Class of 2025 Results

Congratulations

Class of 2025

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From the Headmaster The 2025 edition of our results includes enduring stories of the pursuit of personal excellence.

Success, whether academic or personal, is never accidental. It is built on a commitment to personal excellence: the relentless pursuit of growth, mastery, and integrity in everything we do. Excellence is not about perfection; it is about striving to be the best version of ourselves, every day. When our students embrace this mindset, they transform potential into achievement and set themselves on a path toward a life of purpose and impact.

Excellence is not about perfection; it is about striving to be the best version of ourselves, every day.

Personal excellence begins when passion and ability work together. Passion sparks curiosity and fuels determination, while ability developed through learning and practice, provides the tools to achieve.

Passion without skill leads to frustration, skill without passion results in mediocrity. True excellence emerges when students identify what inspires them and commit to mastering the knowledge and understanding. Passion makes hard work feel worth it. It turns challenges into chances to grow. Ability is something you build through learning and practice.

As Steve Jobs said, “The only way to do great work is to love what you do.” If you love something, you’ll put in the effort to get better at it and that’s where success begins.

At the end of Year 12, many feel pressure to choose a career path. This choice may seem final, but it is only the first step in a lifelong journey. Life after Year 12 is dynamic, full of unexpected opportunities and challenges. Students who prioritise personal excellence adapt with confidence, turning uncertainty into growth. Changing direction is not failure, it is a sign of maturity and a commitment to becoming the best version of oneself.

Talent and passion are important, but they are not enough. Excellence demands hard work, resilience, and unwavering commitment. It means showing up every day, even when motivation fades, and pushing through challenges with determination. Students who embrace this discipline discover that excellence attracts opportunity and builds confidence, unlocking doors that once seemed out of reach. Thomas Edison nailed it: “Genius is one percent inspiration and ninety-nine percent perspiration.” Show up every day. Keep going when it’s tough. That’s how you build the future you want.

The pursuit of excellence is rarely linear. Careers evolve, industries shift, and personal interests change. Success is not a fixed destination; it is a continuous process of growth and adaptation.

Students who remain committed to personal excellence, rather than rigid plans, are prepared to seize unexpected opportunities and thrive in an ever-changing world.

Excellence requires courage, the willingness to take risks, step outside comfort zones, and embrace the unknown. Whether studying abroad, starting a business, or exploring a new field, these choices demand boldness. Risk is not something to fear; it is the gateway to growth. Students who dare to pursue excellence discover possibilities far greater than any initial plan.

Life beyond Year 12 is not a single chapter but an unfolding story. Each decision, challenge, and triumph adds depth to the narrative. Students who approach this journey with curiosity, resilience, and a commitment to personal excellence will find that success is not about following someone else’s script, it is about writing their own.

Dr Alec O’Connell Headmaster

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2025 at a glance

To develop young people with strength of character, self-understanding, a passion for sustained learning and spiritual inquiry who will become active members of the global community.

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Imag

MI S S I O N

Scotch is proud to offer its students a choice of three academic pathways – ATAR, AAP and the IBDP. With all results now in we are delighted to provide the combined results for the class of 2025. Once again, congratulations to all students for their hard work and dedication and to their teachers who have supported them in reaching their best both academically and beyond the classroom.

Imag e

A learning community with an international standard of excellence.

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VISION

98.95 Top ATAR

43 Top IBDP score Equivalent to 99.5 ATAR*

86.60 Median ATAR Combined WACE and IBDP

100% Graduation rate Combined WACE and IBDP

85% Eligible for at least one university

188 Total students

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153

IBDP students

WACE students

109

49

ATAR students

Certificate IV awarded

AC ADEMIC PR O FIL E In total, there were 188 Year 12 graduates. Of the total Year 12 cohort, 144 (77%) chose to sit either the ATAR or the IBDP examinations; 109 students received an ATAR ranking and 35 students achieved their Diploma. 44 students completed the Alternative Academic Pathway (AAP). *Converted ATAR scores are based on the UWA selection rank.

