a school event, the Round Square Conference was a transformative journey of discovery, connection, and service.
For any student considering future Round Square events, Footprints of Unity stands as a shining example of what’s possible when schools collaborate to nurture global citizenship, resilience, and cultural understanding in the next generation.
Luis Nettleship and Mike Lui (Year 11)
The growing conversation: Boys, men, and mental health
Historically, boys and men have been underrepresented in mental health services. Deeply ingrained social and cultural norms have long discouraged emotional openness, often linking these behaviours with a perceived lack of masculinity.
For decades, research and mental health professionals have noted that traditional constructs of masculinity, such as stoicism, emotional restraint, and self-reliance have served as significant barriers to accessing support.
When examining each generation, we often see recurring patterns of “anti-talking” behaviour passed down through society messaging. Every decade seems to bring with it a new trend or phenomenon that reinforces the idea that expressing emotions is unmasculine, which shapes how boys and young men understand themselves and interact with others.
However, there are signs of a meaningful shift. Organisations such as Headspace, Beyond Blue, Relationships Australia, and Movember report a steady increase in male engagement with mental health services. Over the past five years in particular, there has been a noticeable rise in boys and young men seeking psychological support. This progress reflects a broader cultural change in how masculinity and emotional expression are viewed. What is driving this change?
A significant factor has been the targeted efforts of public campaigns that speak directly to men and boys. Movember, for example, has emerged as a global leader in advocating for men’s mental health. Campaigns like the Push-Up Challenge — while open to all — have also created a socially acceptable, physically active space for men to engage in mental health awareness. These behavioural approaches offer a bridge for males to engage in conversations that may have once felt out of reach.
More importantly, society is beginning to redefine what it means to be a man. Traditional norms are being challenged and reshaped, supported by:
• Public awareness campaigns from groups like Movember, R U OK?, and Beyond Blue, which work to normalise male vulnerability and help-seeking.
• Prominent male figures in sport, entertainment, and politics who are openly sharing their mental health journeys — presenting emotional honesty as a sign of strength, not weakness.
Developing male-responsive services
Mental health services have become more attuned to the specific needs of boys and men. Key developments include:
• The adoption of practical, solution-focused therapeutic approaches that resonate with male communication styles.
• The growth of digital and anonymous counselling services, which offer increased privacy and a low-pressure entry point into support systems.
• The expansion of grassroots, community-led programme like Mens Talk, Kai Fella, and Man Up WA, which provide informal, peer-led spaces for connection and support. These innovations have played a crucial role in making services more accessible and appealing to male populations.
The role of schools in early intervention
Schools are also playing an essential role in shaping how young males understand and care for their mental health. Many have implemented:
• Curriculum-integrated wellbeing programmes.
• Improved access to counselling and psychological services.
• Initiatives that normalise help-seeking and build emotional resilience. Positively, we are seeing this at Scotch College as they offer seminars on topics like respectful relationships, responsible technology use, peer pressure, sleep hygiene, and body image. These programmes support not just the students but also the parents and wider community in fostering emotionally healthy environments. This allows parents to then use the right language to speak to their boys around healthy habits and what it means to be a boy and young man.
Digital access and anonymity
For many young men, online platforms have provided a vital stepping stone into mental health support. Digital tools offer:
• Greater privacy and anonymity.
• Immediate, 24/7 access to resources and support.
• A non-threatening entry point that aligns with how younger generations communicate.
These platforms are especially effective in reaching individuals who may be hesitant to engage in traditional, face-to-face counselling.
Positive peer influence and role models
As more boys and men speak openly about their mental health, the ripple effect is impactful. Peer influence has become a powerful catalyst for change, with help-seeking now increasingly seen as:
• A sign of maturity and self-awareness.
• A proactive step in maintaining wellbeing.
• An integral part of personal development and emotional intelligence.
Collectively, these cultural, structural, and educational changes have created a more supportive environment for boys and men. It is encouraging to see young men today embracing healthier habits, fostering respectful relationships, and feeling more confident to speak to someone when they are not feeling themselves. Although there is a long way to go, we can only hope that as this new movement continues to build momentum, that more boys will feel comfortable and supported in opt-ing into this change of what it means to be a boy or a man.
Mr Jon Marginis Lead Psychologist, Clinical and Counselling Psychologist
SCHOOL CAPTAINS 2026
Being a leader is about inspiring those around you to be better versions of themselves.
Ben Hoffman Captain of School
I began my journey at Scotch in 2020 as a Year 7. On my first day I knew very few people, but I quickly found friends and settled into school life. From the start, I remember the strong sense of community, especially the energy around revitalising the Gooch Pavilion. Scotch offers so many opportunities for boys to get involved, from sport to music and everything in between. These experiences have helped me grow into the person I am today.
What values will guide your leadership in 2026? What do you see as the biggest opportunity for Scotch students in the incoming year?
The values I want to lead with are consistency, integrity and authenticity. These three values will help me be an approachable and diligent leader. In the year ahead, my goal is to encourage every student, Junior to Senior, to get involved and promote a culture that is inclusive to boys of all talents and capabilities. At Scotch, a great opportunity is the diverse range of co-curricular activities offered by the College. These have been a highlight of my time at Scotch, so I hope to help others explore their interests the way I have been fortunate to. I look forward to leading the College in the year ahead!
George Gale Vice Captain of School – Operations
I’m extremely excited to be taking on this role in 2026. I started at Scotch in Year 7 and have loved my time here. From playing sport to my involvement in service, I am grateful for the opportunity to help lead the College in to the new year. The College has been a place where I’ve been able to challenge myself and take up so many opportunities. The example set by older boys has been something I’ve looked up to, and I’d love to carry that forward.
Tell us a little bit about this role, and what impact you hope to have on the
College
This role is all about creating meaningful experiences, and I’m looking forward to building on the work of the boys before me. I hope to leave the same impact that past leaders have, which is to continue to build the foundation and connection amongst our community. House events are such a big part of Scotch life, pushing you outside your comfort zone, building friendships and showing what teamwork looks like. My focus will be on encouraging everyone to get involved and have fun, no matter their skill level. I look forward to working with staff, students, and families in continuing our thriving school community.
Jack Mayo Vice Captain of School –Service
I started at Scotch in Year 1, the earliest entry point at the College at the time, and I’ve been lucky to experience life through Junior, Middle and now Senior School. I have always felt a strong part of the Scotch community and have been fortunate to make lifelong friends, have amazing teachers and been able to experience a vast array of opportunities. I’m currently undertaking the IB Diploma, and love playing PSA Sport and doing other co-curriculars such as debating and music with my friends.
What leadership skills have you developed through service at Scotch?
Service is one of Scotch’s three core values, alongside Stewardship and Integrity, so naturally it plays a large part at the College. These provide us students opportunities to give back to the community. From initiatives such as the All Abilities Cricket programme, to major fundraisers such as Fight MND and the Worlds’ Greatest Shave I have found they develop skills such as humility, communication, responsibility and empathy. By experiencing new environments and meeting new people, I believe these opportunities have taught us to listen to and appreciate different perspectives, put others first and follow through with commitments. These build qualities that strengthen relationships and prepare us to emulate integrity and compassion in our future endeavours whether it be how we speak to others to how we act as global citizens.
Declan Crombie Captain of Boarding
I started at Scotch in 2021 as an excited Year 7 boarder from Babakin. At first, I struggled with homesickness. Coming from a school of only 15 students across all year levels to Scotch with more than 170 in each year was a big adjustment. Living in the Middle School Residence was also new, sharing life with 40 boys from across Australia and overseas. I will never forget how the older boys helped us settle in to boarding life, easing our transition into our new environment. Heading in to my final year at Scotch I want to do my best to give back to the school.
What makes the Scotch boarding community unique? What do you think is the most important quality of a good boarding leader?
Something that stands out in Scotch boarding is the incredible facilities. Few boys get to grow up living next to football, soccer and rugby fields, all at our doorstep. But what makes it truly unique is our diversity. At Scotch, our boarders come from rural towns, interstate and overseas with different experiences and cultures. Yet in boarding we go from complete strangers to brothers for life.
For me, the most important quality of a boarding leader is being approachable, I believe it is important that every boy feels supported and at home when in boarding. It is important that all boys feel comfortable talking to their leaders about anything, regardless of whether they need support or advice about personal matters, issues within school or the boarding house. I believe that an approachable leader should help boarders feel supported and connected, like an older brother, contributing to what makes the boarding house feel like a second home.
Scotch offers so many opportunities for boys to get involved, from sport to music and everything in between. These experiences have helped me grow into the person I am today.
