On the cover: Adrian Garbowski (OSC 2024) (centre) who has recently been accepted to study Medicine at the Royal College of Surgeons in Ireland, Bailey Banfield (OSC 2015) (top right) currently playing for the Fremantle Dockers, whilst also working as the Club’s Sustainability Officer, and a National Ambassador for the Starlight Children’s Foundation), Ebun Daramola (left) (OSC 2017) the first Australian to secure a fellowship at the Herbie Hancock Institute of Jazz at the UCLA Herb Albert School of Music), and Ben Scott, Heath Muller, Oscar Clements and Terry Zhou (OSC 2021) pictured at the Western Australian Debating League Grand Final (2021).
Headmaster
Captain of School
OSC
Sport
International Baccalaureate Diploma (IBDP) –an ongoing journey
Dr Alec O’Connell
Reflecting on commencing as Headmaster in a school about to graduate its first cohort of International Baccalaureate Diploma (IBDP) students as at the time being ‘interesting’, is somewhat of an understatement.
The political divide between WACE and IBDP was palpable compared to the more settled IBDP context that I had understood from my interview the previous year. Fifteen years on we find ourselves in the position of dedicating a significant article in this edition of Clan to celebrate what has been at times a challenging, but without doubt, an amazing and rewarding journey.
Like most initiatives, start-ups and innovations, there are always periods of challenge. Invariably these moments also bring with them great potential, hope and excitement. These very emotions associated with the implementation of the IBDP, were a significant driver for me to apply to be the seventh Headmaster at Scotch, not to mention the long history and culture of such an iconic Perth school.
Of all the places to live and teach, Perth is up there on the isolation scale, and somewhat up there at the reserved end of educational innovation or risk. This meant the decision by Headmaster Rev Andrew Syme, and his team, to go down the path of IBDP was brave, but understandable. As a West Australian educator looking from outside of the tent, Scotch seemingly required a significant differentiator in the local market, and the IBDP provided a key point of difference to any competitor school.
The IBDP was established in 1968 with the aim of providing a rigorous, internationally recognised education that promotes critical thinking, intercultural understanding, and a global perspective. It was developed for several salient reasons.
Global Education: It was designed to offer a consistent and high-quality education to students around the world, regardless of their location. This helps students develop a global mindset and prepares them for higher education and careers in an increasingly interconnected world.
Holistic Development: The programme emphasises not just academic excellence but also the development of personal, emotional, and social skills. This holistic approach aims to create well-rounded individuals who can contribute positively to society.
University Preparation: The IBDP was created to provide a challenging curriculum that prepares students for the demands of university education. The programme’s focus on research, critical thinking, and independent learning equips students with the skills needed for success in higher education.
Intercultural Understanding: One of the core goals of the IBDP is to foster intercultural understanding and respect. By encouraging students to explore different cultures and perspectives, the programme aims to promote peace and cooperation among people from diverse backgrounds.
Educational Innovation: The IBDP was part of a broader movement in the 1960s to innovate and improve education by moving away from rote memorization and towards critical analysis and studentcentred learning.
Throughout our history there have been many seminal moments where our College has forged a path in an unexpected direction, and in many ways with no certainty of outcomes nor end point. This is what great schools should do, they challenge the status quo, and the 2010 introduction of the IBPD is one such example. It is too easy to simply focus on traditional pathways, avoiding risk or the challenges that may eventuate through putting one’s head above the plethora of conservative educational parapets. Sitting here writing this article in 2025, the IBDP is now part of our fabric. Having said this, due to the isolated nature of the Western
Teaching locally –Preparing globally
Headmaster Dr Alec O’Connell with IB Co-ordinator Brendan Zani and Head of Scotch Global Cara Fugill
Throughout our history there have been many seminal moments where our College has forged a path in an unexpected direction.
Australian educational environment, and the limited number of students in WA studying the IBDP, it means we must remain conscious not to slip back into a default setting of only offering WACE curriculum because it is commonplace and better understood locally.
Looking ahead, what now for our IBDP journey? In 2024 we established and now operate a global online school. This has posed many challenges and delivered some amazing opportunities for educational growth. One unplanned yet welcomed outcome is an opportunity to deliver social impact through educational choice. After three interviews with the International Baccalaureate team based in The Hague, Scotch was chosen as one of seven schools globally to offer the IBDP online. This trial is yet another breach into the unknown, but one we welcome. We took our first intake in 2025 and look forward to graduating 11 students in 2026.
As the board Chair of TSH in Perth, and as part of my 2024 sabbatical, I was fortunate enough to complete some online and in-house study at the London School of Economics, on the concept of social impact. I was struck by the role I could see schools such as Scotch playing in this space. When Scotch Global was conceived some 24 months ago, it wasn’t done so with social impact in mind, however, 12 months into the delivery of this initiative, it is patently clear to me the role we can play in making a difference and having genuine social impact in the field of education via an online school.
If we continue to assume that the traditional structure of schooling is correct for all, then Scotch Global is counter cultural.
It aims to provide a meaningful setting for many young people who either do not fit the regular pattern or structure of a school or cannot access mainstream schooling due to distance and isolation.
As a school we should always question ‘What do we want from society? How do the values of our school and the students and families we serve, intersect with what we would like society to be? Most importantly, what does it mean to have a good society?’ John Stuart Mill posed a construct that we should be free to pursue what we want, providing it does not cause harm to others. Given today’s global leadership challenges, this concept is certainly being pressure tested every day.
The concept of an ‘Invisible Hand’ proposed by Adam Smith (1776), raises the issue that even though people may have provided product for benefit, there is an unintended benefit as they provide things for others. In the very early startup phase of Scotch Global, questions from Scotch outsiders as to the rationale for commencing, included an implied assumption that the online school was started as a profit centre is so far from reality. It was started having had the chance to watch what happened both during and after COVID. It was also a roll of the dice to truly see if what is currently referred to as online education, is the best model.
Why is social impact so important? Making a social impact involves strategies that lead to positive changes thus addressing or trying to solve social challenges and injustices. These changes can be brought about by individuals, organisations, or entire communities through deliberate and intentional actions. Key aspects of social impact include creating meaningful improvements in society, such as reducing poverty, enhancing education, promoting health, and ensuring environmental sustainability; tackling pressing issues like inequality, climate change, and access to basic needs; purposeful actions and strategies designed to create positive outcomes. In essence, social impact is about making the world a better place through conscious and sustained efforts. Schools play a crucial role fostering environments where students can develop both academically and socially thus developing graduates who can play a role in driving social impact, both now and as future leaders in society.
Through educating locally, while offering a global education through the IBDP, Scotch will continue to prepare students to make a difference across the globe. Choice is not just about our students. Parents are an important part of delivering social impact via online schooling and the ensuing benefits including; parents who have global careers, who do not reside in capital or major cities, and do not have access to IB schools, parents who have highly capable, but neuro diverse students with complex socio emotional learning challenges, and as such are concerned about their daughter or son being lost in a mainstream brick and mortar school, and parents who simply want choice.
While still serving the masses, we must remember the traditional method of schooling had its genesis during the Industrial Revolution, maybe what is needed now is a Social Impact revolution. In many ways we are still in the early startup phase of Scotch Global and yes there have been both strategic and operational challenges, no doubt with more to follow.
At Rice University in Houston, Texas on September 12, 1962, President John F. Kennedy famously said,
We choose to go to the Moon in this decade and do the other things, not because they are easy, but because they are hard.
Maybe our entry into the IBDP in 2010 and now Scotch Global in 2024 represent our College’s metaphorical shot at the moon –only time will tell.
Top: Scotch Global IB students attending an on-campus arts lesson and getting to know their cohort in person Above: Scotch Global IB students visitng Perth as part of their on-site experience
Lent and service
Revd Gary van Heerden Chaplain
Then Jesus told them this parable:
“There was once a man who had a fig tree growing in his vineyard. He went looking for figs on it but found none. So he said to his gardener, ‘Look, for three years I have been coming here looking for figs on this fig tree, and I haven’t found any. Cut it down! Why should it go on using up the soil?’ But the gardener answered, ‘Leave it alone, sir, just one more year; I will dig around it and put in some fertilizer. Then if the tree bears figs next year, so much the better; if not, then you can have it cut down.’”
Luke 13:6-9
When Jesus called his disciplesto ‘deny themselves’ (Luke 9:23), the intention was never to obliterate their identity, their sense of self. The challenge was to shift from living in service of the self (the ‘ego’, the ‘I’), to living in service of others.
Sadly, our world seems to be full of leaders with fragile, distorted egos, with their need to classify, define, judge, and control. Such egos need no compassion, which is why they so glibly villainise empathy. They are addicted to power, praise for themselves, and divine punishment for their enemies, and we live in the rubble they leave in their wake.
Jesus’ parable of the fig tree (Luke 13:6-9) beautifully illustrates the difference between those who live in service of their egos and those who live in service of the world. The man who owned the fig tree represents what we are like when our egos are in control. His assessment of the tree ignored the life within it and the beauty it brought into the world. He cared nothing of the shelter it gave to the birds and creatures that rested in its shade. All he was concerned about was the fruit which he could either sell for profit or enjoy for pleasure.
The gardener, on the other hand, without contradicting or judging the owner, pleads for more time. Time in which to give the tree special love and attention in the hope that it will then produce fruit.
Perhaps the biggest challenge in seeking to ‘deny ourselves’, in seeking to serve others, is to realise that our ‘I’ (ego or self) is not the point of the universe, but that it is, simultaneously, the entire universe in a single point. As William Blake so beautifully expressed it in his poem, ‘Auguries of Innocence’:
To see a world in a grain of sand And a heaven in a wild flower, Hold infinity in the palm of your hand And eternity in an hour.
Jesus’ call is to recognise the usefulness of the ego and to work to keep our egos as healthy as possible, while also learning to release the ego and connect with the bigger, Cosmic Life of which we are part and to which we are infinitely and eternally connected. When we do this, our categories, definitions, judgements, and controls are no longer necessary because we learn to recognise, appreciate, serve, and love one another as the God-created, God-imaged, and Godbeloved beings that we really are.
(With thanks to John van der Laar, ‘The Operating System of the Self - a Self(ish) reflection for Lent,’ March 13, 2025)
Helping achieve the vision of the College
Mr Tim Wiese Chair of
Council
As Chair of Council, I occasionally get asked questions along the lines of ‘what is the Council and what do you do?’ As parents and students, the main contacts with the school are through the operational side of the College, with staff who are directly responsible for delivering the academic, co-curricular and pastoral programmes of the College.
The Scotch College Council is the governing body, composed of individuals who have the requisite skills to provide guidance on strategy, governance and finance, risk management and master planning. Council appoints the Headmaster to run the operations of the College. Serving as a Councillor is a voluntary role and requires a significant commitment of time and energy to fulfill the duties in a diligent fashion. There is a requirement in the Council Charter to have no more than 15 members on Council including
at least; 1 current parent, 2 former members of the College and 1 member of the Uniting Church who is able to be elected by Council to membership of the Synod. We strive to have a diverse range of backgrounds and skills represented on Council and it is often a gap in our skills matrix that dictates the person who is sought out by the Nominations Committee for consideration. While we have a solid knowledge of the wider Scotch community, it is not exhaustive, and I will always welcome suitable persons to be put forward.
On that note, I’m pleased to announce that Ms Nicola Lynch has joined Council for 2025. Nicola is a Scotch parent and partner with PwC. With a background as a chartered accountant, Nicola now leads PwC’s Health and Education team at a national level. She will bring a wealth of experience and knowledge to Council in managing organisational risk and meeting compliance obligations across a range of industries. I look forward to working with Nicola in the years to come.
Master planning issues have been to the fore for Council over the end of 2024, and into 2025. On your return from summer break, you may have noticed the absence of M block. As announced by the Headmaster to the Scotch community in December, Council determined that the best way forward was not to refurbish M-Block, but to demolish and rebuild fit for purpose facilities in the most appropriate locations. It was not a decision made lightly. In recent times, Scotch has invested much in refurbishing iconic buildings such as the Memorial Hall, the Boatshed,
the Chapel and the Gooch Pavilion. This has enabled us to retain and enhance these buildings, keeping them fresh and fit for purpose, in a cost effective manner. For M-block, any works to freshen it up were cost prohibitive, and the end result still below Council’s expectations of what a modern teaching and administration area should be.
Council would like to thank both the boys and their families, and the staff for their patience and understanding while the rebuilding works are proceeding. Great accommodations have been made by staff as they have been unrooted and rehoused using all available spaces. Currently significant below ground works are happening, upgrading and rerouting power and other utilities prior to the commencement of building works. The redevelopment of the M block footprint will take place in two stages. First a landscaped green open space at the south end that will be much treasured by the boys, largely completed by the end of 2025. This will be followed by the construction of a senior school administration block at the north end of the space, which will include student services, parent reception, staff facilities and training areas, to be completed through 2026.
Again, I would like to pass on my thanks for the understanding of all those impacted by the works. Great efforts are being made to ensure that disruptions are minimised and that the end result will be enjoyed and appreciated by generations.
Back to the Future
Mr John Flecker Chair of Foundation
When I joined Foundation in 2013, I was also invited onto the College Masterplan Committee.
As is good practice, the College was refreshing its Masterplan concurrent with preparing its new 5 Year Strategic Plan. Near top of the priority list was the removal of M Block and the creation of a new active internal landscaped area for students and reconfiguration of staff administration. Sound familiar?