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WACE ATAR results

Top Performing ATAR Student

98.95 Top ATAR ATAR score

95+ 11% (12 students) 90+ 28% (30 students) 80+ 59% (64 students) 70+ 81% (88 students)

83.20 Median ATAR Scotch College (109 students)

Isaac Martin-Booth

100% WACE graduation (State WACE graduation: 76.3%)

109 Candidates

81% Gained university access to at least one WA university

08 Certificates of Distinction 28 Certificates of Merit 49 Certificate IV (Qualification for university through an alternative academic pathway)

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WACE Dux | 98.95 ATAR WACE Certificate of Distinction Scotch subject awards: Accounting & Finance, Economics, Mathematics: Applications

Students scoring an ATAR of 95+

Lachlan Morgan 97.90 ATAR

Rory Thorpe 97.70 ATAR

Reid Knox-Lyttle 97.65 ATAR

Joshua Hopkins 96.75 ATAR

Hudson Weir 96.35 ATAR

Elton Blackburn 96.25 ATAR

Piers McNeil 96.10 ATAR

Jack Thackray 96.05 ATAR

Troy Gardner 95.90 ATAR

Lucas Liu 95.35 ATAR

Digby Smith 95.20 ATAR

WA CE R E SU LT S ( ATA R ) At Scotch College, 58% of Year 12 WACE students sat four or more ATAR subjects, with 59% of those students scoring an ATAR above 80.00.

Congratulations to Isaac Martin-Booth Year 12 Dux of ATAR, on being our top-performing student with an ATAR of 98.95 and also recieved a Certificates of Distinction.

Congratulations also to Joshua Hopkins, Reid Knox-Lyttle, Piers McNeil, Lachlan Morgan, Marc Ricciardello, Jack Thackray and Rory Thorpe who also all received Certificates of Distinction in 2025. This award recognises top performing Year 12 students who have accumilated excellent results in across their senior secondary units.

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Celebrating the spirit of achievement The ATAR pathway remains the most popular choice for students at Scotch. This year 109 students or 58% of the cohort selected this pathway and chose from the wide range of subjects we offer. For every student the achievement of personal excellence, whatever that looked like for them, was a clear goal that we supported

For Piers McNeil the highlight of his time in Senior School has undoubtedly been his involvement in the First Robotics competition. Piers said he was naturally drawn to the Technology department and the setting up of a Robotics Team was a perfect outlet for his passions.

“Scotch teaches you how to lead and, more importantly, lead in the right way.”

Piers McNeil

Above: Piers McNeil, Robotics Competition

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Piers was a leader of the team of 10 students who were the inaugural group to qualify for the Asia Pacific finals held in Sydney this March. The competition brief required the students to build and test a robot in a short space of time and then transport it to Sydney to compete with the top teams from across the Asia Pacific region. This was a highlight of Piers’ involvement in the programme.

He states that being part of the team has been hugely formative for him and has helped him develop his leadership skills.

He asserts: “Scotch teaches you how to lead and more importantly lead in the

right way” and when asked to elaborate Piers explained that he has learned that leadership meant being prepared to roll your sleeves up and ‘do the hard jobs’”.

Piers achieved an ATAR of 96.10 and will go to UWA to study a double degree in Engineering and Science (Chemistry). He is grateful for teachers such as Mr Grant, Mr Wells and Ms Rubesamen who have inspired him and allowed him to follow his passions whilst at Scotch.

For Lewis Stepatschuk, the opportunity of going on Round Square exchange to Switzerland in Year 10 was one that made a huge difference to his approach to school upon his return to Scotch.

“I came back more mature and more resilient, it certainly helped me back at Scotch” Lewis reflects. “The start to Senior School was a little bumpy in terms of workload, but when I came back I was able to put things into perspective a bit better”. Lewis acknowledges the role Mr Foster played in supporting him through the exchange and throughout his time at Scotch.

For Lewis, the opportunity of going on Round Square exchange to Switzerland in Year 10 was one that made a huge difference on his approach to school upon his return to Scotch.

Lewis has thrived in Senior School and has loved every minute of it. He achieved an ATAR of 92.0 and is headed to UWA to study a double degree of Engineering and Commerce.