L-R: Jack Mayo, Vice-Captain of School – Service, Ben Hoffman, Captain of School, George Gale, Vice-Captain of School – Operations, Declan Crombie, Captain of Boarding
Anxiety thrives in silence. But when we speak up, its power fades
In Winter Term, Sebastian Carmichael shared this powerful speech during the Senior School Assembly. His message on a topic that affects many, young and old, is one that deserves to be shared with the wider Scotch community.
Good morning school,
Today, I have been given the opportunity to talk to you about anything I want. After a lot of thinking and a bit of help from my parents, I realised the most meaningful topic I could speak on was anxiety and mental health. Something real. Something that affects people quietly, yet powerfully. And something that affects me.
I want to share this with you, not because I am looking for sympathy or pity, or to be treated differently, but because I want you all to know, that it is ok, to not be ok.
To be vulnerable is to be many things. It’s terrifying and that’s because you’re exposing yourself to the possibility of being hurt. We live in a world where outward strength such as getting it done and looking like nothing affects you is put on a pedestal. A world where talking about our thoughts and emotions comes with feelings of shame and a fear of judgement. My time at the College has given me the skills to find my words and express myself, to know there is power in being vulnerable and seeking help.
Scotch has helped me to learn and accept that there is great strength in recognising when I wasn’t ok and to reach out.
We all have our challenges. For me, anxiety has been like a shadow. Sometimes distant and quiet. Sometimes loud and overwhelming. But always there. This shadow has followed me through my years at school, through the highs of sport and the lows of self-doubt, but I slowly learned over time not to be afraid of it.
There were nights where I would lie in bed, eyes wide open, replaying everything I said that day. Had I embarrassed myself, had I annoyed someone, if the message I sent sounded needy. I’d scroll through conversations again and again, analysing every word, every pause in response time. I’d wonder if people were mad at me, if I’d said the wrong thing, if I was being too much, or not enough.
Almost every night. I would latch onto one tiny thing and think about it for so long that I had imagined every possible outcome. Every worst-case scenario. Every way it could go wrong. And I’d believe it. That endless loop of “what ifs” would play in my mind until I couldn’t tell what was real and what was just fear. It got to the point where I just broke down, I couldn’t function.
At school, I’ve always tried to be the guy who has it together — on the field, in the classroom, with my mates. I’ve played rugby
and cricket for years, and from the outside, it might have looked like I was confident and thriving, but behind the scenes, it hasn’t always been easy.
Before big games, I’d feel sick with nerves. Not the usual butterflies, I’m talking full-on dread. What if I stuffed up? What if I let everyone down? What if I was the reason we lost? It was like this voice in my head that wouldn’t shut up. The same voice would be there before school presentations, social events, even walking into a new classroom. “You’re not good enough. You don’t belong. Don’t mess it up.”
Because I didn’t want anyone to see that, I just pushed harder, trained harder, studied harder, smiled more, tried to be the calm one, the funny one, the one who could take a joke. But inside, I was exhausted. I felt like I was constantly performing.
And I never talked about it. To be honest, this is the first time many of you would ever have heard of it because I didn’t want to
Mental health doesn’t always look like someone crying or struggling to get out of bed. Often, it’s hidden behind a smile. A good performance. A joke. And that’s why it’s so important to create a culture where we don’t have to pretend.
Yin Chen, William Bennett, Charlie Banfield, Hudson Weir, Sebastian Carmichael and Oscar Male representing the Firsts teams while wearing black socks for the round against Guildford Grammar in a show of solidarity for men’s mental health.
Sebastian Carmichael, Vice-Captain of School (Service)
seem weak. I didn’t want to let anyone down. I thought, “Everyone else seems fine, why can’t I just get over it?”
The truth is: anxiety isn’t something you can just ‘tough out.’ It doesn’t matter how strong or smart or talented you are. If you don’t take care of your mental health, it will catch up with you.
Eventually, it caught up with me. I was burnt out, frustrated, angry at myself and that’s when I finally started talking.
The first person I opened up to was my mum. She didn’t try to fix me, she just listened. She reminded me that I didn’t have to carry it all alone, that I was still me even if I wasn’t perfect. She was probably the best support network I could have, always being there for me, no matter what I needed.
The truth is: anxiety isn’t something you can just ‘tough out.’ It doesn’t matter how strong or smart or talented you are. If you don’t take care of your mental health, it will catch up with you.
From there, I started opening up to a few mates, teachers and a coach. And you know what surprised me? I wasn’t alone. Not even close. Some of the toughest, most composed guys I knew had gone through the same thing. That blew my mind.
It made me realise: anxiety thrives in silence. But when we speak up, its power fades. There’s a metaphor I really believe in and was reminded of by a staff member the other day. During a flight’s safety briefing they say: “In the unlikely event of an emergency, oxygen masks will drop from above. Please help
yourself before helping others.” It sounds selfish, but the truth is, if you’re not okay, you can’t help anyone else.
You have to look after yourself first, because you can’t pour from an empty cup. You can’t lead, support, or be the mate you want to be if you’re running on empty.
At school, I started to realise the value of simply being present for people. In sport, that meant not just playing well, but noticing if one of the boys seemed off at training. In the change room, it meant checking in when someone was unusually quiet. In class, it meant sitting next to someone who usually sat alone, even if it felt awkward. It meant breaking that silence.
The more I opened up, the more I noticed others doing the same. There were chats on the sideline, conversations after school, quiet words shared after a tough training session. It didn’t fix everything, but it made me feel more human. More connected. Less alone.
Mental health doesn’t always look like someone crying or struggling to get out of bed. Often, it’s hidden behind a smile.
A good performance. A joke. And that’s why it’s so important to create a culture where we don’t have to pretend. Where we can speak honestly, even if it’s just to say, “I’m not doing great today.”
This journey has changed me. I’m not the same person I was a few years ago. I used to think being strong meant never showing emotion, never slipping up, never asking for help. Now I know real strength looks very different. Real strength is being honest. Real strength is facing your fears, not burying them. Real strength is learning to be kind to yourself.
At school, I started to realise the value of simply being present for people. In sport, that meant not just playing well, but noticing if one of the boys seemed off at training.
I still have bad days. I still overthink all the time. I still get nervous before games and presentations. And I still have times of struggle, but now, I understand myself more. I’ve started accepting that its ok to not be ok, not because I’m perfect, but because I’m trying.
So, if you’re sitting here thinking, “That’s me. I know what he’s talking about,” then please, reach out. Send me an email. Catch me walking between classes. We can have a chat, even if it’s just a quick one. You don’t have to go through it alone.
And if you see someone who seems off, don’t look away. Don’t assume they’re fine. Especially when it comes to men, we often get told to bottle it up, to stay tough, to not show weakness. But that silence is dangerous. Too many boys and young men suffer quietly, afraid to speak because they think it makes them less of a man. I’m here to tell you it doesn’t. Talking takes guts. Asking for help is strength.
I’ve gone from pretending to be fine to actually being okay. From bottling things up to speaking honestly. From feeling alone to feeling supported.
I hope that by sharing my story today, you all too feel just that little more okay — to not be perfect, to be honest about where you’re at, and to truly embrace who you are.
Thank you.
Hospitality students Zach Fredericks and Ben Stack making and selling blue cupcakes at the Scotch Café in support of Men’s Mental Health Week
Developing leadership and compassion through service
Service is a core pillar of the Scotch College experience, shaping students into responsible, empathetic, and active contributors to society.
Through meaningful and ongoing engagement in service activities, our students develop leadership, compassion, and a deeper understanding of their role in supporting others. Whether through fundraising, hands-on assistance, or community partnerships, service encourages our boys to look beyond themselves and take action for the benefit of others.
The Scotch College Middle School Easter Raffle was once again a fantastic success, raising over $2,500. This year, all funds raised were donated to The Smith Family, a national children’s charity that helps young Australians in need to succeed at school.
As part of the Year 10 Service Programme, our boys continue to actively engage with a number of external organisations and venues, providing meaningful support to the wider community. These partnerships not only allow students to contribute to important causes, but also help foster empathy, leadership, and social awareness.
One of our key service initiatives is Second Bite, a food rescue organisation that supports vulnerable Australians. Scotch students work alongside staff to prepare and cook meals that are then distributed to those experiencing homelessness. This hands-on involvement has been deeply rewarding, giving students insight into food insecurity while allowing them to make a practical difference.
Our boys also visit and support Queenslea Aged Care. The intergenerational exchange has proven to be mutually enriching, with students learning from the wisdom of the residents, while offering companionship and energy in return.
More than socks: a quiet statement with a powerful message
In a world where mental health is slowly being recognised as a vital component of overall wellbeing, Year 12 students Sebastian Carmichael and Hudson Weir turned a simple idea into a meaningful initiative.
At the beginning of Winter Term, Seb and Hudson proudly announced that Round 12 of PSA Sport would be our Black Sock Round, a student-led initiative using a small gesture to raise awareness around mental
health for our community. In this round, every Scotch First team player, wore black socks when competing against Guildford Grammar School.