Also, as is good practice, there is continual review of Masterplan priorities to be appropriately agile as the needs of the College and broader circumstances evolve. So, we’ve seen the completion of the Middle School Building, the new Teaching and Learning Building, and the refurbishment of the heritage trifecta – the Chapel, the Gooch Pavilion and the Boat Shed. And now, going back to the future, the demolition of M Bock is also complete. Landscaping works are underway, to be followed by a new Senior School Administration Building.
Masterplanning Support
To best support the College with its master planning needs and being cognisant of the need for some agility, some years ago Foundation agreed to make available to the College a “line of credit” of $13m. This enables the College to make capital works decisions with some certainty of available external funds. It also enables Foundation to manage its investments and liquidity accordingly. Much of that line of credit has been drawn down to deliver the projects noted above and it will be fully utilised to compete the M Block and Admin Building projects.
The $13m represented approx. 33% of Foundation’s net assets at the time. With the terrific oversight of Foundation’s Investment Committee, net assets have continued to grow such that this $13m line of credit now represents closer to 25% of Foundations net assets. This provides some flexibility in how Foundation might consider supporting the College should Council determine there are additional priority works to be undertaken in line with the latest Masterplan vision and the College’s 2024-2028 Strategic Plan.
Ongoing Annual Support
As well as support for Masterplan works, Foundation also provides approximately $700,000 per annum to the College across various initiatives. This includes support for:
• staff training and development from the Brinsden and Ackland Bequests
• the Office of Philanthropy to work on growing the Alexander Society in particular
• Taigh programme for incoming boarders, run through Scotch Global
• Clontarf programme for indigenous students
• Foundation Scholarships (more than $250,000 p/a)
Foundation Operations
For those who may not have seen the Foundation article in the most recent Reporter, I’ll summarise here what makes Foundation tick:
• Performance – of our investment portfolio, to carefully grow the size of net assets over time to enable meaningful earnings to support the College’s future needs
• Governance – appropriately presiding over our assets and determining the right balance of future growth and security, against supporting current needs
• Support – of College Masterplan activities and relevant annual initiatives
Aspiration – to help the Office of Philanthropy grow the Alexander Society such that bequests become a meaningful part of Foundation’s future income to best support whatever the needs of the College may be.
Farewell
Also as outlined in Reporter, the Foundation AGM in May will be my last after 12 years on Foundation, with 8 years as Chair. It has been an absolute honour and privilege to have served Foundation and the College Council over those years. Foundation is in great shape with a terrific Board of Trustees and Investment Committee. Readers should take comfort that Foundation is in very good hands.
As I sign off on Foundation, I sign on to the Alexander Society and the journey continues. Cheers
John Flecker
Foundation Board: J Flecker, G Cleary, S Anderson, B Bartholomaeus, R Bunning, P Carter, S Jackson, M McGill, M Silbert, R Taylor [apologies to Rob Bunning who should have been listed in Reporter]
Foundation Investment Committee: M McGill, R Adler, I Anthony, B Bartholomaeus, P Carter, S Jackson, R Taylor
JMF Board: J Flecker, B Bartholomaeus, P Carter, P Davidson, S Jackson, T Lyons
JMF Investment Committee: T Lyons, M McGill, P Hammersley
Executive Officer: Ian Anthony
Executive Support: Bernadette Boisen, with special thanks for Bernadette’s support, efficiency and out of hours attendance over the years.
Some of the Scotch Clontarf boys playing ping pong in the Clontarf room
The importance of mentorship
Val Davies Captain of
School
The Year 12 leadership group has been committed to fostering stronger connections between the sub-schools this term, recognising the importance of mentorship in a student’s journey.
To that end, the College leaders have worked closely with various teachers in the sub-schools and initiated several new programmes with the Junior and Middle Schools that have been met with great enthusiasm. By encouraging these relationships from an early age, we hope to create an environment where younger boys feel comfortable seeking guidance from older students, building confidence and interpersonal skills and making their eventual transition to Senior School not only easier but also more enriching.
One of the new programmes is the Year 7/8 and Year 12 Peer Mentoring programme which has a greater focus on the transition to Senior School. The Year 11s will hopefully get involved in this programme later in the year. This is a
period of rapid growth for these adolescent boys as they encounter new experiences, many of which the older students have likely already navigated, whether in academics, sport, or social life. So, it’s an opportunity to engage in conversations and share stories, whether good or bad, in an informal setting. It’s also a great way for the Year 12 leaders to hear about what is happening in the Middle School. This programme also has an emphasis on guiding the Middle School students on leadership skills, ensuring we set and maintain the high standards that make our school thrive. In addition, we want to give the students an idea of what happens in the Senior School because time does fly, and before too long they will be moving across the road to begin their final years at the College. Another new initiative is the “Mateship Mondays” programme where Year 12 students, together with the Year 8 leaders, are assigned to various classes from pre-kindy to Year 5. Before school, on Monday mornings, the students get together and participate in a range of activities such as reading, playing board games and outdoor sports. Some of the Year 3 students have even gotten the better of the older boys in chess, which has not been well received!
We are also continuing the Year 2 and 12 programme where around sixty older boys meet with the young boys, and we get to know each other by enjoying some leisure time and a breakfast together. At our next session we will be making Spaghetti Towers in MacKellar Hall which should be a lot of fun!
Mentoring the younger students has been one of the many rewarding aspects of being School Captain, providing an opportunity to lead in a more personal and meaningful way. It’s been a pleasure walking through the different sub-schools recognising so many familiar faces and having a chance to chat with boys I’ve met through the programmes. Guiding the younger boys as they navigate school life has not only helped them build confidence but has also strengthened the older boys’ ability to lead with empathy and purpose. Watching them grow, ask questions, and develop a sense of belonging has highlighted just how meaningful these relationships are in shaping the culture of the school.
I’d like to extend my gratitude to Mr Galipo, Mr Hindle, Mr Utting, and Ms Hodges for their enthusiasm and support in co-ordinating these new opportunities. These programmes are entirely voluntary, not compulsory, yet the high level of participation has been truly encouraging. It’s a testament to the spirit of the boys, with everyone, regardless of age, coming together to support one another and strengthen the sense of unity within the College.
This programme also has an emphasis on guiding the Middle School students on leadership skills, ensuring we set and maintain the high standards that make our school thrive.
Year 12s Oscar Male and Richard Gamble
Harry Cahill at the Year 12
programme
AT SCOTCH OF IB 15 YEARSCelebrating
Mr Brendan Zani, IB Co-ordinator
IB Co-ordinator, Brendan Zani, Head of Scotch Global, Cara Fugill, Michael Scaife and Headmaster Dr Alec O'Connell
Ten pages long. That was the letter from a Council member to then Headmaster, the Reverend Andrew Syme (1998-2010). It was a polite but comprehensive set of questions interrogating the introduction of the International Baccalaureate at Scotch College.
Two hundred and thirty pages long. That was the reply from the Headmaster. Equally polite. Thorough.
The decision to undertake the International Baccalaureate, and thereafter the Diploma, had not been arrived at lightly. It involved the whole College community, from the Council to committed parents. It tested and challenged the College’s leadership and courage.
Teachers, from the classroom to mentor groups, from House Heads to Curriculum Leaders, combined to offer Scotch boys a choice few in the state had, embarking on a project never undertaken at a school of Scotch’s size or standing in Western Australia.
The project would link the College with PLC, more deeply and enduringly, and shift its horizons beyond this pocket of Western Australia to the globe.
Reflecting on the decision, Syme says: “It is probably as big as anything that Scotch has decided”.
Now, 15 years on from its first cohort, the Diploma would do what the College had done for over a century – serve its students by offering the very best opportunities available. Emerging from the fabric of what had been, it is now a vital thread in the fabric of who we are. At 15, the story of how we got here, the vision, the process, the challenges and experience, are worth telling.
The vision
“Like a lot of great decisions there’s a lot of accident and happenstance that occurs” Andrew Syme recalls.
To understand the road to the Diploma is to understand why the Primary Years Programme and the Middle Years Programme were introduced in the first place. Jan Skidmore, who would go on to become the College’s Director of Teaching & Learning, explains, “The point was to give a whole school focus to teaching and learning, that we could bring in with its principles and practices that we could align to, and that aligned to us.” The school was divided physically by Shenton Road, but functionally, was two separate schools. The International Baccalaureate – the PYP, MYP and DP, in time – sought to unify Scotch College as one.
“It wasn’t just about high academic rigour, but equally importantly to have a global perspective. There was a strong consciousness of our isolation from the world, of physical isolation, and it was designed to put students in a more global positioning.”
Jan Skidmore
Andrew insists, “We didn’t talk about it being a brave decision. We weren’t trying to make a brave decision. We were trying to make a sensible, whole of school decision, to get some consistency in our teaching and learning.”
At the heart of that vision, one that Syme shared with Council and staff early in his tenure, was learning driven by curiosity and openness, by rigour and global-mindedness, an education that would stand up to any around the world: We had in mind, that if this worked, there might be another way to think about Year 11 and 12 as different for Scotch boys.” Jan explains, “There were a group of parents who were global citizens who wanted it to be available for their sons and their daughters. This was a joint project – what would it bring as a co-ed experience, not just in debating or drama or socials, but what would it look like for the young men and young women to be learning together to be academically focused together in the same classroom.”
“ We didn’t talk about it being a brave decision. We weren’t trying to make a brave decision. We were trying to make a sensible, whole of school decision, to get some consistency in our teaching and learning.”
Andrew Syme
Blazing the trail
History enjoys protagonists, main characters who dominate the stage, upon whose shoulders rest the story.
The cast of this story, though, is more an ensemble.
The role of the Council at the time, with their time, expertise and devotion, cannot be understated. If the Headmaster had driven the initial idea, in the background was what Jan Skidmore describes as, “The most amazing set of board members I could imagine”, asking and fielding questions, stewarding the College through an enormous change. While there were supporters who saw that this opportunity was badly needed, and those who were resistant – a normal dynamic on a Council full of thoughtful people – the Council were critical in refining and driving decision-making.
“The IB programme closely resonates with the liberal arts approach of universities like Harvard. Those who have taken it, particularly at Scotch, will be far ahead of the average first year university student.”
That passion was complemented by extremely capable and committed teachers who wanted to implement the IB and make it a success.”
Richard Goyder
From the outset, the project was a joint undertaking, involving PLC as well. In recounting that history, Jan said, “We had many meetings with PLC – they had a similarly supportive administration with a focus on teaching and learning. It wasn’t just about high academic rigour, but equally importantly to have a global perspective. There was a strong consciousness of our isolation from the world, of physical isolation, and it was designed to put students in a more global positioning.”
And then there were the teachers. Jan, watching from a vantage point leading teaching at the College, pays credit to all teachers in the school at the time, the teachers who delivered the programme who “gave everything they had to make it successful, and the other teachers who were not in the programme but so supportive of the students through the House system and the other parts to make them as successful as possible. I take my hat off to them. They were an amazing bunch of people. These teachers served the school well and served the boys well.
Headwinds
The timing of introducing the Diploma was tough. The experience of Western Australia’s introduction of outcomes-based education had imposed a huge burden upon teachers. Andrew Syme conceded: “They were massive changes for the staff to get their heads around, and not unreasonably.” In that context, he notes, “There were detractors. It was sometimes very, very hot in terms of discussions, but we believed we were giving something that was totally consistent about choice, we believed that a world-class education was needed for a place like Scotch. That thing about choice was so primary.”
However, he says, “I never accepted a view of the boys of Scotch, or of the staff of Scotch, that it would be too difficult. That they weren’t up for it. I could see in that common room – we had utterly brilliant teachers who were wholeheartedly committed to the boys. If the boys and staff of Scotch College couldn’t do it, no one could do it. The Scotch clientele and teaching staff are incredibly capable people… There was a reluctance and caution but I retained unrelenting confidence in the staff.”
Richard Goyder, Chair of Council (2009-2013) acknowledges the headwinds the College faced in securing recognition of the programme, and overcoming community fears, but argues that the Council remained confident of, convinced by “Andrew’s passion for it”, and knowing “that passion was complemented by extremely capable and committed teachers who wanted to implement the IB and make it a success”.
The man charged with the responsibility of developing the programme, who still delivers the Literature course today, was Michael Scaife, described by Jan as “a mountain of a man intellectually”, at whose service she still marvels. Andrew describes him as a man “revered among the boys” and “held in high esteem in the staff room.” Michael recognises that there were challenges at the time in convincing Scotch students to embrace the demands of the course, anticipating they would truly reap the benefits in their university studies. To deliver this international curriculum with its global standards involved a huge undertaking supporting staff development, but Michael notes: “To their credit, the Scotch teachers rose to the challenge.” The final challenge, Michael says, was “to earn parental confidence that we could deliver the Diploma”, and it has been that parental confidence, and the boys’ experiences of the Diploma that Michael still delights in most richly.
Andrew, with the distance of 15 years since last taking the stage as Headmaster, declares the task of persisting with the Diploma – of being the outlier, of offering a unique choice – a challenging task that required persistence and courage: “When I left to go to Caulfield, the decision of the incoming Headmaster was going to be critical, and I’d like to pay tribute to Alec, because he remains as steadfast as I was, and a less sure head or a head who was uninterested in teaching and learning could have folded, but Alec was as resolute as I was about the Diploma”. The challenges of university admission, of a state system that was not always sympathetic to the Diploma, meant that maintaining the beachhead the Diploma had secured was a perilous task. Jan concurred: “Alec had to pick up the baton and did it beautifully. Alec was ferocious, a ferocious attack dog who got in there and got in there and got in there, and always with a smile on his face. He would just wear them down.”