As leader of the Pipe Band Marc Ricciardello had one of the highest profile co-curricular leadership roles at Scotch, and one that required long hours of dedicated training outside of school hours. Marc had the privilege to go on two overseas Pipe Band tours; to Virginia when he was in Year 10 and most recently to Basel in the July holidays this year. Both experiences are some of his fondest memories of his school career, and a fantastic culmination of the practice he has put in since joining the Middle School Pipe band in Year 6.

Above: Lewis Stepatschuk, Round Square Exchange in Switzerland.

Marc reflects that although he was the leader of the programme, the team work ethic instilled over the years has been especially formative for him: “We didn’t rely on the teachers, if we didn’t put in the work it was on us”.

achieved here and it’s definitely mixed emotions about leaving Scotch”. Marc achieved an ATAR of 89.90 and is excited to be heading to UWA to study a double degree of Economics and Commerce next year.

Marc has contributed to all aspects of College life since starting in Year 2 and states “I have great pride in what I have

Mr Richard Spence Director of Teaching and Learning

Above: Marc Ricciardello, leading the Pipe Band at March Out.

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Alternate Academic Pathways

Top Performing VET Student

44 Students chose an Alternative Academic Pathway

49 Students achieved a Certificate IV allowing them direct entry into University

37 Students completed a Certificate II qualification

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Maxwell Clarke VET Dux

Year 12 General Prize Winners

Harry Mengler Aboriginal & Intercultural Studies

Shiran Zhang Design: Graphics

William Henderson English

Dorian Collins Marine & Maritime Studies

Henry Dyke Materials, Design & Technology: Metal

Thomas Sojan Mathematics: Essential

Charles Bates Media, Production & Analysis

Charlie Barron Outdoor Education

Zane Levy Physical Education Studies

Charlie McCall Visual Arts

AAP OVERVIEW Our Alternative Academic Pathway (AAP) provides a range of courses for students who chose not to take the ATAR pathway that requires a minimum of four exam based ATAR subjects. Instead, AAP students choose from a range of General courses and Certificate II, III or IV vocational courses. Students often also take one or more ATAR subjects in areas of interest or passion. An AAP pathway still provides options for entry into University, either through a Certificate IV course or through experience based or portfolio entry.

At Scotch College in 2025 44 of our students selected the Alternative Academic Pathway.

Our Dux of VET Maxwell Clarke completed a combination of a Certificate IV in Business, a Certificate II in Automotive Vocational Preparation together with General courses in Marine & Maritime studies, Outdoor Education, Mathematics and English. Max commented: ‘the AAP pathway suited me really well. If you use the resources we have at Scotch and make sure you work, you don’t need to do IB/ATAR to set your future self up’

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Finding purpose through personal excellence

The Alternative Academic Pathway (AAP) at Scotch College offers a flexible and practical approach to senior schooling, designed for boys who thrive when given opportunities to learn in different ways.

The pathway encourages students to recognise their strengths, broaden their skills, and explore their passions and identity.

For many students, the AAP provides the ideal balance between academic learning and meaningful hands-on experiences, setting students up not only for graduation but for life beyond school.

Above: Ben Stack, performing during NAIDOC week.

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For Year 12 student Max Clarke, the AAP proved to be exactly the right choice. The opportunity to complete INSTEP work experience was the key factor in his decision, and he describes it as “the best thing I did in Senior School”.

His placements enabled him to build industry-specific skills, form valuable professional connections, and discover a strong sense of purpose in working in the automotive industry. Max also completed a Certificate II in Automotive Vocational Preparation at South Metropolitan TAFE, which he thoroughly enjoyed. These experiences allowed him to demonstrate personal excellence both in the classroom and in real-world environments where he could challenge himself, grow, and learn through doing.

In addition to his academic achievements, Max contributed to the College as ViceCaptain of Service - Stuart House, leading his Houses’s fundraising efforts in the ALCOA Challenge for Telethon. In 2026, Max plans to combine work with his passions for surfing and travel, having secured work in both the mining industry in WA, and a year-long contract as a surf instructor in Indonesia.