Hudson explained that the initiative was modelled on the Brisbane Broncos’ recent mental health awareness jersey, an all-black kit stripped of sponsors and logos, making the powerful statement that nothing matters more than the people beside you.
A simple idea with a big message
The idea was sparked at the beginning of Autumn Term when Hudson approached Seb with a simple question: “Why can’t we have a mental health round in the PSA?”
In Assembly, Hudson explained that “1 in 3 men experience a struggle with mental health in their lives”.
He asked his peers to look around the room and grasp the significance of that statistic. While many in the room may not be struggling currently, some are, and many may face this struggle at some point in their lives.
“These numbers aren’t just statistics,” Hudson said. “They’re people. Your teammates, your classmates, your mates.”
Mr Wade Wingfield, Service Leader
Middle School raised $2,500 for The Smith Family through the Easter Raffle
A season of grit
The 2025 winter sport season saw some very good results for Scotch. Across all grades and codes, our boys showed great endeavour, sportsmanship, growth and improvement.
A huge congratulations to the Cross-Country team who won the Moyes Trophy for the first time since Cross-Country was introduced as a PSA winter sport in 1980. Our team were 51 after the home and away races, with Christ Church defeating us in a close race. The team bounced back with victories in the first two all-school races, to enter the school holiday period with a small lead. Christ Church then reduced the lead to one point in the following two races, with two races to come. Scotch bounced back with a victory in the three-man x 5km relay to take a two-point lead into the final race, the Ray Brown 8km in Kings Park.
The 8km race was a tight battle between Scotch and Christ Church. Ultimately, Scotch’s 15 scoring runners got in before Christ Church, to take a narrow win on the day and ultimately win the Moyes Trophy by three points.
Well done to all runners and thank you to all the involved, the College is truly grateful.
The 1st XV rugby season came down to a pseudo Grand Final in the match against Hale. In a frustrating year for our team, which included four games forfeited by the
opposition, this match became a key focus from a long way out. Hale were too good for Scotch in the first round, and with Scotch just securing the bonus point they needed in the dying minutes in the game against Aquinas, the team needed to win by eight points or more and keep Hale to less than four tries to share the Redmond Cup with Hale.
In what was an outstanding game, Scotch scored first before Hale scored three tries to take a 19-5 lead into half time. The Scotch 1st XV responded with two tries in the second half to get the score to 17-19 with a few minutes to play. Despite owning field position, Hale held strong in defence and won back the Redmond Cup held by Scotch for the previous two years. Our players and coaches should be very proud of the year they had, and the fighting spirit they showed.
Our 1st VI badminton team finished equal third in a year of improvement which the team and staff should be proud of. The team had losses in both fixtures against eventual winners and runners-up Hale and Christ Church, with the fixtures against Wesley being split one win each. Thanks to the Year 12 boys who led from the front, and with many boys returning next year, the team is looking forward to next season.
The 1st XI hockey team finished fifth overall. The team showed some positive signs with a young team but were impacted with injury preventing them from putting their strongest team on the field for any games. Scotch challenged in all games, but could not maintain it, with Aquinas ultimately winning the Ray House Hockey Trophy.
A frustrating season for the 1st XI soccer team finished on a positive note with a 5-2 victory over the second-placed Christ Church on Thursday. The season started positively with some early success, but narrow losses and draws prevented the team getting momentum. Hale were the stand-out team with an undefeated season, with very little separating the rest of the competition, which was evident in the final two rounds with Scotch pushing Hale all the way, prior to defeating Christ Church.
In the annual PSA Golf and Surfing competitions, Scotch finished 2nd at both events, with Wesley winning the golf, and Hale the surfing. Thanks to all boys and staff for giving up their time over the long weekend to be involved.
Scotch bounced back with a victory in the three-man x 5km relay to take a two-point lead into the final race, the Ray Brown 8km in Kings Park.
It was a season of what-ifs for the 1st XVIII football team. A fourth place finish does not truly reflect the season they had and the challenges they faced. Hale took out the Alcock Cup with a 10-2 season, with Aquinas and Wesley next on 9-3, and Scotch 8-4. Scotch led Hale and Aquinas in their first meetings. A win against Hale in the second last round was a good reward for the team, and showed their best was good enough.
From the Sport Department, we would like to thank all coaches and managers for the time and effort they have put into this winter season and to all parents for their undying support. Thanks also to the grounds and facilities team who helped navigate the weather conditions and put things in place to try and get the fields into a fit playing condition, moving millions of litres of water in the process.
Mr David Gault Head of Sport
Oliver Knuckey, Captain of the Cross-Country team proudly holding the Moyes Trophy
Half back, Riley McKinnon-Smith, Year 12
Art: Comforting the disturbed and disturbing the comfortable
The Dramatic Productions at Scotch College have always showcased the talent, passion and teamwork of our students and creative team, while providing a space to foster collaboration, perseverance and culture.
This year’s productions have served as more than entertainment for the school community, as they have also sent an important message to audiences.
The academic writer and poet Cesar A Cruz stated, “Art should comfort the disturbed and disturb the comfortable.” A quote later made popular by the artist Banksy, reminding us that art can serve as a powerful tool for reflection and inspire social change. This encapsulates a key message of the Year 11 & 12 play, Elephant/Man, based on the true story of Joseph Merrick, a man whose physical deformity saw him alienated and marginalised from society, yet art, theatre and poetry provided him with great solace and a sense of belonging through his own writing and imagination.
Set in late 19th-century London, the narrative centres on Merrick’s time at Whitechapel Hospital and Merrick’s transformation from a spectacle of pity to a charming and intelligent companion of the aristocracy and cultural elite. This retelling shifted perspective so that Joseph Merrick was no longer merely observed but heard, through Merrick’s own letters and journals, alongside material from The Elephant Man and Other Reminiscences by Sir Frederick Treves.
By inviting the audience to experience Merrick’s world from his point of view: how it felt to be put on display, dissected by the public gaze, and “feasted upon” by a curious and often callous society. It raises important questions about the nature of beauty and asks whether it is not Merrick’s body, but society’s behaviour, that should be considered truly grotesque.
For this production of Elephant/Man, we set out to immerse our audience in the chaotic, visceral atmosphere of the carnival by placing them inside the very world that objectified Merrick. Staging the piece in a circus tent presented both challenges and rich opportunities. The site-specific setting blurred the line between observer and performer, deepening the emotional and thematic impact while challenging the audience to examine how disability is portrayed in the arts and how performance itself can be a form of empowerment or exploitation.
The cast embraced the complexity of portraying multiple roles with energy, versatility, and heart. While the design and production teams brought ingenuity and boldness to transforming the circus space into a place of both spectacle and reflection. An invitation to question perfection, reflect on empathy, and challenge the ways we see and treat one another and engage with diversity.
The second half of the school calendar featured the Year 9 & 10 production of Puffs or Seven Increasingly Eventful Years at a Certain School of Magic and Magic
The season wrap ups with a timeless classic in the Middle School production of Charles Dickins’ A Christmas Carol in the Spring Term. The perfect way to capture the spirit of the upcoming holiday season.
Ms Sarah Combes
Curriculum Leader – The Arts
Mrs Sara Green
Drama Teacher
The Scotch and PLC cast of Elephant/Man
The importance of regular performance
Vitally important to the holistic education of every performing artist, is the opportunity to engage in regular, meaningful public performance.
Most people understand that learning a musical instrument is a challenging endeavour that ultimately builds character, develops the brain and pushes one to be the best version of oneself. But learning a musical instrument can’t be limited to just practicing at home, or playing as part of a weekly ensemble rehearsal. Performing regularly in a public context adds a dimension to learning that is not gained from private practise or general rehearsal.
Regular public performance builds confidence and courage. It requires the performer to set goals and to persevere when things get challenging. It allows the performer to endure vulnerability, whilst becoming compassionate and developing a sense of empathy. Performing allows both the performer and the audience to celebrate and recognize progress and achievement. It allows everyone the opportunity for
reflection and often provides increased intrinsic motivation. While it may be nervewracking to get up on a stage and perform in public, nothing beats the thrill of being in that moment and then walking away after a successful gig. Enjoyment increases and motivation is stirred to do it all again.
It’s why our performance calendar is so busy at Scotch; we want to give every musician the opportunity to work toward regular public performances and for the most part, in a real-world environment. Performing is really the mandatory celebration of learning taking place.
As Grammy nominated music educator Anthony Mazzocchi identifies in an article he penned entitled Why Students Really Quit their Musical Instrument (and How Parents Can Prevent It), one of the key reasons a student will quit is that teachers don’t create enough performing opportunities during the year.