Right, Ben Scott (OSC 2021), rowed for Scotch and is currently rowing stroke for Harvard’s 1st VIII where he was accepted to study Economics. He also rowed stroke for the Bronze medal-winning 2024 Australian U23 Men’s Eight.
A world of opportunities
The list of destinations since that first cohort is a roll call of the finest universities in the world. Oxford, Cambridge, Harvard, University College London, Kings College London, London School of Economics, University College London, University of Hong Kong, Wharton Business School, University of Washington, Trinity College Dublin, University of British Columbia, University of Amsterdam. In part, if the introduction of the IB Diploma was intended to foster global mindedness, it has achieved its goal.
But the benefits of the Diploma have, for many more, been more about choice. Many more have continued their studies locally, at the UWA, Curtin, Notre Dame, ANU, Sydney University, UNSW, and Melbourne University, the benefits just as relevant on our shores as abroad.
For its 329 graduates in that time, it has been a rich experience.
For Richard, who has the unique vantage point of having been Chair of Council and a father of an IB Diploma graduate – William Goyder (OSC 2015) – “The key thing about the IB Diploma is that it does what Scotch says it wants to achieve – preparing boys for life. Will’s experience is that it has given him the education and life experiences to prepare him well for tertiary education and employment. Will was able to be a school leader, debater, musician, soccer player, and perform in school productions while doing the IB and scoring highly. He loved the IB Diploma and its mature learning environment”. As a parent, there is no better outcome.
Preparing boys for life
For Drummond Orr, who completed his undergraduate studies in Melbourne and his Masters at Oxford, “The IB consistently pushed me to solve complex problems under time constraints. This ability to focus on the most critical aspects of a problem has been invaluable at university and in my career. Beyond that, the IB fosters a love of learning. The depth and exploration required over the two years encouraged intellectual curiosity that has stayed with me into adulthood”.
Ben Scott (OSC 2021), currently balancing life between rowing stroke at Harvard and completing a thesis examining how Australians’ attitudes towards immigration might be impacted by conversations with AI models, notes: “The IB programme closely resonates with the liberal arts approach of universities like Harvard. Those who have taken it, particularly at Scotch, will be far ahead of the average first year university student.
Now, looking back, Joseph Steinberg (OSC 2013), who studied at UWA and completed his PhD at Cambridge University, traces seminal moments in his development to that experience: “It teaches you to first to listen carefully, then to teach yourself when you can, and finally to ask for help when you can’t. It taught me the value of knowing the game’s rules. That was a pivotal lesson, a principle you can carry into any workplace. It also taught me a good deal of patience.”
“The IB Diploma is one of the rich educational choices the College provides, but it is not just for high-achieving students. “There is, undoubtedly, a diverse range of people with different abilities who can and do complete the IB Diploma. The IB Diploma is more accessible than many have been led to believe.”
Heath Muller
“Try everything and challenge yourself. It’s why I chose the IB and at least a part of why you should, too.”
Bailey Banfield
Bailey Banfield (OSC 2015) is currently playing for the Fremantle Dockers, whilst also working as the Club’s Sustainability Officer, and is a National Ambassador for the Starlight Children’s Foundation.
Heath Muller and Ben Scott (OSC 2021), winners of the 2020 Western Australian Debating League British Parliamentary competition. Heath represented the Western Australian High Schools while completing his Honours in Economics at The University of Western Australia.
Joseph Steinberg (OSC '12) is currently a Forrest Foundation Postdoctoral Fellow in English and Literary Studies at The University of Western Australia, having completed his PhD at Cambridge University.
They each draw attention to the elements that make up the Diploma. Drummond points to two key skills – organisation and confidence in tackling complex intellectual challenges – and explains that the Diploma required careful planning and prioritisation, skills he still relies on today.” Joseph draws particular attention to the Extended Essay: “One of the unusual things about the IB is that it invites teenagers to produce an extended piece of research. On paper, this sounds like a fool’s errand. But it is in fact the aspect of the programme that best prepares students for life at university; it demands that they rise to meet a challenge they will not have previously encountered, that they learn to sustain their attention over several thousand words”. Likewise Ben: “The research, writing, and literature review skills are not too dissimilar from what is required of a university thesis. More broadly, the critical thinking and rigorous analytical skills that are taught in the IB is what most people who fall behind in university lack, and will ultimately aid you well in future job pursuits”.
For Nick Verryn (OSC 2020), some of the most impactful parts of the Diploma were not in the classroom, but in service. He recalls with fondness his regular visits to an aged care facility, and a resident there, Bill, from whom he learned how to play backgammon: “Bill was an older man, and he was lonely. He’d often warn me that his daughter might stop by soon, so I might have to leave, but she never did. I learned backgammon, an old game I still play with friends today. I also learnt how elderly people are often forgotten in our culture and how important lessons can come from unexpected places”. The experience of the Diploma, then, was holistic.
One of the unusual things about the IB is that it invites teenagers to produce an extended piece of research. On paper, this sounds like a fool’s errand. But it is in fact the aspect of the programme that best prepares students for life at university; it demands that they rise to meet a challenge they will not have previously encountered, that they learn to sustain their attention over several thousand words.”
Jospeph Steinberg
“The IB consistently pushed me to solve complex problems under time constraints. This ability to focus on the most critical aspects of a problem has been invaluable at university and in my career. Beyond that, the IB fosters a love of learning. The depth and exploration required over the two years encouraged intellectual curiosity that has stayed with me into adulthood”.
Drummond Orr
Drummond Orr (OSC 2016) is currently an analyst with Boston Consulting Group, having completed his Master of Philosophy in Economics at Oxford University in 2023.
A community for life
As with any Scotch education, friendships sit at the heart of the learning experience. For Bailey Banfield (OSC 2015), two of his groomsmen would be boys with whom he studied the Diploma. For Heath Muller (OSC 2021), his return each year to support new Diploma students with everything from oral presentations to experiments, is reflective of what he describes as “the tight-knit community of the IB Diploma” and “the opportunity to give back for the hard work that teachers and other students did for me”.
It’s a sentiment to which Joseph can relate, a sense of camaraderie: “There was a sense, then, that we were collectively working to understand how to succeed within the system, rather than outperform each other. I learned a lot from my peers and tried to teach them what I knew.” Likewise, for Drummond, that common journey, with a shared set of challenges, lies at the heart of his fondest recollections: “The most memorable moment was celebrating with friends after our final exams. After two years of intense challenges, stress, and hard work, the sense of relief and pride we felt was incredible. Sharing that moment with friends who had been through the same journey made it even more special.”
“I didn’t find university challenging because the IB Diploma had already pushed me to a high level. While others were learning things I’d already become skilled at, I had the space to think creatively about the movies I wanted to make.
The IB Diploma gave me a big head start.”
Nick Verryn
A choice
The IB Diploma is one of the rich educational choices the College provides, but it is not just for high-achieving students. Heath insists, “There is, undoubtedly, a diverse range of people with different abilities who can and do complete the IB Diploma. The IB Diploma is more accessible than many have been led to believe.” Bailey echoes the sentiment, urging current Scotch boys: “Try everything and challenge yourself. It’s why I chose the IB and at least a part of why you should, too.”
Nick says, “The IB programme made me comfortable with being uncomfortable…every challenge I faced made the future ones easier to handle.” Reflecting on his learning experiences, he notes, “Even though I failed often, it felt better than not challenging myself at all. Each and every day felt purposeful”. Now working as a filmmaker, and having been awarded Best WA Short Film and People’s Choice at the Australian Short Film Competition, Nick is comfortable with his choice: “I didn’t find university challenging because the IB Diploma had already pushed me to a high level. While others were learning things I’d already become skilled at, I had the space to think creatively about the movies I wanted to make. The IB Diploma gave me a big head start”. Billy Turnbull (OSC 2023), who balanced the IB Diploma with state and 1st XV rugby commitments, reflects on his own choice to take the IB Diploma: “The last thing my friends expected me to do is to sign up for the IB. I found out the programme provides so many support networks and meaningful relationships to guide you through the programme, despite whatever your marks may be.” It is a sentiment echoed by Ben: “The amount of support available at Scotch is incredible, and if you sink your teeth into it you are bound to find success.” Drummond’s advice to students who might undertake the programme in the future: “Embrace the challenge, move on quickly from setbacks, and prioritise what truly matters”.
“The last thing my friends expected me to do is to sign up for the IB. I found out the programme provides so many support networks and meaningful relationships to guide you through the programme, whatever your marks may be.”
Billy Turnbull
Headmaster Dr Alec O’Connell with Billy Turnbull (OSC 2023) who balanced the IB Diploma with state and 1st XV rugby with the IB Diploma
Nick Verryn (OSC 2020) is now working as a filmmaker and has recently been awarded Best WA Short Film and People's Choice at the Australian Short Film Competition
Holistic development through
Bush School
Outdoor learning and self-directed play in nature is one of the most effective ways to support a child’s holistic development.
Research shows that nature based learning and play foster a child’s sense of wonder, ignites curiosity, and promotes active inquiry, collaboration, and environmental responsibility.
This approach is also supported by the UN Convention on the Rights of the Child, which emphasises that play is essential to a child’s development. Through our Scotch Early Years philosophy we are committed to embracing the surrounding natural landscape as an integral part of our learning programme. Through our Bush School programme, we foster children’s awareness of the interconnectedness of their world, inspire a sense of responsibility for its care and respect each child’s right to grow and develop through play in nature.
If you’ve wandered around the Scotch playing fields, you may have come across our early years children happily collaborating in student-initiated play in our outdoor, purposely built and designed, Bush School space. Here children have the freedom to explore, inquire, and interact with nature’s elements, such as insects, weather, water, mud, logs, leaves, and trees. These natural materials provide rich opportunities to develop skills and explore concepts across a wide range of disciplines including science, mathematics, technology, engineering and the arts. The possibilities for learning are endless at Bush School, driven by the students’ innate curiosity.
While at Bush School, children engage in naturally challenging, and child directed physical activities that promote fine and gross motor coordination, strength, and stamina. As they climb trees, create and fly kites, balance along logs, jump in puddles, explore movement along the water track, hunt for minibeasts, and build cubbies together, the children are developing physically as well as socially, cognitively and emotionally.
Dr S. Denaene’s neuroscience research, (based upon the four pillars of learning) supports the idea that active engagement enhances learning. According to Dr Denaene, children learn best when they are actively involved in questioning, experimenting, and engaging with hands-on experiences. Our Scotch Bush School provides the perfect environment for this type of active learning, nurturing curiosity and engagement. Taking children outdoors allows our youngest students to learn at their own pace. Bush School sessions are designed to offer provocations that build on children’s interests, enabling them to expand their understanding, skills, and curiosity over time. The Bush School environment, which acts as a “third teacher,” provides engaging, authentic learning opportunities. Additionally, the calming effects of nature help children regulate their emotions, build resilience, and develop social skills all under the watchful eye of our trained Nature School teacher Mrs Anna Clancy.
Nature-based learning and play at Bush School naturally fosters meaningful interactions between children and their peers, educators, and the environment. As children explore together, they collaborate, problem-solve, and strengthen emotional bonds. They also develop an appreciation for the natural world, its animals, and a shared responsibility for the environment and community.
Both the International Baccalaureate and Scotch’s Early Years Philosophy, supported by current research, emphasise the importance of outdoor exploration, and play in learning. Our outdoor Bush School space offers the ideal setting to enable our children to engage in hands-on, sensory-driven experiences that cultivate lifelong learners, provoke inquisitive minds and develop a deep connection to the natural world around them.
Bush School Saturday
Once a year, Bush School Saturday is opened up to the wider community, inviting families to experience the wonder of outdoor learning at our Early Learning Centre and Bush School facilities. This special morning is designed to showcase the beauty and benefits of naturebased education, allowing children and their families to immerse themselves in hands-on activities. Families have the opportunity to witness firsthand the ways in which nature supports early childhood development. Our teachers guide activities, and share insights into our unique approach to learning through play and discovery in nature. Whether families are current members of our school community or are visiting for the first time, this event provides a welcoming and enriching experience for all, reinforcing the vital role that nature plays in early education.
Ms Anna Clancy (Early Years Bush School Specialist) and Ms Racquel Cummings (ELC Coordinator)
Growing future leaders: Year 12 and Year 8 role models
Mrs Amanda Ritchie, Deputy Head of Junior School - Pastoral Care
As part of the 2024–2028 Scotch Strategic Plan, under the pillar of Student Growth and Experience, one of our key objectives is to “develop a student mentor programme to support Junior, Middle, and Senior School students.”
This objective taps into the advantage of being a Pre-Kindergarten to Year 12 school. For our Junior School students, the impact of mentorship from Middle and Senior School students is both immediate and profound. The younger students gain inspiration as they see themselves reflected in the older boys, who share their experiences, insights, and challenges from their own journeys through school.
The first opportunity for such mentorship in the Junior School is the Year 5 Leadership Day, an event where Year 12 students dedicate time to impart their wisdom and guidance. This significant occasion allows our Year 5 cohort to reflect on the concept of leadership, explore different leadership styles, and learn the value of collaboration in achieving common goals.
The day began with the Year 5 students observing the Senior School Marching, an impressive tradition. This year, they had the special privilege of marching past the Pipe Band, a highlight for many. Following this,
Year 12 leaders, including House Captains and School Leaders, engaged with the Year 5 students in discussions about their own journeys through the College. They shared their initial experiences, the challenges they encountered, and their perspectives on leadership.