The Alternative Academic Pathway was also undertaken by Benjamin Stack, who used the pathway’s flexibility to pursue his passion for the Arts through General courses in Visual Art, Media Production and Analysis, and the Certificate II in Hospitality. Just as importantly, the structure of the AAP allowed Ben to deepen his connection to culture and identity. As an emerging cultural leader, he engaged fully in the Scotch College Clontarf Academy and participated in numerous school events, performing the Welcome to Country at Intersection and the Round Square Conference, and supporting students and staff to help run the 2025 NAIDOC Week celebrations. In addition, he attended the MADALAH Leadership Camp, strengthening his confidence and sense of purpose while progressing steadily toward Year 12 graduation.

For Luca Wheeler, the flexibility and variety of the Alternative Academic pathway was vital in maintaining his engagement in school in Year 11, as at the end of Year 10 he was looking to leave school early and acquire an apprenticeship.

For students like Max the AAP is far more than an alternative— it is a pathway that empowers young people to discover who they are, pursue what matters to them, and build a future grounded in confidence, capability, and personal direction.

Above: Max Clarke (left), led the fundraising efforts for Stuart House in the ALCOA Challenge for Telethon.

Luca reflects that ‘in AAP I was able to study subjects that interested me, complete qualifications which helped me find part-time work, and get a certification that made me eligible for university’.

Through pursuing this range of subjects and approaches, Luca came to realise that what he really wanted to do was get a job that allowed him to help others.

With this in mind, he applied for university and was rewarded for all his hard work and perseverance by receiving an early offer to study Psychology at Notre Dame. Luca has also secured a 6 month contract in the disability sector which he will complete prior to commencing his university studies. Luca reflects that pivoting to this pathway was vital in reenergising his approach to school.

Through pursuing a range of subjects and approaches, Luca came to realise that what he really wanted to do was get a job that allowed him to help others.

Above: Luca Wheeler, will be completing a 6 month contract in the disability sector, prior to commencing his Psychology degree at Notre Dame.

He is also at pains to highlight the extensive support and guidance he received from many members of Scotch staff, notably his House Head Ms Duratovic.

is a pathway that empowers young people to discover who they are, pursue what matters to them, and build a future grounded in confidence, capability, and personal direction.

For Luca, Max and Ben and the 41 other students who chose this pathway, the AAP is far more than an alternative—it

Suzy Varley Leader of Pathways and Partnerships

Meg Baker VET Coordinator

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IBDP results

Top Performing IBDP Students

43 Top Score (Equivalent to 99.50 ATAR)

36 Median IBDP (Equivalent to 95.00 ATAR*)

34.6 Average IBDP score (Global average 29.3)

James Wall IBDP Dux | 43 points (Equivalent to 99.50 ATAR*)

100% Graduation

Scotch subject awards: Chemistry SL, Economics HL

35 Candidates

27 Grade 7s awarded (15 students)

2.3 Average bonus points (Global average 1.5)

Yafeng (Jacky) Yang IBDP | 43 points (Equivalent to 99.50 ATAR*)

*Converted ATAR scores are based on the UWA selection rank. The maximum IBDP score is 45 points, calculated from each student’s results in their six subjects (with a seven-point maximum for each subject, making a potential total of 42 points), including a compulsory language. Furthermore, students can earn three additional points in the Theory of Knowledge and Extended Essay.

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Outstanding IBDP Student Results

Jack Nelson 41 points (Equivalent to 98.50 ATAR*)

Haotian (Mike) Liu 40 points (Equivalent to 98.00 ATAR*)

Luis Nettleship 40 points (Equivalent to 98.00 ATAR*)

Matthew Berglin 40 points (Equivalent to 98.00 ATAR*)

Bruno Erickson 39 points (Equivalent to 97.50 ATAR*)

Simon Pocock 39 points (Equivalent to 97.50 ATAR*)

Aditya Arora 38 points (Equivalent to 97.00 ATAR*)

I BDP O VE R V I E W Australian universities recognise the Diploma points by converting them to an ATAR equivalent. Our students achieved an outstanding median of 36 IBDP points, equivalent to an ATAR of 92.3 at all universities except UWA, where it represents an ATAR of 95. However, it is essential to note that an IBDP score of 24 points now provides direct entry to UWA. Furthermore, Curtin also recognises several subjects which qualify for advanced standing. All of our students achieved this benchmark.