“The best way to motivate students is through performance. Weeks or months on end of practicing without performing gets old very quick and students will definitely quit.
Performing regularly in a public context adds a dimension to learning that is not gained from private practise or general rehearsal.
Teachers should schedule performances every six weeks or so in order for students to stay engaged and practicing. Parents can help by creating small performance opportunities at home – a Friday night dinner concert or a planned performance for visiting family members are great ideas.”
Mazzocchi serves as the Director of the John J. Cali School of Music at Montclair State University, the Executive Director of the Kinhaven Music School in Vermont and the Executive Director of the Kaufman Music Center.
Here are some reflections from our students, based upon recent performance opportunities they have engaged in.
Mr Scott Loveday Head of Performing Arts
Julian Capogreco and Elijah Little performing as part of Gael Force at the Junior and Middle School Soirée
Australian Combined Schools Music Festival
The 23rd Australian Combined Schools Music Festival (ACSMF) was held in Adelaide and hosted by Westminster School.
15 Scotch boys took part and every one of us had the experience of a lifetime. It was the fourth time the festival was held in Adelaide and the second time Scotch participated. Around 400 student musicians from across Australia came together to perform in three major ensembles, the Festival Symphony Orchestra, Concert Band and Choir, all led by world class conductors.
From the moment we arrived at the campus to the final notes of the final concert, we were welcomed with warmth and hospitality. Our host families were incredibly generous and the festival staff and local volunteers made sure we were all well looked after, with a smooth induction process, great billeting arrangements and constant support throughout the week.
Our days were packed with rehearsals, all building towards the grand Gala Concert at the Michael Murray Centre, featuring three ensembles and the winning student brass fanfare. It was the perfect showcase of all the dedication and musical growth that we had experienced during the week.
This was an unforgettable experience. It challenged us musically, brought us closer together, and gave us unforgettable experiences thanks to the incredible hospitality of our Adelaide hosts.
Eugene Cha, Percussionist, Year 10
Music Camp
The last weekend of the winter break saw Scotch music students spend 3 days at a Music Camp, where boys workshopped various pieces of music with their ensembles to sound fresh for the term ahead.
While the weather was not the best, the campsite itself was fantastic, with basketball courts, table tennis, soccer pitches, and mini golf, ensuring the boys stayed entertained even when they weren’t rehearsing.
Our personal favourite moment was a surprise trip to the Cockburn Ice Arena after closing hours on Monday night, where boys and teachers either showed off their expertise or continually stacked it on the ice. Crashes and mishaps aside, the venue was incredible, even for a totally amateur figure skater like me.
Whilst all the boys did rehearse with their own respective ensemble groups, a major highlight of camp was the mateship formed between the more experienced musicians – who were always willing to give up their free time to help the younger or more inexperienced musicians – and the willingness of everyone to try something new, from singing in the massed choir, to playing in the combined Youth Winds and Concert Band.
All in all, we’d like to thank every boy that came to music camp to help shape the vibrant atmosphere, along with every staff member that put in the hard yards to facilitate the experience and make the camp as enjoyable as it was.
Year 12s Simon Pocock, Captain of Music & Oliver Spurling, Vice-Captain of Music
WA Schools’ Jazz Festival
Scotch and PLC’s talented jazz musicians participated in the West Australian Schools’ Jazz Festival held at the West Australian Academy of Performing Arts (WAAPA) on Sunday 3rd August 2025.
Students from the PLC-Scotch Jazz Big Band, the PLCScotch Jazz Orchestra and the Jazz Combo played in front of internationally renowned jazz musicians alongside other schools from across WA. The festival adjudicators included Ms Katie Westerlund Director of Bands at New York’s Fort Hamilton High School. The Fort Hamilton High School Jazz Band has played at Carnegie Hall, Julliard and the Lincoln Centre.
Jazz Combo had the privilege of playing in front of Dr. Jamie Oehlers who is an ARIA nominated, multi-award-winning jazz artist and Associate Dean of WAAPA. Dr. Oehlers gave the Combo boys a workshop after their performance helping them to better understand the elements of improvisation. Each session, bands from three schools played and sat with the audience to listen to each other’s performance. There were some fine jazz tunes from bands of other schools such as Penrhos, Mazenod and Churchlands but Scotch and PLC bands held their own and were just as impressive. Big thanks to our band directors Mr Loveday, Mr Pedersen, Mr Gross, Mr Perkins and Mr Minness and to individual Music Tutors and Ms Fudger for keeping them organised.
Oberon Smith, Trombone, Year 10
Scotch College Pipe Band performs on the world stage
Over the Autumn break, 23 Senior School students and many Pipe Band parents travelled to Basel, Switzerland,
and
Held annually in the historic Basel Kaserne, the event sees up to 200,000 spectators across a wide variety of performances from elite military bands and performers from across the globe.
Scotch College was the only school band on tour, performing alongside 200 pipers and drummers from around the world. With just four days of rehearsal before opening night, the boys were challenged to quickly adapt to new formations, work with unfamiliar musicians and meet international performance standards.
Beyond the music, students embraced a rigorous schedule filled with rehearsals, parades, televised performances, and cultural exploration through Switzerland, France and Germany. The experience fostered not only musical growth but personal development, building resilience, adaptability and confidence.
From backstage conversations with veteran drum majors to performing for a global audience, the Basel Tattoo proved to be more than just a tour, it was a transformative experience. Congratulations to all students and staff involved!
to represent Scotch College
Australia at the world-renowned Basel Tattoo.
Celebrating 15 Years of the IB Diploma at Scotch College
Scotch College recently celebrated the 15th anniversary of its International Baccalaureate Diploma Programme with a cocktail reception at the Gooch Pavilion.
This event brought together OSCs who completed the IB, their families, Chair of Council Tim Weise, Headmaster Dr Alec O’Connell, teachers, as well as past IB Co-ordinator Michael Scaife, and current IB Co-ordinator Brendan Zani.
Guests had a chance to reconnect, share memories of the IB journey, and talk about the hurdles they overcame, like handling the pressure of deadlines, Extended Essays and Theory of Knowledge. It was also a moment to celebrate how the IB helped open doors to university and life beyond school. Many noted that they wouldn’t be where they are today without the support from Scotch staff and the IB experience.
The event highlighted the contributions of the people who brought the IB Diploma to Scotch and supported it over the years. Having both Michael Scaife and Brendan Zani present underscored the ongoing commitment and growth of the programme.
Speakers emphasized that the IB built much more than academic skills. It fostered character, resilience, critical thinking, and a sense of belonging. The connections and values formed during the Diploma years remain important to many OSCs.
It wasn’t just about looking back. Guests also caught up with friends and teachers, sharing stories of their studies, post-school life, and how the skills they acquired through the IB has helped shape their paths.
This celebration was a simple yet heartfelt way to honour 15 years of the IB at Scotch, recognizing the teachers, coordinators, students, and families who made it possible, and reinforcing the community and growth that the Diploma has fostered.
Strength of community. The values Scotch shares with rural communities
Sport promotes teamwork, dedication, resilience, and a strong sense of belonging, while highlighting the importance of working together and giving back to the community.
These are values Scotch College shares with rural communities. Head of Middle School Boarding, Kristian Leeson; Clontarf Academy Operations Officer, Bailey Matera; and Admissions Officer, Sophie Kelly, share their experiences playing sport for country clubs and consider the connections between these communities and Scotch College.
Sport at the heart of country towns
Growing up in the wheatbelt community of Goomalling, Kristian Leeson understands how important sport is in country towns.
“In the country, sport sits at the heart of the community. It’s where I first learned about the importance of showing up for others, setting goals, and the need to keep refining your skills,” he said.
“All those people who give up their time for the benefit of others – they had a big impact on me growing up. It’s probably why I’ve coached so many different teams and sports over the years, both in the city and in the country.”
This culture of “pitching in, doing your bit and sticking together” is also nurtured at Scotch— not just in sport, but in service, leadership, outdoor education, and daily boarding life.
“In the Scotch boarding community, boarders always step up to help and get the job done. Like in country towns, the shared experience of living in a tight-knit community creates and strengthens bonds among boarders,” Leeson said.
“Boarders learn to be adaptable, resilient and independent in a setting where they’re encouraged to contribute. These life skills aren’t just important now—they stick with the boys long after they leave.”
“Everything we do here is about helping them grow into grounded, capable young men. That’s what preparing boys for life really means—giving them the tools, values and experiences to thrive beyond school.”
“These values align closely with what you see in rural communities. No one is above the team. You help out because it’s the right thing to do.”
This culture of “pitching in, doing your bit and sticking together” is also nurtured at Scotch—not just in sport, but in service, leadership, outdoor education, and daily boarding life.