Throughout the day, students participated in engaging group activities, including the ping pong ball and pipes challenge and tunnel ball. While various team-building exercises were offered later in the day, the overwhelming response from Year 5 students was that the most memorable aspect of the event was the opportunity to connect with and learn from the Year 12 leaders.
During a recent Junior School assembly, Service Captain Seb Carmichael further reinforced this connection by sharing photos of himself as a Junior School Year 5 House Leader. He spoke fondly of his Junior school experiences, allowing the younger students to see a tangible link between their current roles and future leadership opportunities within the School.
Monday mornings have long been a cherished time in the Junior School, as Year 12 students visit to engage with younger students before the school week begins. This year, the programme has expanded under the leadership of School Captain Val Davies and other school leaders. In addition to the Year 12 students, Middle School Year
The younger students gain inspiration as they see themselves reflected in the older boys, who share their experiences, insights, and challenges.
8 leaders now visit the Junior School each Monday morning. This initiative pairs a Year 12 leader with a Year 8 leader, allowing them to engage with Junior School students in classrooms and playgrounds. Activities range from reading together, playing mathematics games, helping younger students organise themselves for the day to engaging in recreational games such as handball and table tennis.
These informal interactions foster meaningful conversations and strengthen connections between the Junior, Middle, and Senior Schools. Over the weeks, Junior School staff have observed younger students becoming more comfortable and open with their mentors, leading to valuable discussions. Simultaneously, Year 8 leaders are developing their confidence as they support and guide the younger students, ensuring they begin their week on a positive note.
This mentorship initiative exemplifies the Scotch College spirit, fostering leadership, camaraderie, and a strong sense of community across all year levels.
Do something for the camp before you do something for yourself
Mr James Hindle, Head of Middle School
Each stage of life holds its challenges, as well as its joys. The ages of 11 through to 14 are particularly tricky to navigate and this is a key driver for our Middle School existing. We know that our boys experience physical changes, and the same hormones that cause their physical growth also cause them (and us!) to experience a new mix of emotions, which can be compounded by new and more complicated social situations and the changes in relationships they may face.
When we add an uncertain and changeable global environment to school (for some, a new school) and technology, this is a lot for our young people to process at this stage of their lives. None of this is to make excuses for them, but simply to remind ourselves that we need to be there to support them as they make their way in this rapidly changing world.
In my comments to the Year 7s and their parents at the start of Welcome Week, I used three analogies to explain what we are trying to do in Middle School in relation to developing each young man’s character. The first was comparing character to concrete: at the moment, our young men are a work in progress – they are under construction. Their character is the wet concrete that has been poured in their younger years and now we need to work on shaping it before it sets. If we can help them to get this right, it will provide an excellent foundation upon which to build a good life.
The longer we wait, the harder it is to shape. But then I thought that concrete is not sufficiently flexible (or living!) to explain how character develops; after all, it evolves throughout a life. So I thought that something living – such as a vine – would be better. Middle School is the time for us to be tending the soil in which it is growing, and pruning the branches and bits that are going to prevent that vine from being as productive as it could be (a similar pruning process to the one occurring in their brains at this age). We can begin training the rest into the shape they want to be, so that they can harvest the fruit in years to come.
But perhaps the best metaphor I have heard is of a boat. What our boys need is for us –teachers and parents – to shift from being the lifeboat to being lighthouses and safe harbours. The boys – young men – have to learn to sail their boat, preferably while things are still relatively calm and then, as conditions get increasingly rough. We need to provide support and guidance to them (from outside the boat), so that when storms hit, and we are not there, they are able to navigate in relative comfort, or find their way to a safe harbour.
At our first assembly, I set the boys four challenges designed to strengthen their individual and collective character:
Each of us has a responsibility to help the people around us. Each of us has a responsibility to make sure that others feel valued.
• To notice more
• To speak up if you or someone else is struggling
• To always use good manners –and always be kind
• To work harder and go further
I also shared a quote, which I believe is from a former Scotch dad who spent a lot of his time with his then-Middle School-aged son, teaching him how to be a decent man:
“Do something for the camp before you do something for yourself.”
Each of us has a responsibility to help the people around us. Each of us has a responsibility to make sure that others feel valued. In thinking more about the camp and those in it, we spend a little less time thinking about ourselves. I am convinced that this is the pathway to stronger communities and healthier individuals because it adds a dimension which has diminished in recent years, namely the recognition that other people matter as much as we do. My hope is that this attitude will continue to guide and shape our Middle School in the years to come.
Teaching and Learning
Year 7 Welcome Week
Ms Amanda Marocchi, Deputy Head of Middle School - Pastoral Care
As we embarked on the 2025 school year, the Middle School buzzed with energy and excitement. The sense of community and engagement was palpable as soon as we returned to campus.
Welcomes and greetings are essential to any community, so we kicked off the new academic year with ‘Welcome Week’ for our Year 7 cohort. This special week was pivotal as we embraced over 100 new students into our community. Our ‘old’ Year 6 students eagerly welcomed their new peers, helping them settle into the Middle School environment. Welcome Week offered numerous opportunities for our young men to connect with peers, build new friendships, and create a strong sense of camaraderie. It was designed to help them understand the College’s expectations for learning, behaviour, and participation, as well as establish effective routines at school and home to become successful learners. Additionally, the week introduced them to all
aspects of campus life, from school facilities to timetables, classroom locations, and the ever-important middle school canteen.
The Scotch College Pipes and Drums, a cherished symbol of our Scottish heritage, holds a special place in our community. The band’s vibrant presence at school events is always a highlight and was evident as we introduced the new tradition of piping the Year 7 cohort up the hill from the Gooch Pavilion. This Piping Ceremony, a symbolic gesture of recognition and honour, marked the arrival of our new students. When the Class of 2030 bids farewell to Scotch College at the College March Out in Year 12, they will be piped out for the very last time. It was only fitting to welcome and celebrate our Year 7 students by piping them into Middle School. This special moment was enjoyed by students, staff, and many proud parents. As a school, these rites of passage are not accidental, but actively built into our students’ journey through school.
While the week provided ample time for students to settle into College life, Thursday
brought an exciting trip to Earn Haliday for interactive team-building games. These activities allowed students to develop communication skills, collaborate effectively, and build trust with one another, strengthening their sense of community and boosting their confidence in their relationships and overall learning experience.
Welcome Week concluded with our Year 7 cohort heading off on Friday afternoon for their first PSA fixtures against Christ Church. The hallways were filled with excitement and nerves, and as the boys departed to load onto the buses, numerous articles of clothing were left behind in the hallways. Despite the growing lost property collection, the anticipation, energy, and smiles beaming from the boys’ faces indicated that their first week of Year 7 was a resounding success!
Throughout 2025 and beyond our boys, and young men will get the chance to participate in numerous formal and informal rites of passages as we help them to navigate their schooling and personal journey while at Scotch.
Thomas Cooke, Aiden Brennan, Elliot Webel, Charlie Sewell, George Croot
Zachary Taylor, Jarvis Karlson, Jeremy Wates, Oscar Alder, James Moore
Angus MacKinnon, Frank Bacich- Hearn and friends
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.
Year 7 creative writing enrichment workshops
Do you ever sit in a quiet room, letting your mind wander, imagining and writing the stories of your dreams?
Any topic, any genre—embracing your creativity. If this sounds like you, the Year 7 Creative Writing Enrichment Workshops held on Thursday mornings before school this term was the perfect opportunity to bring those dreams to life.
We tackled the challenge of creating a 600-word story, which really tested our skills. Along the way Dr Weeda from the Senior School encouraged us to explore the complex juggling of narrative techniques, a variety of language choices, and the balance between aesthetics and ideas. We learned to create authentic characters, use vivid imagery, and master direct speech. We also made sure our stories had a clear orientation and direction from the start.
It was challenging but truly interesting, and we gained so much from the journey. I’d really like to thank Dr Weeda for running these workshops and teaching us so much. For me, as a new student at Scotch, it was a fascinating experience and a great way to meet like-minded boys. If you would like to read our work, go to the 2025 Summer Edition of the Middle School Ravenhttps://home.scotch.wa.edu.au/theraven/ Felix Moler, Year 7
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
School have undertaken this term.
Youth Steering Committee
The Youth Steering Committee is a group of young people aged 12 to 25. They come from every state and territory. They represent the diversity of Australian communities.
The committee works with the Office for Youth and the Minister for Youth, the Hon Dr Anne Aly MP to deliver “Engage!” which is the Australian Government’s vision to ensure all young people across the country can have a say on issues that impact them.
As a member, I provide advice to government on a range of policies and programs that impact young people.
I’ve really enjoyed my commitments to the Youth Steering Committee and have grown my confidence as a leader. I now feel empowered to contribute to government decision-making by collaborating with likeminded people who all value each other’s unique contributions.
Ruben Ragnauth, Year 9
Have Sum Fun
Have Sum Fun is a compelling maths tournament, which challenges enthusiastic mathematicians from across WA, to tackle rigorous maths problems. The atmosphere on the night is always lively and exciting, with teams all sitting in a room at a group desk, members discussing their distinct methods of solving certain questions. At the end of each round, the scores are almost instantly released, and the host announces the answers, keeping everyone on edge, and in anticipation. I find that Have Sum Fun is a superb competition which fuses both collaboration and competitiveness, with math.
Striking a chord: celebrating our Year 3 strings programme
Mr Scott Loveday, Head of Performing Arts
Music has the power to inspire, uplift, and transform young minds.
At Scotch, every Year 3 student embarks on a musical journey by learning the violin, viola, cello, or double bass as part of our innovative year three music curriculum, embedded within the International Baccalaureate PYP. Through weekly lessons and fortnightly group rehearsals, students not only build musical proficiency on their instrument, but they develop essential life skills such as patience, teamwork, and perseverance. The programme also serves as a stepping stone for students who wish to pursue further musical studies, offering every boy equitable access to a technical and artistic grounding. Ensuring that every student has access to a quality
string education levels the playing field, regardless of background. We hope that through their learning experience, boys will develop confidence and a sense of achievement that results in a strong desire for them to continue to play in orchestras and advanced ensembles well beyond their junior school years. Research has shown that learning a string instrument strengthens memory, concentration, and problem-solving abilities.
Behind this enriching experience is a team of passionate, talented and highly skilled music educators dedicated to nurturing the next generation of musicians.
Our Year 3 strings programme musicians, many sporting coloured hair following their participation at the World’s Greatest Shave.
Mr Wright has just on ten years teaching experience, in both primary and secondary school contexts. Mr Wright studied through the Gifted and Talented (GATE) music education programme at Churchlands Senior High School, then completed his undergraduate degree in Music, with a composition focus, at the University of Western Australia. It was while studying at UWA that Mr Wright became aware that a career in teaching and music tuition would be highly fulfilling and rewarding. Early in his career, the West Australian Symphony Orchestra realised Mr Wright’s potential to make a difference, and he was appointed to oversee the WASO Crescendo programme at schools in Kwinana and the surrounding suburbs. A partnership between WASO and the Department of Education saw Mr Wright teaching up to 180 students per week as well as organising concerts, in house performances and forming ensembles. This was often done on a shoestring budget, with limited resources. Mr Wright says he has enjoyed engaging with the year three boys this year, as their enthusiasm for playing and excitement for music classes is often on display at high levels.
“Many of the students have a desire to achieve quickly, which is brilliant.”
Ms Julia Watson Violinist, Music Tutor. BMus(Hons), MMus.
As a young student growing up in Albany, Ms Watson recounts “there was no string programme, and I had no music friends”. Limited opportunities at both her primary and high schools saw Ms Watson pursue her musical study privately, thanks to a supportive family. Following high school Ms Watson completed her undergraduate study at the University of Western Australia, before choosing to pursue a Masters through research at the West Australian Academy of Performing Arts (WAAPA). Ms Watson’s musical experience and immersion has considerable breadth. One night she’s playing with the Perth Symphony, the next with gypsy fusion rockers Joe Black trio. Then on any given weekend, you might find Ms Watson playing a tango with Zigatango, or maybe some electro-swing with Ensemble Formidable. Ms Watson is always keen to remind her students that her musical skill has allowed her to travel all over the world, touring and performing in almost every continent. It’s something she credits with engaging her passion for music from other cultures and how that can be infused with western art music or contemporary music.
Miss Ami Foss
Violist, Music Tutor. BMus.
Here’s something our readers won’t know: Miss Foss was once a very talented dancer. That was, until a permanent injury ended her plan to pursue a dance related career. Miss Foss’ other love was music, so she embarked upon a path to studying her undergraduate degree in music at WAAPA, with a major in Viola performance. Miss Foss’ career to date has seen her in demand as a freelance musician in various musical contexts in the West Australian scene. Her skillset has seen Miss Foss playing everything from orchestral music, to jazz, fusion and in a variety of different chamber music settings. Alongside her work at Scotch, Miss Foss also teaches and accompanies students at St. Brigids College in Lesmurdie.
Dr. Noeleen Wright Cellist, Music Tutor. BMus(hons), DMA
One of the longest serving members of staff in our music faculty, Dr Wright (no relation to Mr Griffin Wright) is one of the most highly regarded cellists in the Australian music landscape. If our readers have seen a concert programme from the West Australian Symphony Orchestra (WASO), Perth Symphony (PSO), Australian Baroque, West Australian Opera, St Georges Cathedral or Government House, then it’s likely Dr. Wright’s name has featured. With a career spanning several decades, Dr Wright is in demand as a musician and educator, recording artist (with several prominent recordings) and expert on all things strings. Dr Wright is currently an examiner with the Australian Music Examinations Board and School Curriculum and Standards Authority.