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Dedication, persistence and sacrifice The pursuit of excellence requires dedication, persistence and sacrifice.

James Wall made that decision coming into Year 12: “I made it my goal to push the limits of my ability in academics through trialling different study methods until I found what worked for me, and that was one of the greatest decisions I’ve made for my academic journey. That commitment was certainly my proudest achievement in Year 11 and 12.”

The graduating IB Diploma students, though, are acutely aware of the caring structures around them. Mike Liu says the boarding community played a “crucial role in supporting me to achieve personal excellence”. Heath Arbuckle emphasises, “The House system provided a close, nurturing environment, encouraging me and others to achieve personal excellence”.

built with others have shaped me more profoundly than any subject I’ve studied”.

For all, their choice of the IB Diploma challenged and stretched them. Oscar Male says, “I took the IB knowing that it offers a unique learning opportunity. The IB promotes authentic and well-rounded learning, challenging your weaknesses to pursue real growth. These ideas aren’t just fancy jargon, it’s the tangible ethos that drives the IB staff at Scotch.”

Within the classroom, the boys agreed it was the Extended Essay that most challenged them, but also where they most grew.

“I’m most grateful for being able to partake in the IB Diploma Programme, as the lessons and skills I’ve learnt along the way are ones that I will carry into university and my career.”

James Wall

Jacky says, “Overcoming the numerous technical and methodological challenges not only strengthened my curiosity but also pushed me to think more critically

Jacky Yang couldn’t agree more wholeheartedly: “The College has been fundamental to everything I’ve achieved. Teachers were always willing to help me extend myself beyond the classroom. I believe the relationships I’ve

Above: James Wall “I made it my goal to push the limits of my ability in academics through trialling different study methods until I found what worked for me.”

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Above: Heath Arbuckle, performing his final recital in the Scotch Chapel, one of his proudest achievements.

Heath achieved a score of 37 in the IBDP (96 ATAR).

Above: Oscar Male achieved a score of 36 in the IBDP (95 ATAR). He also graduated with Honours in Hockey and represented WA in the 2025 Hockey Australia Under 18 National Championships

Above: Mike Liu was awarded the FG Medcalf Proficiency in Mathematics: Analysis & Approaches SL and achieved a score of 40 in his IBDP (98 ATAR).

and creatively. The final result was something I’m genuinely proud to have created.” Mike also looks back with particular fondness on the opportunity to take his “passion for the environment and ecological conservation and integrate that to pursue knowledge that is meaningful and impactful to myself and the community.” And the feeling of submitting it? James says, “The feeling of a final copy that is the best you can make it is unmatched.”

For the 2025 IB Diploma cohort, that pursuit of excellence is not limited to academic studies. Heath explains, “The school’s facilitation of my passion for music is one for which I am most grateful.” His final recital, in the intimacy of the Chapel, was, he says, “One of my proudest achievements. “Music”, he declares, “has grown to be one of the most treasured parts of my identity.”

This thread of identity is evident for Jacky as well. He says, “The opportunity I’m most grateful for is the College’s strong emphasis on STEM. 3D printing was what first sparked my passion for engineering”. It was this spark that led Jacky to his “proudest achievement”, founding the Scotch College First Robotics Competition (FRC) team, Lost in Translation, and their performance at the 2025 Western Australian Robotics Playoffs: “It represented the culmination of two years of learning, teamwork, and problem-solving.”

Above: Jacky conducting his Resonant Inductive Coupling experiment with Ms Elrina Hartman from UWA’s International Centre for Radio Astronomy Research for his Extended Essay. Jacky achieved a score of 43 in the IBDP (99.5 ATAR)

“My proudest achievement was that I stepped out of my comfort zone by serving and leading.

I love that these experiences pushed me to explore my potential” Jacky Yang

It was these aspects outside of the classroom that permitted them to strive for excellence. Mike explains that, “My proudest achievement was that I stepped out of my comfort zone by serving and leading. I love that these experiences

pushed me to explore my potential.

They have helped me develop important skills like time management, collaboration and leadership.”

Looking back, and gazing ahead, James says, “I’m most grateful for being able to partake in the IB Diploma Programme, as the lessons and skills I’ve learnt along the way are ones that I will carry into university and my career. I would advise anyone willing to put in the hard yards and stay committed, to do the programme – it’s more than worth it.”