Kristian Leeseon, Head of Middle School Boarding
Clontarf Academy Operations Officer, Bailey Matera, Head of Middle School Boarding, Kristian Leeson and Admissions Officer, Sophie Kelly sporting their country colours
Building confident, capable men
Bailey Matera, an ex-WAFL player who now plays for Bencubbin Football Club, understands how vital these skills are to rural communities.
“Sport doesn’t only help kids develop their game and skillsets, but encourages them to get outside and exercise, while providing an outlet to take their minds off whatever else might be happening,” he said.
“Looking after yourself, putting your health first, spending time with others—these things are important. Not just for kids— for adults too.”
At Scotch, Bailey says students have endless opportunities to try new sports, with experienced coaches supporting them.
“The skills they learn go far beyond the fields. The dedication required for training and games teaches responsibility, organisation and time management.”
But beyond skills, Bailey highlights attitude.
“Scotch students have a winning mentality, meaning playing in the right spirit. Taking the good with the bad.
“It’s about showing respect for those around you and knowing that while we can’t always be winners, we’ll give it everything we’ve got.
“And it’s about being grateful for what we have, recognising the history before us. Playing sport, like attending schools such as Scotch, is a privilege not to be taken for granted.
“This mentality sets Scotch students apart on sporting fields and sets them up for lifelong success.”
The power of connection
Sophie Kelly values the health and wellbeing benefits of sport, but what she treasures most are the connections formed through shared goals.
Growing up in Moora and playing hockey in nearby Dandaragan, Sophie returned to the sport after a decade-long break, drawn by the community spirit.
“Dandaragan is a beautiful community, with strong footy, hockey and netball clubs,” she said. “The connections are infectious— you just want to be involved.”
What makes these communities special, Sophie explains, is how the unique skills and passions each person brings combine.
“Working together, while celebrating individual strengths and perspectives, fosters that strong sense of belonging I value so much.”
She sees these values clearly in Scotch’s culture.
“Scotch focuses on the ‘whole boy,’ finding their unique strengths and passions, whether on or off the field.
“It also ensures they leave as respectful citizens of the community and capable young men moving into their next chapter.
“We strive to teach respect—for themselves and for everyone in their community— because if you can do that, you’re set for life.”
“It’s about showing respect for those around you and knowing that while we can’t always be winners, we’ll give it everything we’ve got.
Bailey Matera, Clontarf Academy Operations Officer
Developing lifelong skills and empathy
This approach equips boys with soft skills such as effective communication, adaptability, sound decision-making and creativity. Sophie explains these are taught in specialised programmes and daily through classroom and boarding house life.
“The College’s supportive culture gives boys confidence to speak up and share ideas,” she said.
“Importantly, they learn to recognise when they need help and how to ask for it, while becoming empathetic and respectful young men who can also identify that need in others.
“This makes them good members of any community.
“The strong relationships they develop here and beyond mean they will always have supportive communities behind them.”
Scotch College shares many core values with rural communities: teamwork, resilience, service, respect, and belonging. Through sport, boarding life and educational programmes, these values shape boys into grounded, capable young men equipped to thrive beyond school and contribute meaningfully to their communities.
Scotch boarders wearing their local colours with pride
STAFF SPOTLIGHT
Opportunity to grow: Nathan Hitch and the value of staff development
At Scotch College, we believe that learning extends beyond our students. It is a lifelong pursuit, one we actively nurture across every part of our community. This applies not only to our students, but to our staff as well.
Our very own Curator of Wickets, Nathan Hitch, recently completed his Certificate III in Sports Turf Management, a milestone that reflects four years of dedication, hands-on learning and the College’s ongoing commitment to professional growth and development.
Nathan is a valued member of our Facilities team, one of many dedicated individuals working quietly behind the scenes to ensure our grounds are not only immaculately maintained, but also provide a high-performance stage for excellence in sport and community life.
From preparing cricket wickets in the peak of summer to supporting elite-level events such as the WA 2nd XI and the Springboks’ training sessions, Nathan’s work is experienced and appreciated by everyone who steps onto our playing fields.
Nathan was recently recognised as Apprentice of the Year by the WA Sports Turf Association, a proud moment not just for Nathan, but for the entire Scotch community. Yet for Nathan, the focus has always been on learning, not recognition.
“The team here has always backed me… There’s never been fear of failure, only encouragement to keep improving.”
That mindset goes to the heart of what we believe: growth flourishes when people are given trust, support and the opportunity to learn through doing. Nathan’s journey is a clear example of how practical experience builds confidence, deepens expertise and opens new professional pathways.
For students considering their next steps, Nathan offers honest advice:
“There are so many trades now that offer excellent training and career opportunities. I struggled being indoors in a classroom. Finding something that kept me moving, outside, and learning every day has made all the difference.”
Nathan’s story is a powerful reminder of the value of vocational learning—and the importance of cultivating a culture where growth is part of everyone’s journey.
Congratulations, Nathan—not just on your award, but on the example you continue to set each day.
United as Old Scotch Collegians
Mr Aaron McDonald
OSC
President
Scotch Business Directory
We are all very fortunate to be members of the Old Scotch Collegians.
There is a camaraderie that extends to the membership well beyond our school years. I have had the benefit of witnessing this firsthand by attending reunions for students who left 10 years ago and 60 years ago – the bonds between each of these men is as strong as ever.
We have some excellent upcoming events for the OSC including our Founders’ Day Dinner with the Hon. Robert French AC and our Mining function hosted for members of the OSC Business Directory.
I am also thrilled to report that the OSC trumped the Christ Church Old Boys in the recent annual AFL 9’s match. Bragging rights for a full year.
I am also very pleased to report that the PC Anderson Scholarship has been awarded to George Gale, son of Mark Gale (OSC 1993) and grandson of Terry Gale (OSC 1964). A picture of George following receipt of the scholarship.
Lastly, I am pleased to be handing the reigns of the Presidency
Celebrating a life well lived: Reconnecting with Bob Mofflin (OSC
1943)
In the May 2024 edition of Clan, we launched a special project to reconnect with some of our oldest Old Scotch Collegians — a journey of rediscovery that would not only rekindle long-lost connections, but ideally lead us to the College’s oldest living alumni.
We were thrilled when, toward the end of 2024, we reconnected with Mr Robert (Bob) John Mofflin from the Class of 1943. Bob was in excellent health and living independently in the beautiful town of Cowaramup in WA’s Southwest. A proud Scotch boy and even prouder engineer, Bob is a living link to our College’s rich past and a shining example of a life lived with purpose and positivity.
In early 2025, just before his 98th birthday, Bob made the move into assisted care in Busselton, where Scotch’s Manager of Alumni and Events, Nadia Sierakowski, had the pleasure of visiting him — along with his son David (OSC 1974) and daughter Jane. What followed was a heartfelt and humorous conversation, as Bob looked back on the journey that began more than eight decades ago at Scotch College, Perth.
Early school days
Bob spoke fondly of his school days, recalling a strong academic motivation — particularly in mathematics — which paved the way for his successful career in engineering. While not especially sporty, he took on the role of coxswain in the rowing crew during the war years, balancing study with the unique challenges of wartime schooling.
The Mofflin family has a deep and enduring connection with Scotch College. Bob’s father, Horace Elgar Mofflin, attended the College from 1905 to 1909 and later sent all three of his sons to Scotch. Bob was the youngest,
following in the footsteps of his elder brothers Horace Arnold (OSC 1938) and Lionel Hugh (OSC 1941).
In those days, family life and education were closely intertwined, and expectations often influenced career paths. Horace Jr. was expected to take over the family business, while Lionel — a gifted student — was encouraged to study medicine. As the youngest, Bob had a little more freedom to choose his own path, ultimately pursuing engineering — a decision he never regretted.
Building the State — and community
Bob’s career was nothing short of remarkable. He worked on some of the most significant infrastructure projects in Western Australia’s history, including the construction of the Mitchell Freeway and the Narrows Bridge. He rose to the role of Chief Engineer for Main Roads, playing a pivotal role in what he and his colleagues now fondly remember as the golden era of infrastructure development in WA.
But Bob’s contributions weren’t confined to his profession. He was a long-standing member of community groups such as Apex and Rotary, taking on leadership roles and embodying a spirit of service that has defined much of his life.
The Secret to a long and happy life?
Bob’s longevity is, by all accounts, remarkable. Still sharp and good-humoured, he attributes his good health to a simple and relaxed lifestyle. “I never had a day of stress,” he laughs, noting that others often did the worrying for him.
His daily routine? A walk, a round of golf or bowls well into his 90s, and a diet that would surprise many — a daily meat pie and cream bun, lots of milk, and very few greens! Despite its unconventional nature, the formula has clearly worked for him.
Words of wisdom
When asked what advice he’d give to today’s Scotch boys, Bob doesn’t hesitate: “Enjoy life, and help others.” It’s a mantra that has guided his every chapter — from student to engineer, from father to community leader — and it’s one we’d all do well to remember.