Mr. Giovanni Vinci Double Bassist, Music Tutor. BMus(hons)
The youngest of five siblings, Mr Vinci’s parents saw the value, rewards and benefits afforded by a music education. Two of his brothers played piano, his sister the flute and another brother the flute, oboe and saxophone. Mr Vinci’s first instrument was the cello, which he played throughout primary school. He cites the seed of his interest: “I went to a couple of WASO concerts; the musicians were sitting down with these large string instruments and I thought that was pretty cool”.
Upon entering his secondary studies at Newman College, Mr Vinci was fortunate to be awarded a scholarship through the West Australian Youth Orchestra, who were seeking to increase the number of young double bassists. With his high school not having a dedicated string programme, Mr Vinci also took up the trumpet so he could participate in bands. Post secondary school, Mr Vinci studied his undergraduate degree majoring in double bass performance at WAAPA. “I always knew I wanted to be an orchestral musician; I love the communal aspects of playing music together, as a collective group on stage.
Three years of intensive performance based at the Australian National Academy of Music in Melbourne was enough to hone Mr Vinci’s skill such that he was offered a one year contract for orchestral work with the West Australian Symphony Orchestra in 2022. In 2023, following an audition process, Mr Vinci was appointed to the orchestra full time as a member of the double bass section.
The impact of our string programme
All our dedicated faculty members work tirelessly to provide students with an enriching musical foundation.
As the year unfolds, we look forward to seeing our young musicians grow in confidence and skill, guided by our exceptional faculty. Whether performing in their first concert or simply discovering the joy of making music, our students benefit immensely from the expertise and enthusiasm of their teachers.
We invite the wider Scotch community to celebrate and support the wonderful work of our string faculty. Stay tuned for upcoming performances, and witness firsthand the progress of our young musicians.
WHAT’S NEW IN THE WORLD OF CREATIVE AND PERFORMING ARTS?
Elephant/Man
Rehearsals for this year’s Year 11/12 production of Elephant/ Man are in full swing. Students from Scotch and PLC are sharpening a range of skills, including multi-rolling, movement, mime, and accent work, as they dive into various European accents to bring the story to life. We are also thrilled to explore a site-specific space, bringing the production “under the big top,” adding a unique dimension to the experience. Elephant/ Man explores the profound relationship between Joseph Merrick and Frederick Treves, emphasising the deep connection that can flourish even in the darkest of times. The play showcases Merrick’s inspiring journey, highlighting his strength and resilience as he empowers the celebration of diversity and challenges societal perceptions. This play encourages us all to reflect thoughtfully on how disability is represented in the Arts. It serves as a powerful reminder of how theatre can honour and celebrate the richness and diversity of human experience.
Performing Arts Perspectives
To be among the chosen few to tread the boards of His Majesty’s Theatre, a stage graced by many famous actors, is a rare and magical thing. This honour was recently bestowed on OSC (2024) Archie Gilchrist for achieving outstanding results in his ATAR Drama Practical exam, then successfully navigating a competitive audition process to perform at the 29th Performing Arts Perspectives, an event that celebrates excellence in dance, drama, and music. Each year, Scotch College students attend with the promise of being entertained and inspired by the diverse showcase of performances. Archie captivated audiences with an emotionally charged contemporary interpretation of Shakespeare’s self-proclaimed villain, Richard III. In this moving performance, Archie transcended the traditional embodiment of the archetypal villain, instead, exploring the psychology of Richard’s evil by drilling deep into the soul of a man who spent his lifetime being marginalised for his physical appearance. Evidently, countless hours of preparation and rehearsal was invested to execute this challenging role so successfully. Congratulations to Archie for his exceptional performance.
Hospitality and graphic design collaboration for Scotch Café logo
In 2024, the Scotch Café was relaunched with a new logo, the product of an exciting collaboration between Hospitality and Graphic Design. This unique opportunity saw the ATAR Year 11 Graphic Design class develop a series of original design concepts for the Scotch Café. After many weeks, the final proposals were submitted and after careful consideration by staff and students, Darcy Gifford’s creative hand drawn original cappuccino swirl motif was chosen and is currently featured in the Café Window Decal, Cup Stickers, Loyalty cards, menus, banners, and other merchandise. The Scotch Café, run by Hospitality students is becoming a popular stop for staff, students and parents welcoming a fresh brew in their morning routine. Congratulations to Darcy and to the hospitality team’s ongoing service. Please pop in for a coffee and some fresh baked treats and keep your eye open for further Scotch Café Design Developments.
John Adams Artist in Residence
In the Spring Term of 2024, the Visual Arts Department had the honour of hosting John Adams, a South African artist who specialises in expressive portraits and stunning landscapes. During their time as an artist-in-residence, John led a series of engaging workshops with the Year 12 Visual Art ATAR and General students, inspiring creativity and fostering artistic expression. The residency provided students with the unique opportunity to work closely with a professional artist, learning new techniques and exploring different mediums, as well as presenting them with new perspectives. John worked closely with a handful of students demonstrating the skill of painting, allowing them to experiment and push their creative boundaries. This allowed students to not only to enhance their technical skills but also to encourage self-expression and critical thinking. about and underrepresented in society for being out-of-date.
Media Club Capturing life at Scotch College
Media Club is a team of creative Year 10 students who produce digital content for our school community. This involves filming interviews, school events, and producing content for assemblies and special projects. On Friday afternoons the Media Club crew are out and about taking photos of Community Service activities, planning projects, or building their technical skills. Recently the crew interviewed 2024 OSCs about their experiences in the ATAR, VET, or IB pathways for the Scotch website. The boys work with teachers and industry professionals to learn techniques in filming, editing, and podcasting, and are mentored by the Year 12 student leaders to work collaboratively within a creative team. The goal? To capture, share, and document key moments in school life for current and future families. The benefits? Media Club members gain hands-on experience in digital media production and develop storytelling skills that can be used in all aspects of life.
Mindfulness and art
Mindfulness in Visual Art is a clear focus for our students. Engaging in artistic creations helps us focus on the present, often in a meditative state that helps us be more self-aware and reduce external stress. Noah McCreery Graduate from 2024 became very well practiced in this state of mind, focusing on his creative works, controlling his thoughts whilst developing his pieces whether it be an oil painting or throwing a clay pot on the wheel. Enjoying this mindful creative head space so much Noah used this skill to his advantage. Borrowing a pottery wheel in the July holidays to take home to his farm in Kalannie, Noah made many refined pots, which helped to balance his study regime. He also came into the ceramic studio after his ATAR Mock Exams to settle his mind and create more pots on the wheel. We would like to encourage our students to use creative outlets as not only an authentic expression of who they are but a life skill that they can use beyond school as well, whether it be sketches in a journal or modelling clay from a creek or dam, it’s all beneficial. Congratulations once again to Noah and his impressive body of work.
Round Square: Building global citizens through service and leadership
Round Square is a global network of over 200 schools across six continents, united by a shared commitment to fostering well-rounded, socially responsible, and globally minded individuals.
Established in 1966, Round Square promotes an educational philosophy that extends beyond academic achievement, encouraging students to engage with the world in a holistic and meaningful way. The network is centred around six core principles known as the “Round Square IDEALS”: Internationalism, Democracy, Environmentalism, Adventure, Leadership, and Service.
These principles provide the foundation for the various programmes and initiatives that Round Square schools offer, inspiring students to develop essential life skills and become engaged global citizens. At Scotch College, our Round Square affiliation means that our students are encouraged to embrace these values in all aspects of school life.
Service is a core principle of the Round Square network, and our students are consistently involved in service-related initiatives that benefit local communities. The Year 10 Service and Citizenship programme is one of the key ways students give back. Through this programme, students engage in a variety of community service activities, such as volunteering at local charities, organising fundraising events, and participating in environmental sustainability projects. These service activities not only
allow students to make a positive impact but also help them develop valuable leadership and teamwork skills.
Additionally, the Round Square Middle School Service Club is a student-led initiative that plans and implements local service activities. The club’s projects, such as food drives, environmental clean-ups, and social outreach programmes, embody the Round Square principle of Service. By taking part in these activities, students gain a strong sense of responsibility and empathy, reinforcing the importance of giving back to their community and the world.
Scotch College’s Round Square programme plays a pivotal role in shaping the character and values of its students.
Through international and domestic exchanges, community service projects, and leadership development, we embrace the Round Square principles of Service, Leadership, and Global Citizenship.
These transformative experiences enhance our students’ educational journeys and equip them with the skills, insights, and compassion they need to make a meaningful impact both locally and globally. By embracing the Round Square ethos and activities, we are helping our young men become responsible, empathetic leaders who will be ready to contribute positively to society.
Wade Wingfield, Round Square and Service Co-ordinator
One of the many Year 10 Community Service initiatives sees boys helping elderly members of the community with their gardens
Middle School boys collecting donations for Uniting Church
The importance of compassion and selflessness
Sebastian Carmichael, Vice Captain of School (Service)
The start of the 2024/2025 academic year has been nothing short of action-packed!
The school calendar has been filled with many different service traditions and initiatives, including Boardies Day, the Uniting Food Appeal, and the World’s Greatest Shave. These events have provided an opportunity for students to give back to the community and make a meaningful difference in the lives of others.
Our first major event was the Scotch College annual Boardies Day, held on 28 November. This day was dedicated to raising awareness and funds for the thousands of surf lifesavers who keep our beaches safe over summer. Every year, these unsung heroes complete over 61,000 preventable actions, ensuring the safety of swimmers, surfers and beachgoers across the country. To show our appreciation, students from all three sub-schools dressed up in their most vibrant and funky board shorts, bringing colour and enthusiasm to the cause. Through donations and participation, Scotch College contributed to supporting the vital work of surf lifesavers, recognising their role in protecting Australian beaches.
Throughout Spring Term, our School also participated in the annual Christmas Food Appeal, demonstrating the power of generosity and community spirit. Each House came together to collect non-perishable food items, which were then donated to families struggling with the rising cost of living.
Christmas can be a particularly stressful time for families facing financial hardship, as the combination of presents, food and everyday expenses can become overwhelming. By working alongside the Uniting Church, we aimed to ease this burden and ensure that families in need could experience the joy of the festive season. It was inspiring to witness the entire community come together, demonstrating the importance of compassion and selflessness during a time of giving. Summer Term was here in the blink of an eye and before we knew it, the World’s Greatest Shave was approaching. Every year, the College raises funds for the Leukaemia Foundation in order to support critical research, ensure patient care and assist families with the financial burden of hospitalisation. There is a strong tradition of the leaders in each sub-school shaving their heads to show solidarity to those battling Leukaemia, and this year was no different. We had over 170 Year 12s partake in the event, as well as over 20 Year 8 leaders.
The World’s Greatest Shave is a special event which embodies the spirit of courage, selflessness and unity within our school community. The sight of students, and even some teachers, shaving their heads or colouring their hair was a powerful reminder of the impact we can have when we come together for a cause greater than ourselves. The overwhelming generosity displayed through donations and sponsorships was nothing short of inspiring, with the school raising over $110,000 so far.
“By working alongside the Uniting Church, we aimed to ease this burden and ensure that families in need could experience the joy of the festive season.”
As we look ahead to the rest of the academic year, these initiatives remind us of the importance of giving back, standing in solidarity with those in need, and using our collective strength to create meaningful change. The service traditions at Scotch College are not just events on a calendar; they are a testament to the compassion and integrity of the students. With each initiative, we continue to foster a culture of generosity and support – one that will remain with us long after we graduate.
Year 12s Seb Carmichael, Stewart Lough, Charlie Banfield and Marc Ricciardello after the World’s Greatest Shave
Year 12s Cambell Johnston and Charlie Banfield with their Junior School buddies before World's Greatest Shave
Leaving their mark: educating our community through visual storytelling
In 2024, Indigenous students Dallas Gray, Harlem Bennell, Heath Hansen, and Tom Wailu, now in Year 9, collaborated with Whadjuk Ballardong Noongar artist Amy McGuire to create a mural that shares their cultural identity and Scotch College Middle School experience.
More than just a piece of art, the mural serves as a powerful form of storytelling, inspiring conversations and fostering a sense of belonging for future Indigenous students.
At the heart of the mural is a crest, symbolising the school as a meeting place and a home to many young men. Surrounding it are the four students, represented by their family totem, each connected through their Scotch College Education.
• Dallas Gray’s (East Kimberley – Bardi/ Djawi/Nyul Nyul/Jabirrjabirr) totem, the Barramundi (Namarnkrol), symbolises survival and resilience.
• Harlem Bennell’s (Ndadju/Ballardong/ Whadjuk) totem, the Willy Wagtail (DjitiDjiti), representative of the ‘news teller’ –a sign of good or bad news.
• Heath Hansen (Pilbara – Bardi Jaawi/ Yawuru/Ballardong) is represented by the Turtle (Goorlil) – a symbol of patience, protection, and a connection to nature.
• Tom Wailu’s (Toreres Strait Islander/ Murray Island) totem is also the Turtle (Nam). He is part of the Duareb tribe, and his language group is Meriam Mer. Torres Strait is home to six of the world’s seven turtle species. Throughout the Torres Strait, the Turtle is respected and regarded as a mother (ama).