As Bob’s story reminds us, the legacy of Scotch College lives on through the contributions of its people. Our older Old Boys carry with them the wisdom, warmth, and rich memories that form the heart of our community.
If you know of any OSCs who graduated prior to 1950, or are among our oldest living Collegians, we would love to hear from you.
Please contact the Alumni Office at osc@scotch.wa.edu.au or (08) 9383 6800.
1. The Mofflin Brothers (Hugh, Horace and Bob on right) 2. Bob wearing an OSC cricket cap 3. The inside cover of a schoolbook awarded to Bob in 1943 4. Bob’s University Graduation Portrait
A Night of Legacy, Law and Learning
Robert
The Honourable AC
French
6pm
Fri 24 Oct
Reconnect with fellow Old Scotch Collegians at the annual Founders’ Day Dinner—an evening to celebrate shared history and enduring friendships. This year’s keynote speaker is the Honourable Robert (Bob) French AC, former Chief Justice of the High Court of Australia and one of the nation’s most respected legal minds. Reserve your seat now and be part of an evening that promises insight, inspiration, and connection.
In memoriam
Barrie Carter 1947
Ian Christie 1947
Graham Coole 1947
John Iredell 1947
Wyvern (Olly) Rees 1947
David Lucas 1948
Geoffrey Harms 1949
Trevor Howe 1949
Ian Chadwick 1950
John Paterson 1950
Barry Symonds 1950
John Craze 1951
Rodney Hounslow 1951
Kevin Nash 1952
James (Jim) Pether 1952
Donald Box 1953
Henry Hudson (Max) 1954
Robert Jaentsch 1955
Grant Wark 1956
Kimberley (Kim) Bailey 1957
Barry Stewart 1957
Peter Letch 1958
Rodney (Rod) Halcombe 1958
Robert Raffan 1959
Roger Blake 1960
Graham Forrester 1961
Howard Higham 1962
John (Buzz) Parkinson 1962
Robert (Bob) Paterson 1962
Geoff Gamble 1963
Gregory (Greg) Denholm 1965
William (Bill) Dix 1965
Anthony (Tony) Heyns 1965
Dennis McDonald (Harvey) 1965
Eric Bairstow 1966
Julian Kemp 1968
Roderic (Rod) Broadhurst 1969
Rodney (Rod) Tyrrell 1970
Paul Broun 1971
Daryl Baillie 1973
Aslan Knight 1974
Robert (Rob) Weir 1976
Andrew Buckeridge 1980
Alan Hamilton 1981
Gregory Wiesner 1984
Timothy Ellis 1985
Jack Hogarth 2025
Calendar
March Out Fri 17 Oct, 11am Playing Fields
Founders’ Day Dinner Fri 24 Oct, 6pm Dining Room
PSA Golf Day Fri 31 Oct, 9am Cottesloe Golf Club
Class of 2015 –10 Year Reunion Fri 21 Nov, 6pm Gooch Pavilion
St Andrews Day Vale Wed 26 Nov, 11am Chapel
New Members Sundowner Wed 3 Dec, 6pm Varsity Nedlands
If you have any queries, please get in touch with Nadia Sierakowski at the OSC Office on 08 9383 6800 or osc@scotch.wa.edu.au
Tartan Lawyers’ Breakfast
On March 12, Old Collegians gathered for the annual Tartan Lawyers’ Breakfast, hosted at PLC Perth. The event brought together aspiring, current, and retired legal professionals for a morning of networking and discussion.
Guest speakers Claire Paparo (Murray 1994) and Michael Silbert (OSC 1979) generously shared their expertise, offering unique
Class of 1975
perspectives on how a law degree can open doors to unexpected and impactful career paths beyond traditional legal practice.
This annual event is renowned for its high-calibre guest speakers and offers an excellent opportunity for Old Collegians in the legal profession to stay connected.
The Class of 1975 celebrated their fifty-year reunion in style with a relaxed sundowner in the Gooch Pavilion on March 21. The evening was filled with laughter, warm connections, and the chance to catch up with classmates. Stories of school days past flowed freely, creating a wonderful atmosphere of nostalgia and camaraderie.
A heartfelt thank you to John Prevost and his amazing committee for their exceptional work in bringing everyone together. Your dedication and thoughtful planning made the event truly unforgettable for all.
1. Bryan Lee, Perry Sardelic, Owen Gaze, Scott Glaskin, Evan Moore
Michael Carter, Brian Shipley
Class of 1975
Reunion Attendees
1. Our panellists Claire Paparo and Michael Silbert
2. Scotch College and Presbyterian Ladies’ College students
3. Attendees at Tartan Lawyers Breakfast
Class of 1995
On May 2, the Class of 1995 came together from all parts of the world to celebrate their thirty-year reunion back on college grounds. It was an amazing evening filled with fun, shared memories, and reconnecting with familiar faces.
A huge thank you to Alistair Nicholson and his dedicated committee for their time, energy, and enthusiasm in organising such a wonderful event.
Thanks to the members of the Class of 2024 who attended their Reporter Collection Breakfast in May. It was wonderful to reconnect with so many of you at your first official Old Scotch Collegians event since leaving the College.
We enjoyed hearing about your adventures this year – travels, studies, and fledgling careers. We look forward to seeing many of you at the New Members Drinks in December!
1. Class of 1995
2. Lomas Toovey, Alistair Nicholson, 3. Peter Rees, Mark Sansom
4. Lachlan Hay-Hendry, Scott Fitzgerald, Nick Unmack
5. Toby Malone, Breyden Lonnie, Jarrad Lyster
1. Class of 2024
2. Billy Mahaffy, Jaxon Pantall, Santiago James, George Stoney, Will Howie and Rohan Bignall
3. Flynn Robinson, James Bain, Tom Wallwork and Harris Baddeley
College Cup
The annual College Cup was held on May 18 at Royal Freshwater Bay Yacht Club, with afternoon scheduling once again delivering ideal sailing conditions. Scotch fielded one team, combining experience across match and fleet racing. Despite a strong effort, the crew finished just outside the podium as Christ Church took the title.
Old Boys Round
With great conditions at the Scotch College playing fields on Saturday 14 June, Old Scotch Collegians faced off against our cross-highway rivals, the Old Boys Association of Christ Church Grammar School, in an AFL 9‘s charity match in support of Beyond Blue.
The competition was intense, culminating in the Old Scotch Collegians emerging victorious this year. Despite the average quality football on display, the Old Boys enjoyed themselves immensely, and
The event remained a fantastic day of sailing, camaraderie, and reconnecting with fellow schools. Special thanks to George Boulden (2015) and Peter Barblett (1979), and to Nim Bhharathhan (2017) for once again volunteering to capture the event photos.
We hope to see more Old Boys involved next year — no matter your level of experience, we’d love to have you.
thankfully, there were no significant injuries reported! $1500 was raised from a raffle for Beyond Blue, an incredible team effort from the volunteers on the day.
Special thanks to the Old Scotch Collegians team members who claimed the victory on the day, including Aaron McDonald (OSC 2001), Nick Allan (2016), Michael Hobson (2009), Tom Ledger (2009), Ethan Parkin (2022), Ben Randell (2001), Brad Sandover (2001), Mark Seaby (01) and Alex Ventouras (2001), and umpire extraordinaire, Steven Hendry (1999).
1. Old Scotch Collegians crew pre-race
2. College Cup Sail has begun
3. Old Scotch Collegians crew in action
Seniors’ Lunch
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There was no shortage of smiles, stories, and shared memories as Old Scotch Collegians gathered for the 2025 Seniors’ Luncheon on Friday, 23 May. The Dining Room was abuzz with conversation as classmates reconnected — some after many years, others more regularly in touch.
The ever-popular Countdown, led in spirited fashion by Glenn Longmire (OSC 1967), saw Ian Saggers (OSC 1950) and Ian Christie (OSC 1947) recognised as the attendees with the longest connection to the College, having
started their journeys in 1943 and 1944 respectively.
Guests were treated to a live musical performance by Scotch staff and students — a highlight that drew both applause and emotion, showcasing the depth of talent within the College.
To everyone who made the effort to attend — especially those who travelled long distances — thank you. Your presence is what makes this event so special.
Class of 1985
The Class of 1985 celebrated their forty-year reunion in the Gooch Pavilion on 20 June. It was a fantastic evening with an incredible turnout — by far our biggest reunion yet, with almost 100 attendees!
The night was filled with reconnections, reminiscing about school days, and sharing stories of life since Scotch.
To everyone who joined us — including former staff members Neville Punch, Robert Andrews, Craig Lucanus, Greg Bunney, and Ian Saggers — thank you for making the occasion so special.
A special thanks to Peter Kerr and James Hindle for encouraging so many of the cohort to attend. Your efforts were rewarded with a fabulous evening enjoyed by all from the Class of 1985!
1. Peter Wiesner, Tony Bayliss, Pater Humphry
Ron Aitkenhead, Richard Steel
Ted Weir, Gregory Hunt, Phil Paterson
Bob Benda, Gordon Thomson, Darrell Culley
Graham Pope, Richard Lee, Glenn Longmire, Ben Blake
Attendees at Seniors Lunch.
1. Andrew Nairn, Alex Hatch, Dave Tocas
2. Ian Saggers, Craig Lucanus
3. John Webb, Neville Punch
4. Class of 1985
5. John Orr, Peter James
What have they been up to?
Mike Walter | 1965
After enjoying senior positions at PIBA, Rabobank, and Elders — based in Perth, Sydney, and Adelaide — and travelling extensively for business throughout Australia and New Zealand, I have semi-retired.
In recent years, I’ve been involved with a company harvesting oil mallee trees in the WA Wheatbelt for eucalyptus oil, and now processing the spent biomass into biochar, CORCs (CO2 Removal Certificates), and ACCUs (Australian Carbon Credit Units).
David Annandale | 1975
Since leaving Scotch in 1975, I’ve lived in a number of different countries — the USA, Canada, Bhutan, Vietnam, and… now… Scotland. I was an academic at Murdoch University (Environmental Science) from 1992 to 2005, and I’ve been a self-employed environmental consultant ever since. I’m now a director of a UK-based company, jointly with my eldest son (www.ddaconsulting.org). We work for the UN and development banks (World Bank, etc.) across Asia, Africa, and the Pacific.
Marko Vojkovic | 1975
After leaving school 50 years ago, I had a couple of attempts at university before realising that earning a living was more important at the time. I worked with the Mines Department and then a Canadian oil company operating in the Kimberley.
Upon returning to Perth, I ran several businesses before eventually becoming a Physics teacher. I recently retired from Hale School after 30 years in various teaching roles.
Carl Richardson | 1984
After school, I was lucky enough to live on Rottnest Island, and I’ve enjoyed expanding my travel interests around the world — including backpacking through Asia, staying with Rajiv and the Mahesh family in India, and visiting France to see my brother Phil, who’s been living there since 1991. I studied at the University of Western Australia before continuing my studies at the University of Sydney. I’m a Fellow of the Australian Rural Leadership Foundation and have enjoyed a great career in plantation forestry. I currently live in Albany.
Damon Ezekiel | 1984
I left Scotch College in 1984 and went on to graduate from the University of New South Wales with a Bachelor of Optometry. I moved back to Perth and joined my father, Don, as a third-generation optometrist in our family practice. I also joined the Old Scotch Collegians.
Since 2010, I’ve run Ezekiel Eyes independently and specialise in the fitting of complex contact lenses. I am currently the President of the International Society of Contact Lens Specialists — the first Australian to hold this position. I regularly lecture and conduct workshops around the world.
The company owner operates businesses internationally, which I assist with compliance and other matters across various jurisdictions.
I live with my wife, Vivian, next to the coast in Fife — quite close to St Andrews. I have two sons, aged 30 and 29. The one I work with lives in Bali, and the younger is a lawyer in London.
Life has been kind to me.
In 1983, I married Susie. We have two boys and one grandson.
I still remember when I first learned we were moving to Perth — a city I’d never heard of. Ironically, now hardly a day passes without me thinking I live in the best place on Earth.
I feel fortunate to have lived a rich and fulfilling life, and I’m grateful to all those who helped make it so.
The most important things to me are family — my partner, my three adult children, relatives, and, of course, our family dog. I often catch up with friends from my school days, as we’ve stayed in regular contact. I’m also actively involved in the Albany Surf Life Saving Club.
As far as hobbies go, I enjoy being outdoors — surfing, swimming, yoga, and hiking. Life is great.
A few years ago, The University of Western Australia introduced a Doctorate in Optometry, and I’ve been involved with the programme since its inception.
I married Tania Hudson 25 years ago, and we have two children: our daughter Romy, who is studying at the University of Western Australia, and our son Bram, who graduated from Scotch last year as the Drum Major of the Pipe Band and is now studying at the Australian National University.
Spotlight on Archives
Archivist Mr Kyle Shuttleworth speaks about the important role of the Heritage Centre for the school and the wider Scotch community.
Organising and maintaining the archives of an institution with over 125 years of history is no mean feat. Can you give us an idea of the size of Scotch’s archives and what is in them?
The College has roughly over 5,000 archives, including records, textiles, physical objects such as trophies and books, as well as stacks of photographs revealing different aspects of College life, spanning from the 1890s until today.
How do you maintain and organise all these items?
The collection is continuously being updated and organised through our database ResourceSpace, which is available for community access online. This system makes the retrieval of archives easy and accessible. The physical collection is also stored in our very own archival repository, my office space and throughout archival displays across campus, ensuring every artefact has a home and is kept under the right temperature controls.
Is there one piece that you find particularly interesting or quirky?
The group portrait, titled the 740 Men of the 11th Battalion, 10 January 1915 is a personal favourite. As someone who has a particular interest in First World War history, I find this portrait highly significant to our understanding of this era and the sacrifices that were made.
These men were the first to experience Gallipoli, a pivotal feature of the Anzac legend, and were all trained in Western Australia at Blackboy Hill. They all set sail on the Ascanius from Albany in November 1914, arriving in Egypt by early December that year. The portrait features OSCs from the College, including Arthur Rowland Selby (OSC 1909), and highlights the great number of Old Boys who gave their lives in service of this country.
portrait is currently on display inside Memorial Hall’s
as part
Archives are about preserving the past but also about sharing with and educating future generations. How do you connect with Scotch students?
Archival Visits have proven to be a great way to connect with Scotch students. These are open to all age groups and involve a presentation on a curated display, followed by engaging activities such as treasure hunts and quizzes to reinforce learning.
Narrowing the gap between Archives and the school community is of significant priority and I encourage any teaching staff to bring their class down to the Heritage Centre for the opportunity to engage with some fascinating artefacts.
OSCs are a priceless source of shared history and memorabilia. How do you engage with them?
The Old Scotch Collegians who attend reunions have the opportunity to tour the Heritage Centre. They can also reach out to me for research enquiries and donating.
Other events throughout the year such as the Seniors’ Luncheon, and St. Andrews Day Vale, also provide me with occasions to strengthen the connection between the OSC and Archives, and contribute to expanding the collection.
Given our collection relies heavily on donations, a close relationship is very
important as this ensures they are aware their donations will be carefully preserved and used in an engaging way by and for the school community.
Scotch Archives are so rich in historical content that they benefit the wider community. Do you collaborate with external parties?
Yes, we have endeavoured to take our collection further in aid of benefiting the wider community with an early Remembrance Day service, held in November 2024, in cooperation with the Army Museum of Western Australia, Fremantle.
We welcomed a Major from the Museum as a guest speaker on the historical relationship between the College and armed conflicts, given the high concentration of Old Boys and staff who have enlisted and paid the ultimate sacrifice in times of war.
The event was particularly poignant as members of the Scotch community came together to commemorate OSCs who had served and are still serving, as well as an opportunity for living OSC veterans to share their stories and artefacts with the community and with Archives.
We are looking to collaborate again this year so, watch this space!
If anyone would like to learn more about Archives and the Heritage Centre, or make donations, please reach out to archives@ scotch.wa.edu.au.
OSCs enjoyed a visit to the Heritage Centre during the Memorial Hall rededication
740 Men of the 11th Battalion, 10 January 1915
A pre-primary Archival Visit with Archivist Kyle Shuttleworth
This
Heritage Centre
of the Anzac Day Display.
40 Years of Moray
27 October 2025 marks 40 years of Moray which was officially opened by Tom Bunning (OSC 1927). The site was named Moray after the province in Scotland, from where Clan Murray derives.
Throughout the 1970s, Scotch College considered obtaining a piece of land for a school camp, as popularity for outdoor wild adventures grew.
Headmaster Bill Dickinson was specifically interested in land around Dwellingup as it offered rugged terrain, plentiful vegetation, close access to canoeable rivers, power, water, and state forest. Additionally, it was a decently short distance from Perth.
In 1974, Dickinson who was aware that school groups were venturing out throughout the state, communicated the significance of this undertaking: “There is no doubt of the desirability of the school being able to develop further the opportunities for camping expeditions”
In May 1984, prior to its opening, the Year 9 adventure camp became the first Scotch group to use Moray when they were washed out at Nanga, having to retreat to the large shed on the Moray site.