The totems are surrounded by their peers, who travel alongside them, each connected by shared experiences within the Middle School community. Radiating outward, the pathways represent the teachers, staff, parents, and wider community who have guided, educated, and supported the students throughout their Middle School journey.
Beyond its visual impact, the mural is a lasting representation of respect, identity, and cultural appreciation. It highlights both individual and shared experiences within the Scotch community, deepening the school’s commitment to inclusivity and understanding.
Reflecting on the project, Amy McGuire and the students emphasised the importance of educating both Indigenous and nonIndigenous young people. By understanding the history, culture, and identity of First Nations peoples, we can foster “a more loving, harmonious, and understanding” community.
More than a decoration, this mural stands as a symbol of unity and heritage, a testament to the power of storytelling in strengthening connections. Its message will resonate long after the paint has dried, encouraging respect, fostering pride, and shaping a culturally aware and accepting community for generations of Scotch boys to come.
Scotch Café
The Scotch Café, run by the Year 11 and 12 Certificate II Hospitality students is growing from strength to strength. If you have been down there recently to taste their new addition of Portuguese Tarts and Sticky Date New York Baked Cheesecake with Caramel Crunch, you’ll know what we’re talking about! Scotch Café has also been working on developing its image and brand and now offers loyalty cards, vouchers as well as taking orders with delivery and pick-up options available! Simply text your order to 0484 128 334 with your name and pick-up time and get ready to enjoy your favourite treats! Get down to the Food Design Room and find out for yourselves!
The Pipe Band Parent Support Group is just as active as the Band itself! If they’re not helping chauffeur students around to practices and performances, they’re either organising the hottest banquet in town, or raising funds via Manure Drives or Christmas sales. They now have another collection which they are proud to share and this time, it’s for your beloved pet!
Check out these wonderful dog jumpers with knitted basket weave stitch and a crafted hole for collar/harness leads worn underneath. Warm and cosy! On sale from the Uniform Shop. All sales support the Pipe Band.
Building community spirit through action
The Year 3 classes immersed themselves in a unit of inquiry that examined how being part of a community provides security and strength, whilst also developing mutual respect for others.
We looked at other cultures and communities around the world, researched the advantages and disadvantages of belonging to a community, and learned what happens when rules and regulations are non-existent or ignored.
The boys recognised the power of a united community and the need for them to accept responsibility and take action to maintain and develop it. They brainstormed ways that they could reach out to others and make a positive impact on their lives.
One of their ideas was to set up a Street Library and place it on the boundary wall next to Lake Claremont so that they could offer free books to anyone that passed by. Our wonderful school library has eagerly offered to assist with supplies and the boys designed the images that adorn our Scotch Street Library.
Look out for this new attraction in the coming weeks and please make sure to use the library. It is for everyone who belongs to our wonderful local community, and we are proud to take positive action to keep it happy, strong and thriving.
Year 11s Matthew Lough, Digby Lefroy, Olivier Fielke
Popcorn looking warm and elegant in the new dog jumper
PSA Summer sports: Effort, heart and persistence
Mr David Gault, Head of Sport
Another PSA summer sport season has come to a close.
The first title that was up for grabs was the PSA Swimming Inter on March 13. Having won the last two Inters, our squad went into the event with high hopes. Despite some good early performances, it was evident that Christ Church had improved significantly from the year before. The night became a race in three, with CCGS, Hale and Scotch consistently placed top three in most events.
Ultimately, Christ Church proved too strong on the night, with Scotch placing second and Hale third. While there was a sense of disappointment initially, analysis of results showed most boys swam PBs or close to, and ultimately the best school won on the night. Planning has begun to go one better next year.
Our 1st water polo team finished the season in second place, with Christ Church winning the Dickinson Shield. Both our matches with Christ Church were tight, but unfortunately, they held us out on both occasions. After a draw with Aquinas in Term 4, our boys finished with a strong 12-6 win against them in the final round to ensure an outright second placing, our best finish in recent seasons.
The Head of the River event saw Scotch finish fourth in the Hamer Cup for overall points, with two wins on the day to the 9D Quad and the 10A VIII, who were impressive
with a comprehensive win that gives a great insight to future 1st VIII crews in coming years. Trinity and Christ Church shared the Hamer Cup trophy. In the 1st VIII Head of the River race, Scotch came in fifth. Christ Church were the overall winners, followed by Guildford, with very little separating Hale, Trinity and Scotch in the race for third.
Our 1st V basketball team finished fourth this season with a 5-7 record. Hale went undefeated to win the Blackwood Trophy, and a couple of narrow losses, including some in overtime, prevented us finishing higher up. With many boys returning next season, and other schools losing strong Year 12 cohorts, hopes are high for next year.
In a very tight cricket competition this year, Hale won the Darlot Cup narrowly beating Wesley, with Christ Church, Aquinas and Scotch following. Like last year, our team will rue some missed opportunities at crucial times in games against sides who finished above us which ultimately prevented us challenging for top spot.
It was a season of improvement for our 1st Volleyball team. In the closest competition in many years, Trinity, Aquinas and Hale all shared the Br Carrigg Shield with ten wins and two losses. For our team, we lost in five sets to Trinity and took a set off Hale for the first time in many years. With the bulk of the squad returning next year, there will be a strong push to try and claim the volleyball title for the very first time.
Our young 1st VIII Tennis team showed plenty of improvement as the season went on, and pleasingly had stronger results in Term 1 than they did in Term 4 to highlight this improvement. Like volleyball, most of the team will return next season and will look to build on the progress made this year.
As we go to print, our Sailing competition squad will continues to train as they look to try and win the State Championships over the Easter school holidays.
Our Year 12 boys are to be congratulated for the leadership they showed during the season, particularly in many of our 1st teams where they were surrounded with very young squads.
Our thanks also to all the coaches and managers who gave up their time to ensure weekly fixtures were able to take place. Our programme simply cannot run without you, and we are grateful for all that you contribute.
Winter sport training has begun for some teams and will continue over the next two weeks before the school holidays, and all year 6-12 boys will compete in the Middle and Senior School House Cross Country events on Monday March 31, which will round out a very busy Term 1.
Thanks again to all involved.
ROWING LEGACY CARRYING FORWARD THE
Ms Elinor Scott, Rowing Coordinator
This year, the Scotch College boat shed gathered for a whole shed photo—a tradition last undertaken in 2014 to commemorate the shed’s 110th anniversary. That historic image captured boys from Years 7–12 and staff standing on the pontoon of the original shed, taken from the fly deck of a boat.
A decade later, this year’s photograph was taken from a drone, providing a stunning perspective that encapsulated not only the current generation of rowers and coaches but also both the original shed and its recent extension. It was a fantastic opportunity to bring the entire rowing community together, celebrating the programme’s growth and the legacy of those who have shaped it.
Boat Naming Ceremony
Following the whole-shed photo, Scotch College had the privilege of naming two new boats, recognising individuals whose contributions have left a lasting impact on our rowing programme.
The first, a Sykes coxed quad scull, was named in honour of Tom Gatti, both an accomplished athlete and a highlyrespected coach. Tom rowed throughout his time at Scotch College, making the 1st VIII as a Year 11 before stroking the crew in Year 12. He went on to represent Australia at the Junior, U23, and Senior levels before forging a successful coaching career at the club, state, and national levels. Currently a WAIS Pathway Coach, Tom was recently selected for the AIS Gen32 programme, an initiative dedicated to developing Australia’s next generation of high-performance coaches in the lead-up to the 2032 Olympic and Paralympic Games. This boat will be rowed by the Year 9 A crew at the Head of the River.
We then celebrated the naming of our new Filippi eight, the “Julian Mathias”, which will be rowed by the 1st VIII. This honour recognises Julian Mathias’ exceptional contributions to Scotch College rowing, both as an athlete and as a dedicated supporter of the programme. A key member of the winning 1984 and 1985 1st VIII crews, Julian helped set course records over both 1500m (1984) and 2000m (1985), records that will remain untouched following the transition to Champion Lakes. He continues to row today and was the inaugural president of the Old Scotch Collegians Boat Club. Beyond his achievements on the water, Julian played a pivotal role in shaping the future of Scotch College rowing.
As President of the Goland Club (2014–2023), he was instrumental in driving the boat shed extension and redesign, ensuring it serves generations of rowers to come.
We are honoured to recognise Tom and Julian’s contributions through the naming of these boats and look forward to seeing the next generation of Scotch College rowers carry forward their legacy.
Thanks for your support
Mr Aaron McDonald OSC President
It is difficult to believe 2025 is almost halfway complete.
There has been a busy start to the OSC’s endeavours in the first half of this year with multiple reunions and events being held for the benefit of our members. Two of my favourite events of the OSC year are coming up and I encourage you to attend:
• Old Boys Round will be held on 14 June. In particular, this will see the OSC take on the Christ Church Old Boys Association outside the Gooch Pavillion in a short game of AFL 9s at half time of the regular PSA First XVIII game. Last year we won this game by a singular point and bragging rights extend for an entire year at the end of this game, so there is a lot on the line. If you are able to make it please come along. You should be able to see some former AFL and WAFL players reliving some of their youth, emanating from both Colleges.
Members Assistance Programme
For OSCs and their families
The Old Scotch Collegians (OSC) prides itself on building a community for life.
In support of our members, we’ve partnered with Access Wellbeing Services (AWS) to offer a Members Assistance Programme. This provides practical support through counselling sessions, helping OSCs and their families navigate personal, family, or work-related challenges affecting mental health and quality of life. We will cover the cost of up to four counselling sessions annually for alumni and immediate family members residing together. This service is voluntary, confidential, and accessible 24/7.
• The OSC Wine Tasting on 28 August 2025. This event sells out quickly and is a great night of camaraderie amongst OSC hosted at Jay Beeson’s (OSC 2001) Old Bridge Cellars in North Fremantle. I encourage you to get along and grab a ticket when they are released via email shortly. To that end, please ensure that your email address is up to date with the College’s database. Please drop us an email on OSC@scotch.wa.edu. au if you need to update your details.
On a self-indulgent personal note, I signalled to members of the OSC at the AGM last month that I would be stepping down as President later this year and will be making way for Alex Aberle-Leeming (OSC 2008). It has been a fantastic (almost) 5 years as President of the OSC and I will write more about the OSC’s achievements over that period closer to the end of my reign. Above all the OSC will be in very good hands with Alex at the helm.
Please drop me a line on OSCPresident@ scotch.wa.edu.au if I can be of assistance to you.
Gerard Neesham OAM, Dr Alec O’Connell, Aaron McDonald
With over 15,000 alumni worldwide, Scotch College maintains strong ties with Old Scotch Collegians. Through dedicated volunteer-led chapters, alumni stay connected, building on friendships and networks formed as students, both socially and professionally, across the globe.
Alastair Sim (OSC 2005) | Singapore
As Chapter Lead for Singapore, I’m hoping we can create a community that helps OSCs either get settled or find support in a city that can be overwhelming at times! I hope our Chapter will become a point of reference for anyone visiting Singapore and just looking to connect with some fellow OSCs.
After leaving Scotch in 2005, I left the sunny shores of Australia for the misty pavements of London where
Bob Howie (OSC 1964) | Canberra, ACT
After leaving Scotch College in 1965, I joined the ANZ Bank for two years before moving to Canberra in 1967 to join the Commonwealth Public Service. This career spanned 35 years, including 27 years with the Department of Foreign Affairs, where I was posted to Bangladesh, Singapore, Moscow, and Tokyo. Thea and I have been married for 55 years. My interests and hobbies have included motorcar racing in Perth and at various circuits in NSW. Over the years, I developed a keen interest in high-fidelity
If you’re living outside Perth, we encourage you to update your details on the Scotch College website or email osc@scotch.wa.edu.au to stay informed about future chapter events.
I studied Aeronautical Engineering at Imperial College London. I was then fortunate enough to get a job at Rolls-Royce when I graduated. In 2018 I moved to Singapore and since 2023 I have been in the role of Regional Marketing Director for Civil Aerospace in Asia Pacific. My wife Christine and I have two boys, Rory and Leslie, who are 5.5 and 1.5 years old respectively. When I’m not travelling for work or wrestling two boys, I try to find time to play golf!
audio systems and am also a licensed amateur radio operator. I continue to maintain a strong interest in international affairs and public policy.
I look forward to developing the Canberra Chapter as a focal point for OSC alumni, fostering the ‘community for life’ spirit by maintaining their connection with the OSC and the College. I also welcome suggestions from the cohort regarding the type and frequency of regular events they would support.
Jamie Grieve (OSC 2001) | Brisbane, Queensland
After School, I studied Engineering and Commerce before starting a career in property. I later transitioned into law and am currently Acting Deputy General Counsel and Manager of Legal Services at the Bureau of Meteorology. Over the past decade, I have lived between Melbourne, Sydney and now Brisbane where my wife, Emily, is from. We have two energetic boys, Henry (4) and Sandy (Alasdair) (2).
With four generations with Old Scotch Boys in the family, I’m excited to reconnect with the school through OSC. As Brisbane Chapter Lead, I really look forward to expanding our presence beyond Perth.
Mark Brayshaw (OSC 1983) | Melbourne, Victoria
Zac
My family moved to Melbourne in January 2000, our four sons grew up here and this is where our business (clublinks.com.au) is headquartered. Even though we’ve lived in Melbourne for a quarter of a century, every time my wife and I go back to Perth it feels like home.
There are lots of OSCs in Victoria (especially from my ’83 cohort) so, whenever the Headmaster is in town and organises an event, there’s a good
turnout. My five years at Scotch were amongst the best of my life, so I’m very happy to be the Melbourne Chapter Lead to give back a little bit.