For continuous use of Moray, it became evident that a dormitory, assembly building, and ablution blocks were required. In aid of this, the Parents’ Association hosted a fundraising fair in November 1984, to which an estimated 12,000 people showed up, raising $70,000.
To this day, the Outdoor Education Programme offered at Moray, encourages students to develop selfconfidence, leadership skills and personal relationships.
1 Headmaster’s Report, September 1974.
Moray, 1985
1. Moray Opening, 27 October 1985 2. Year 9 Camp, 1998 3. Headmaster, Dr Alec O’Connell at Moray with the boys in 2017 4. BBQ Lunch Opening, 27 October 1985
50th Anniversary of NAIDOC Week
July 6-13, 2025, marked 50 years of NAIDOC (National Aboriginal and Islanders Day Observance Committee) week celebrations, which continues to evolve and be celebrated by Indigenous and non-Indigenous Australians nationally.
Each year different themes are selected to acknowledge and understand varying features of Indigenous Australian life.
The origins of the day can be traced back to the Day of Mourning, a protest held on January 26, 1938, by Aboriginal activists, including William Cooper, against the injustices and racism faced by Indigenous Australians, also demanding equality and citizenship rights.
The 1950s witnessed the celebrations being held on the first Sunday in July, and the day referred to as NADOC, aiming to recognise and celebrate Indigenous culture, history, and achievements.
By 1975, the acronym was adjusted to NAIDOC to include Torres Strait Islander
peoples, honouring their unique culture and history. The day also expanded across a full week, recognised from the first to second Sunday of July.
Scotch College has been proudly celebrating NAIDOC Week since 2009. Festivities include bush tucker tastings, smoking ceremonies, and cultural workshops in tool and weapon making for the boys.
The College has a strong record of contributing to ‘closing the gap’ and as of 2024 has partnered with the Clontarf Foundation to deliver its Indigenous programme. As a part of the partnership, the College is hoping to continue to increase the number of Indigenous students attending Scotch and increasing the impact it can have in best preparing these young men to enter a world where they can make a difference.
References
Gregory, Jenny. Building a Tradition: A History of Scotch College, Perth, 1897-1996. University of Western Australia Press: Perth, 1996. NAIDOC. “NAIDOC History”. Accessed July 29, 2025. https://www.naidoc.org.au/ about/history.
PM Gough Whitlam officially handing back traditional lands in the Northern Territory to the Gurindji people, August 16th, 1975 at Daguragu
Andrew Taylor Johnson (OSC 1997), 1997
Headmaster, Dr Alec O’Connell with Junior School students celebrating NAIDOC Week, July 2014
Donations
JULIE BILLING – GREGORY MARTIN STOTT (OSC 1939)PHOTOGRAPHS, C. 1935-39.
Daughter of Gregory Martin Stott (OSC 1939). Gregory originally lived in Mount Lawley and attended the College as a boarder during the week from 1935-39.
Her donation consists of a series of photographs dated between 1935-39, revealing aspects of Gregory’s time at Scotch such as boarding, sporting teams, academic events, and the grounds and buildings.
Julie kindly donated to the College on 10 March 2025.
JAMES HINDLE (OSC 1985) ‘SELECTED WORKS OF C. J. DENNIS’, A 1983 SPEECH NIGHT PROGRAMME, AND A 1982 INVITATION.
Current staff member and Old Boy who attended the College between 1977-85.
His donation consists of a poetry book titled ‘Selected Works of C. J. Dennis’, a 1983 Speech Night Programme, and a 1982 invitation.
James kindly donated to the College on 25 March 2025.
ANDREA GILLETT – LUNCHEON MENU & INVITATION TO MARK THE INVESTITURE OF HEADMASTER MAXWELL KEYS, 4 AUGUST 1959.
Daughter of John Frederic Martin Gillett (OSC 1948). John attended the College between 1943-48. She is also the granddaughter of philanthropist and Old-Boy Gordon Gooch (OSC 1912).
The donation consists of:
A luncheon menu dated 4 August 1959, to mark the Investiture of George Gordon Gooch at the Esplanade Hotel, Perth.
An invitation from the Governor of Western Australia, also dated 4 August 1959, to mark the Investiture of Headmaster Maxwell Keys. The reception was held at the Government House Ballroom and this invitation was then passed to Gordon Gooch and kept in the family ever since.
Andrea kindly donated to the College on 17 April 2025.
PAM GUYNOT – WILLIAM SYDNEY BOREHAM (OSC 1941) GOLD MEDALLION, 1933.
Niece of the late William Sydney Boreham (OSC 1941). William attended the College as a boarder, for a single year, in 1938. He served aboard the HMAS Perth during WWII, which sunk in the Sunda Strait, Indonesia, in 1942. William was sadly killed in action, aged 19.
The donation consists of a gold medallion & chain won for athletics from William’s time at Calingiri Primary School in 1933.
It is engraved with the following: “Calingiri D.S.S Junior Boy Champion W.S.BOREHAM 1933”.
Pam kindly donated to the College on 6 May 2025.
JULIE LILBURNE – AUSTRALIAN CROSS STITCH DESIGNS, 2025.
Current staff member and parent of two past students, Jordan (OSC 2013) & Benjamin (OSC 2019).
Her donation consists of a collection of Australian stitch designs of various College Houses such as Brisbane, Stuart, and Alexander.
Julie kindly donated to the College on 27 May 2025.
1. Senior Dorm, 1936 2. Gold Medallion, 1933 3. Collegians House, c. 1935-39 4. Stuart House 5. Brisbane House 6. Cricket competition winners, 1935 7. Luncheon Menu 1959 8. Invitation 1959
Opening doors, changing lives: The power of scholarships
A sincere thank you to everyone who has contributed to this year’s Annual Appeal.
Your support continues to play a vital role in helping Scotch College offer meaningful opportunities through scholarships, and in doing so, strengthens our entire community alongside the gift of education.
From its earliest days, the College has understood the transformative power of educational opportunity, and that tradition continues today with a dynamic range of scholarships designed to reach and support diverse talents and backgrounds.
Whether it’s our Indigenous, Music, or our Refugee Scholarship, generously supported by the Uniting Church each scholarship is a gift that really does change lives. In recent years our means-tested Tàlantach Scholarships have ensured that financial barriers don’t stand in the way of potential, and it’s clear that Scotch’s commitment to equity is significant.
Why do scholarships matter? In a community like ours, rich in tradition, excellence, and extraordinary facilities, the benefit of opening our gates wider can’t be underestimated. Scholarships don’t just benefit recipients; they elevate the entire school environment. Every new voice brings a new story, new perspective, and new strength to the tapestry of Scotch life.
This year’s Annual Appeal focused especially on reconnecting with past scholarship recipients, individuals who once benefited from the generosity of others.
The 2025 Annual Appeal has been a great success, and we are incredibly grateful for the support received. If you are still considering a donation, there’s time, and we want to reassure you that every contribution makes a difference. No amount is too small, and when it comes to creating opportunity, every dollar is a step closer to a Scotch boy whose story has yet to be written, but whose path could begin with your support.
Annual Appeal 2025
Being part of a community that offers opportunity and connection is a great privilege. We need your support to continue building our scholarship and bursary fund so that we can widen the scope of those who may benefit from this privilege.
Help us provide the gift of education to students who would otherwise be unable to attend our College by donating to our Annual Appeal.
DONOR
LIST
Charles Anderson
Bruce Barblett
Beacham Family
Gene & Julie Beadsworth
Robert A Black
Broadfoot Family
Buck Family
Alan Camac
Kristy Campbell
Chaney Family
A L Chin
Lyn & Stephen Coleman
Mel Colling
Crossing Family
Delmenico Family
Phil Dry
Fitch Family
Naomi Flutter
Robin Forbes
Gale Family
V J Gmeiner
Grieve Family
Hector Family
W W & O J Henwood
Peter Herring
James Hindle
J H N Howard
R E Howie
Kiely Milner Family
Kyle & Pritchard family
Langmead Family
Chris Ledger
Jacky Family
Don & Maxine Mazzucchelli
McCracken Family
D C McIntyre
McKenna Family
Neil McKerracher
C J Mews
Miels Family
John D Milne
Alan & Gillian Murray
B Musial
Mark A J Newman
Tam Nguyen
Glenn Paterson
John S Paterson
Peet Family
Quinn Family
Graham Reynolds Family
Ross Robinson
Silcock Family
Mike Snell
S Soon
Tom Stacy
Bruce Stark
Stephan Family
Strk Family
Taylor Family
B K Tregenza
Dr Richard Vaughan
B M Waterer
TR & SC Wiese
In loving memory of Rex Twogood (OSC 1980)
Lindy Keegan
Sally Ponchard
Jenny Harris
In honour of Dr Barry
N J Walters (OSC 1967) (dec’d) Hon John M Walters KC (OSC 1968)