Leaving aside mismanagement of COVID-19, much in Victoria is world class – especially golf, AFL, bars and restaurants – all of which are perfect opportunities for OSCs to connect.
(OSC 2012) | Sydney, New South Wales
After graduating from Scotch, I studied Property Development and Valuations at Curtin University, which included a semester of exchange in Yogyakarta and an internship in Jakarta, Indonesia. In 2017, I joined Mirvac’s Commercial & Mixed-Use development team in Sydney, where I still work today as a Development Manager. I’ve helped deliver cityshaping projects, including South Eveleigh, and now 55 Pitt Street, due for completion in 2027.
I’ve stayed close with my best school friends and continue to connect with OSCs in Sydney. As the OSC Chapter Lead for Sydney, I’m excited to strengthen our local alumni network, helping members reconnect with old friends and grow their social and professional network in this dynamic city.
Langsford
Founders’ Day Dinner
Last year, Scotch College and the Clontarf Foundation formed a partnership to establish a Clontarf Academy at the College.
This collaboration provided the perfect opportunity to welcome Gerard Neesham OAM as the Guest Speaker at the Founders’ Day Dinner, held on October 24 in the College Dining Room. Gerard, an AFL icon and Chief Executive Officer of the Clontarf Foundation, shared his early vision and the challenges he faced in establishing the Foundation after recognising football’s potential to engage students and improve their life prospects during his early teaching career.
The Clontarf Foundation shares Scotch College’s deep commitment to supporting the education of Aboriginal and Torres Strait Islander young men. This partnership allows the College to take the next step in delivering the best possible programme for our students.
The Clontarf Foundation aims to enhance the education, discipline, life skills, self-esteem, and employment prospects of young Aboriginal
Celebrating
lives
Ken
and Torres Strait Islander men, equipping them to participate more meaningfully in society. At Scotch College, we share these goals, and by combining the strengths of both organisations, the Academy is creating an enriching learning environment for all our students, both Aboriginal and non-Aboriginal.
A highlight of the evening was a traditional Indigenous dance performance by students from our Clontarf Academy. Glenn Longmire (OSC 1967) led the traditional ‘Countdown’ with enthusiasm, and the event was thoroughly enjoyed by all in attendance.
Planning is underway for the highly anticipated 2025 dinner, set for October 24. We look forward to welcoming Old Scotch Collegians as this event continues to grow in prestige and popularity each year. Mark your calendars, stay tuned for booking details, and gather a group of friends to join us!
MAY
Fri 2 May
Class of 1995 – 30 Year Reunion
Fri 9 May
Reporter Collection
Dining Room Veranda
Fri 23 May
Seniors Lunch
Dining Room
JUNE
Sat 14 Jun
Old Boys Round
Scotch Playing Fields
Fri 20 June
Class of 1985 – 40 Year Reunion Gooch Pavilion
JULY
Wed 30 July
Pathways Breakfast Dining Room
AUGUST
Fri 1 Aug
Class of 2005 – 20 Year Reunion
Gooch Pavilion
Thu 28 Aug
Wine Tasting Old Bridge Cellars
OCTOBER
Fri 17 Oct
March Out
Playing Fields
Fri 24 Oct
Founders Day Dinner
Dining Room
Fri 31 Oct
PSA Golf Day
Cottesloe Golf Club
NOVEMBER
Fri 21 Nov
Class of 2015 – 10 Year Reunion
Gooch Pavilion
DECEMBER
Mon 1 Dec
St Andrews Day Vale Chapel
Wed 3 Dec
New Members Drinks
Varsity Bar, Nedlands
Indigenous dance performance
Students performed together with Indigenous Network Co-ordinator, Micheal Spratt
Dr Alec O’Connell, Gerard Neesham OAM
Business Directory Networking Event
Class of 2004 Twenty Year Reunion
On August 8, the Scotch Business Directory hosted an engaging evening of discussion and networking, focusing on The Business of Healthcare. A special thank you to Katie Stewart (current parent) for expertly facilitating an insightful conversation with panellists Sunny Narula (current parent), Liz MacLeod (past parent), and Matt Atkins (current parent and OSC 1995), who generously shared their expertise and industry knowledge.
It was a pleasure to welcome many new attendees, including past and current parents, who contributed to a dynamic and thought-provoking discussion on the future of healthcare.
If your business isn’t yet listed on the Scotch Business Directory, visit www.scotch.wa.edu. au/scotch-business-directory to get involved. Stay connected through OSC social media for updates on upcoming events!
The Class of 2004 celebrated their TwentyYear Reunion on August 23 with a relaxed sundowner at the H&C Urban Winery in Fremantle. It was a fantastic evening filled with laughter, memories, and the joy of reconnecting with old friends.
A heartfelt thank you to everyone who attended—your presence made the event truly special. We would also like to extend our gratitude to David Robinson for his effort in bringing everyone together and making this reunion a memorable occasion. Here’s to many more reunions in the years to come!
1. Brad Campbell and Michael O’Mahony
2. Tom Langdon, Vinnie Lawrence, Will Coffey, Edward Fearis
3. Ben Robinson, Rhys Bradley, Matt Delroy-Carr
1. Matt Atkins, Katie Stewart, Sunny Narula
2. Sarah Brazier, Anjella Sritharan, Ethel Reyes, Jennifer Reyes
3. Attendees at the Business Directory event
Wine Tasting
Our highly anticipated and always sold-out Annual Wine Tasting event took place on August 29 at Old Bridge Cellars in North Fremantle.
Expertly hosted by Jay Beeson (OSC 2001) and his team, guests were treated to a superb selection of locally produced wines
Class of 1954 Seventy
Year Reunion
1. Class of 1954
2. Attendees at the Class of 1954 Reunion 3. John
from the renowned Rosily Vineyard, owned by Ken Allan (OSC 1960) and his family. The tasting, presented by Ben Allan, offered an engaging and insightful exploration of these exceptional wines, each reflecting the distinctive character of the Margaret River region.
The Class of 1954 gathered for their Seventy-Year Reunion with a delightful luncheon at the Royal Freshwater Bay Yacht Club on October 4.
Set against the picturesque backdrop of the Swan River, the luncheon provided a wonderful opportunity to reminisce and celebrate decades of
friendship. Guests enjoyed a trip down memory lane through shared stories and a photo slideshow.
A heartfelt thank you to John Snell for organising such a successful day. John’s dedication, effort, and thoughtfulness ensured it was truly a day to remember.
Snell, Alec O’Connell
1. Guests attending at the OSC wine tasting event
2. Scott Gladman, Angus Chapman
3. Andy Selvaratnam, Andrew Baird
4. John Gardner, Digby Goyder-Ewan
5. Rosily Wines
Class of 2014 Ten Year Reunion
The Class of 2014 celebrated their Ten-Year Reunion on November 22 with a vibrant sundowner at the Gooch Pavilion. The evening was filled with laughter and nostalgia as former classmates reconnected and shared life updates, returning to familiar grounds a decade after their March Out.
A heartfelt thank you to Lach Pethick and Julian Sanders for their exceptional efforts in organising the event. Their dedication and teamwork played a huge part in bringing together such a large group of OSCs, making the reunion a truly enjoyable and memorable occasion for all.
PSA Golf Day
The 68th Annual PSA Golf Day was held on Friday, October 25, at the picturesque Cottesloe Golf Course, providing a fantastic day of competition and camaraderie. Congratulations to the Old Scotch Collegians team on their outstanding victory—an impressive achievement!
With over 140 Old Boys from all seven PSA schools participating, the event showcased
not only skill on the course but also a strong sense of sportsmanship and connection among PSA alumni.
Well done to the organisers, Phil Willis and Mick Stroud, for their dedication in making the day such an enjoyable one. We look forward to this year’s event which is scheduled in for Friday, October 31. Keep an eye out for registrations as this event fills fast every year!
1. Class of 2014
2. Joe Anderson, Evan Ledger, Nicholas Todd
3. Charlie Benson, Nicholas Steinepreis, Lous Papalia, Oscar Jungstedt
4. Charles Finn, Hans Taylor
5. Mitchell McTavish, Charlie Evans
Events
St Andrews Day Vale
On November 26 last year, the Old Scotch Collegians gathered at the Scotch College Chapel for the annual St Andrews Day Vale Service, followed by a morning tea in the Memorial Hall Foyer.
Class of 1965
Sixty Year Reunion
This annual memorial service brings together friends and family members of Old Scotch Collegians who sadly passed away in the preceding year. It is a time for reflection, remembrance, and celebration of the lives and legacies of those who will always remain part of the Scotch community.
The Class of 1965 marked its 60-year reunion in style on March 7 with a delightful buffet luncheon at the Gooch Pavilion. A highlight of the event was reconnecting with alumni who had not been on campus for decades and hearing their remarkable stories of school days past. It was a fantastic opportunity for everyone to reminisce and share life updates.
A heartfelt thank you to Malcolm Jones and John Katz for their outstanding efforts in bringing the class together. Your dedication made the day an unforgettable experience for all!
1. Class of 1965
2. Colin Fletcher, Malcolm Jones, Owen Grieve, Michael Snell, Peter Peebles
3. Selby Longmire, Albert Della-Bosca, Garth Caesar, Peter Peebles, Greg Fletcher, Colin Fletcher
What have they been up to?
Mike Snell | 1965
Following my time at Scotch College, I completed an Honours degree in Commerce at the University of Western Australia before joining Price Waterhouse as a Graduate Accountant. I was admitted as a member of the Institute of Chartered Accountants in 1973 and became a Partner in the firm in 1981.
My career with PwC spanned approximately 35 years, during which I held roles as Managing Partner in Perth and Asia Pacific Audit Independence Leader. I was also fortunate to undertake secondments to the firm’s offices in New York,
John Flecker | 1984
My wife, Orla, and I re-entered the Scotch fold when our three boys—Dylan, Bailey, and Riley—attended the College. During that time, I had the privilege of serving on the College Council and the Foundation, where I remain as Chair. I also reconnected with a group of old rowing mates, and for the past ten years, we have been training and competing in regattas as the Old Scotch Collegians Boat Club—the only registered alumni rowing club in the country! We might have even attempted to row an eight to Rottnest, but that’s a story best left unverified.
Gordon Stimson | 1984
1980 to 1984 – it feels like just yesterday! I’m married to Julie Waddell, we’ve been blessed with two amazing daughters, Brooke and Sasha. Our lively household is rounded out by three dogs: two energetic black and tan Kelpies and a big, lazy Ridgeback.
The plumbing business is still thriving, taking on some crazy big houses and plenty of floor heating projects. When I’m not working, you’ll find me near the water, paddling on some sort of watercraft. My latest passion is the Outrigger canoe. I’m currently
Nicholas Capelle | 1998
After graduating from Scotch, I completed a certificate in MAYA Animation before transitioning into music and design. After winning the Nescafé Big Break with my band, DSA, I worked as an assistant mix engineer at Floating Point Records in Sydney and toured Germany with the Sydney band Squire, who supported Wolfmother in Berlin.
Later, I moved to London to collaborate with my sister, Justine, working on major campaigns for brands such as Nokia, HSBC, and Kit Kat.
Harrison Langsford | 2014
I thoroughly enjoyed my time at Scotch, which provided a strong foundation for the next stages of life. I now have the privilege of living with my good friend, Riley Aitken, the College’s 2014 Vice-Captain, and we certainly have a grand old time.
I completed my studies at The University of Western Australia, earning a Juris Doctor and Honours in Economics. In 2023, I was admitted as a lawyer and am currently working in Corporate M&A.
London, Jakarta, and Melbourne.
I retired from PwC in 2004 and, for the past 20 years, have served as a Director and Committee member for various private businesses and notfor-profit organisations. These included the OSC Committee and the councils of Scotch College and PLC. My son, Alex, attended Scotch College, while my daughter, Hannah, attended PLC.
In January 2023, I was honoured to receive an OAM for service to business and the community.
On the work front, I began my career with Multiplex Constructions as a part-time site cadet in 1987 while studying Engineering at UWA. Thirty-seven years later, I am still with Multiplex, now serving as Global Chief Executive Officer. It has been quite an interesting journey. Outside of work, I enjoy the occasional travel adventure, including past rowing tours to Slovenia and Austria. I’m also looking forward to an upcoming hiking trip to Norway with Orla.
the President of the Hurricane Paddling Crew out of East Fremantle, and we just placed second in Australia at the Nationals which was a great effort for our small club compared to the East Coast giants! Whenever I drive up Shenton Road, I always think it seemed so much longer walking up from the boarding house to the dining hall every day. Passing the rowing shed whilst paddling brings back memories of the great times had there, it was fantastic to have our rowing reunion this year.
I then relocated to Los Angeles, where I formed the bands Dreaming Bull and later Mad Revival. Our music has been featured in major commercials and TV shows, including Sons of Anarchy, Shameless, and Lucifer.
Currently, I run my own production company, Rockton Road, working globally on music videos and documentaries.
Beyond my professional pursuits, I have continued to explore my athletic interests, particularly in long-distance running. Recently, alongside fellow Old Scotch Collegians including Fraser Cull and Alex Ventouras, I took on the challenge of running an extraordinary distance to raise funds for On My Feet—a charity dedicated to supporting people experiencing homelessness.
120 Years of Scotch at Swanbourne
Mr Kyle Shuttleworth
Archivist
Friday 7 February 2025 marked 120 years of Scotch College at Swanbourne.
The College commenced its history at Shearer Memorial Hall on Beaufort Street, Perth in 1897, under the headmastership of John Sharpe. However, by 1904, the site had become inadequate, and enrolments were increasing. This sparked the need for a change of location.
In July 1904, wealthy benefactor John Maxwell Ferguson who was also serving on Council, proposed and funded the relocation of the College, to Barrett’s House in Swanbourne, now known as Collegians House. Built in 1900 as an affluent family residence for Richard and Elizabeth Barrett and their children on four hectares, the property was described as a “splendid 12 roomed mansion with a fine view and good garden” 1
Mr Barrett was chairman of the Stock Exchange of Perth between 1899-1902. The Duke and Duchess of York are rumoured to have been entertained at Barrett’s House during their royal visit to Western Australia in 1901. The Barrett’s eldest daughter, Viola, was presented to the Duke as a debutante at the Government House ball held in honour of the royal visit.
In May 1903, due to an unlucky partnership leaving Mr Barrett in debt, and a decline in the gold industry, the family were forced to sell their prestigious property.
New Headmaster, Peter Corsar Anderson found himself in a great position to be working at such new and fine premises, compared with the unfortunate state of rooms he had witnessed on Beaufort Street. With the addition of the Main Block building in early 1905 which expanded off the rear of Barrett’s House, Council was immensely proud of its new school which now sat upon a hill, featuring large, well-ventilated rooms and was well-lit by large sash windows. Along with its several acres for playing fields, this relocation would be the basis on which to expand Anderson’s vision of a Presbyterian boys’ school in Perth.
1 West Australian, 2 July 1904; certificate of title CLXXXIV/7.
Scotch was then officially opened on Tuesday 7 February 1905, by Western Australia’s first Premier, Sir John Forrest on the verandah of Barrett’s House. Many important and distinguished guests attended this grand opening, including local dignitaries of Claremont, representatives of the Presbyterian Church, Lady Forrest, and many parents of the seventy-eight boys enrolled at the College. Students were also present at the opening, dressed finely with their boater hats. Reverend. Alex McCarlie in his speech at the opening, made a notable mention to Scotch in its support to the welfare of the Western Australian state through the education of its boys.
Due to its relocation, able provision of scholarships, and enhancement in the College’s academic and sporting reputation, enrolments at Scotch increased from 89 in 1905 (including 30 boarders), to 175 in 1907 (including 61 boarders), and 233 by 1914. The College still stands at its Swanbourne site today and has been made all the greater for the decision to move 120 years ago.
References
Gregory, Jenny. Building a Tradition: A History of Scotch College, Perth, 1897-1996. University of Western Australia Press: Perth, 1996.
Barrett Family, 1900-03
1. Display at Collegians’ House for the 120 Years at Swanbourne 2. Dining Room, 1920s 3. Opening 1905
1. The Sharps of Donnybrook 2. David Broadfoot Wedding Photograph, 1969 3. John Paterson Autographs Book, 1943-48
4. King Edward VII and His Empire Coronation Book 1902 5. Head of The River Programme, 28 April 1956
6. Gymnastics Display 1918
7. Geoffrey Hodgson Blazer
DAVID BROADFOOT (OSC 1963)
David attended the College between 1956-63. He has donated his wedding certificate and photograph that took place at the school Chapel, dated 8 February 1969. This was the first wedding to take place at the Chapel. These physical copies were scanned and now have been returned.
David kindly donated to the College on 28 May 2024.
JOHN PATERSON (OSC 1950)
John attended the College between 1945-49, at a time when Scotch was led by three different Headmasters.
He and his wife Julie donated a series of schoolbooks won as prizes for Proficiency by John – Allan Quartermain, by P.C. Anderson in December 1945, Sailormen’s Ghosts, by G.G. Campbell in December 1946, Dig – A Drama of Central Australia, by Dr. G. Maxwell Keys in December 1947, and No Surrender - The Story of Captain Scott’s Journey to the South Pole, by Dr. G. Maxwell Keys, in December 1948.
John also donated two 1940s personal messages and autographs books featuring visual and textual memories/entries of his school days at Scotch by him and his classmates.
John and Julie kindly donated to the College on 28 October 2024.
COLIN SHARP (OSC 1951)
Colin attended the College between 1948-50.
He donated a book titled The Sharps of Donnybrook: Building the Future
The book is about four generations of Sharp men who took advantage of what Australia offered themselves and their families.
The four key men described are:
• Joseph Sharp (1836 – 1922)
• Augustus Peabody Sharp (1870 – 1950)
• Cyril Denton Sharp (1897 – 1979)
• Colin Frederick Sharp (1933 –)
Colin kindly donated to the College on 28 October 2024.
KATHY EICKE
Daughter of Terry Need (OSC 1936). Terry attended the College between 1932-35.
She donated her father’s collection of memorabilia consisting of:
• Reporters – 1935, 1939, 1940
• Official Head of the River ProgrammesApril 1932, May 1934, May 1935
• 1930s Prospectus.
Kathy kindly donated to the College on 6 November 2024.
GORDON ANGUS (OSC 1958)
Gordon attended the College between 1949-58.
Donated a book titled King Edward VII and His Empire Coronation Book, 1902. The book was given as a prize and belonged to Gordon’s relative Murray Pamment (OSC 1903) of Form IV for Diligence, at Christmas 1902 by the Council.
It is a complete atlas of the British possessions and dependencies of the Crown. The front page features a photograph of their Majesties the King Edward VII and Queen Alexandra in full ceremonial dress. Photographs, text, and drawings are all included.
This book was released in 1902, the year King Edward VII (1841-1910) was crowned King. His reign was later known as the Edwardian era (1901-10).
Gordon kindly donated to the College at the Main Block Farewell Morning Tea, on 14 November 2024.
GEOFFREY HODGSON (OSC 1955)
Geoffrey attended the College between 1951-55.
The donation consists of:
• School blazer of Geoffrey Hogdson (OSC 1951-55)
• School blazer of Harry Hodgson (OSC 1996-2000)
• Photograph/postcard of Scotch College Gymnastic display 1918 which belonged to Harry Hodgson (Snr) (OSC 1917-20).
Geoffrey kindly donated to the College on 29 January 2025.
RALPH MOORE (OSC 1956)
Ralph attended the College between 195256. He donated his Head of the River Official Programme, dated 28 April 1956 for the 57th Anniversary (Souvenir Edition).
Ralph kindly donated to the College on 24 February 2025.
The opening of Robinson and Syme Residences A legacy of leadership and architecture
Scotch College is a place where tradition and forward thinking truly merge, with the College’s evolution visible not only in its educational programmes, but also in its physical spaces.
The opening of the Robinson and Syme Residences in October 2024 celebrated the contributions of two influential figures in the College’s recent history, Rev. Andrew Syme and Mr. Leigh Robinson, who both truly metaphorically and literally have shaped our College.
The opening event was held at the Gooch Pavilion and the attendees included many influential figures and their families from recent decades at the College. Headmaster
Dr Alec O’Connell and Chair of Council Tim Wiese (OSC 1988) together with Rev. Andrew Syme and Mr. Leigh Robinson spoke, and the plaques were unveiled before many attendees joined the annual Founders Day Dinner.
Read about their contributions below:
Keys House renamed Syme Residence Built in 2003, Keys House was originally named in honour of Dr. Maxwell Keys, the third Headmaster of Scotch College, who served from 1946 to 1968. The building housed senior boarders and formed part of a pastoral care system dedicated exclusively to Keys House students. In 2016, however, the College made a shift in its pastoral care model and boarders were now allocated across ten houses meaning this residence no longer housed only Keys House students.
The residence was renamed the Syme Residence in recognition of Rev. Andrew Syme who served as Headmaster from 1998 to 2010. His leadership was instrumental in the development of the boarding residence, a project that was particularly close to his heart.
Robinson Residence
The Robinson Residence stands as a testament to another individual whose work shaped the fabric of Scotch College. Named in recognition of Mr. Leigh Robinson, former College Architect and Old Scotch Collegian (OSC 1973), this residence celebrates his 24 years of service from 1998 to 2021. As an architect, Robinson transformed the physical landscape of the College, leaving behind a legacy of innovation and thoughtful design.
Leigh Robinson not only contributed his architectural expertise but also served on the Scotch College Council from 1992 to 1999. His designs were instrumental in the growth and modernisation of the College, with new builds such as the Senior Boarding House (2002), Dickinson Centre (2007), and the Science, Design, and Technology Building (2009). He also oversaw major refurbishments, including the Foundation Theatre (2000), Memorial Hall (2017), and the Gooch Pavilion (2021). Robinson’s work also extended to the creation of the Middle School (2013), Early Learning Centre (2016), and the Maths and Commerce Building (2020), each of which have contributed to shaping the Scotch experience.
Chair of Council, Mr Tim Wiese with Ian Warner and Gavin Bunning
Mr. Leigh Robinson and Rev Andrew Syne with their respective plaques at the opening event
The greatest gift of all
Mr David Kyle Director of Admissions and Advancement
It is often hard for people to comprehend the immense impact of the opportunities that a school like Scotch affords.
As staff, we will always try to subtly impart this understanding to the boys while being careful not to instil any sense of guilt at being afforded such fortune. For the wider community, it is a matter of ensuring we behave with humility and graciousness and, as the Headmaster says, having elite standards but not being elitist.
A primary way in which we can share our resources and world-class school to those that otherwise would not be able to attend, is through scholarships and bursaries.
This year, our annual appeal is aimed at building our scholarship and bursary fund to allow us to offer even more scholarships. We have focused the campaign on six recent scholarship recipients with six very different stories. These young men have joined the College at different stages and with vastly different backgrounds, but all agree that the opportunity has dramatically change their lives.
Ivan joined Scotch in Year 11 after arriving from Kyiv with his sister. Settling at Scotch was not easy, but Ivan and our Scotch staff and students persevered, and it wasn’t long before Ivan became a much-loved young man around campus. Ivan’s results flourished and he was often found with his camera, documenting school and boarding events. In 2025, Ivan is undertaking a double degree at UWA, and Scotch, and the people of Western Australia, can be proud of the opportunity he has grabbed with both hands.
In the case of Rhama and Warren, they joined Scotch in Year 10, Rhama from Geraldton and Warren from Yokine. Both took to the breadth of education at Scotch immediately and joined many co-curricular pursuits. Rhama was a valued member of water polo and football teams and was elected Head Boarder by his peers. Warren has taken up rowing and has taken the notion of being busy to whole new levels.
Dallmyn continues to shine brightly at Scotch and his beaming smile welcomes people wherever he goes. Being a part of the Pipe Band means he is seen a lot, but Dallmyn has also taken on a leadership role with Madalah and is looked up to by all his peers. With Dallmyn it is about far more than just leadership, he positively impacts those around him every day.
When we consider Zac and Yin’s journey, their tailored coursework ensures their learning is stimulating and meaningful. Both boys are completing Year 12 course work in different subject areas while remaining firmly a part of their cohort and all of the extras that Scotch provides.
Giving the Gift of Education
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.
Look out for all these boys’ stories and know that when we can provide opportunities to young men like this, we really are giving them the very best start in life.
As importantly as providing opportunities to those that otherwise would not be able to attend, enrolling students from a greater variety of socio-economic backgrounds provides a healthier and more stimulating learning environment for the whole community. These young men bring different perspectives and backgrounds, unique challenges and strengths, and a great determination to grab the opportunity that has been afforded to them. Research has shown that students do their best learning when they are immersed in equitable, representative, safe, and diverse communities and it is these characteristics that more scholarship students will bring to Scotch.
In a world where inequality is increasing, the time immemorial notion that features in all religions that says that with great power comes great responsibility, is as true as ever. For Scotch College, this responsibility comes with providing a level of affordability where it can. We hope you will help Scotch provide opportunities for as many young men as possible, no matter their financial means, and would welcome your contribution to the 2025 Annual Appeal at the QR code below.
“ While our scholarships absolutely enrich the lives of the recipients, we are very aware and very much about celebrating what they bring to our community, what they bring to our young men and enriching their school experience.” David Kyle
“A Scotch education, is really about the people. It has opened that pathway of becoming a leader and mentor for Indigenous boys.”
Dallmyn Kelly
“It has given me a wider perspective and a greater sense of school community and school pride. You will forever be a Scotch boy.”
Yin Chen
“Lots of people aren’t able to experience what I experience due to financial reasons or due to where they live. I feel honoured to say I’m a Scotch boy, 100 percent I want to make the most of such an amazing opportunity. This scholarship has given me the gift of learning. I have been given such a great opportunity and I really do not want to let the school and the donors down.”
Zach Rumball
“My name is Warren and I am proud to be part of Scotch College. You never feel more connected to the school than during the school song. It fills me up with pride. I am really proud to say that I am on a scholarship.”
Warren Nguyen
“It’s a life changing moment for me. I came from Ukraine, from Kiev just 9 months af ter the war started… My parents wanted me to be in a safe place. Scotch College gave me a very good sense of security and a the best education I could ever dream of. I enjoy this sense of connectedness, of Old Boys, parents, staff. This really feels like a big family, a big community.”
Ivan Berdychevski
“The gif t of a scholarship helps kids like me fully realise their dreams. The scholarship has been a massive gift for me, and I wouldn’t be here otherwise. On the first day, I was welcomed immediately on my tour day, right through to my graduation, it has been a family of welcoming arms. Becoming Head Boarder has given me the chance to develop my leadership skills both within the school setting and outside of school.”