Mr Brendan Zani IB Diploma Coordinator

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Student achievements Captain of School 2025 Val Davies Vice-Captain of School – Operations 2025 Charlie Banfield Vice-Captain of School – Service 2025 Sebastian Carmichael Captain of Boarding 2025 Cambell Johnston Duces of Year 12 Isaac Martin-Booth (WACE) Maxwell Clarke (VET) James Wall (IBDP) Graduating with Honours Franklin Lough (Cricket) Charlie Banfield (Football) Oscar Male (Hockey) Heath Arbuckle (Music) Zachary Anderson (Pipe Band) Simon Pocock (Debating) Thomas Lister (Rugby) Hudson Weir (Rugby) Thomas Clements (Water Polo) Ben Marris (Water Polo) Jake Taboni (Water Polo) Will Upson Award Oscar Ho

FG Medcalf Proficiency Business Management & Enterprise – ATAR (WACE), Politics & Law – ATAR (WACE) Lachlan Morgan FG Medcalf Proficiency, Chemistry HL (IBDP), Mathematics: Analysis & Approaches HL (IBDP), Physics HL (IBDP) Yafeng (Jacky) Yang FG Medcalf Proficiency, Film HL (IBDP), History HL (IBDP), Language & Literature HL (IBDP) Matthew Berglin FG Medcalf Proficiency, Geography – ATAR (WACE) Reid Knox-Lyttle FG Medcalf Proficiency, Mathematics: Analysis & Approaches SL (IBDP) Haotian (Mike) Liu FG Medcalf Proficiency, Mathematics: Methods – ATAR (WACE), Mathematics: Specialist – ATAR (WACE) Jack Thackray FG Medcalf Proficiency, Physics – ATAR (WACE) Rory Thorpe FG Medcalf Proficiency, Physics SL (IBDP) Luis Nettleship Aboriginal & Intercultural Studies – General (WACE) Harry Mengler Biology – ATAR (WACE) Nicholas Chadwick Biology HL (IBDP), Indonesian SL (IBDP) Jack Nelson

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Business Management HL (IBDP) Zachary Anderson

Marine & Maritime Studies – General (WACE) Dorian Collins

Chemistry – ATAR (WACE), Engineering Studies: Mechatronics – ATAR (WACE) Piers McNeil

Materials, Design & Technology: Metal – General (WACE) Henry Dyke

Chinese First Language – ATAR (WACE) Jiawei (Jerry) Li Design: Dimensional – ATAR (WACE) Samuel Bult Design: Graphics – General (WACE) Shiran Zhang

Mathematics: Essential – General (WACE) Thomas Sojan Media, Production & Analysis – ATAR (WACE) James Bowie Media, Production & Analysis – General (WACE) Charles Bates

Drama – ATAR (WACE) Alexander Donald

Modern History – ATAR (WACE) Max Donaldson

English – ATAR (WACE), Music – ATAR (WACE) Oscar Ho

Outdoor Education – General (WACE) Charlie Barron

English – General (WACE) William Henderson

Physical Education Studies – General (WACE) Zane Levy

French HL (IBDP) Remy Bardinet French SL (IBDP) Heath Arbuckle German HL (IBDP) Soeren Loscher Human Biology – ATAR (WACE) Troy Gardner Literature HL (IBDP) Bruno Erickson Literature SL (IBDP) Dylan Burke Marine & Maritime Studies – ATAR (WACE) Harry Gibson

Psychology – ATAR (WACE) Lucas Liu Spanish ab initio SL (IBDP) Oliver Knuckey Stewart Literature Prize – ATAR (WACE), The Raven: Year 11 & 12 Prose, Visual Arts – General (WACE) Charlie McCall

St Andrews Cross award

The St Andrews Cross is awarded in recognition of outstanding achievement across a breadth of areas and embodies the well-rounded individuals the College strives to inspire. There are five key areas of achievement: Academic, Arts and Culture, Community, Service and Citizenship, Leadership and Sport.

To be eligible for the St Andrews Cross, a student must achieve Colours in all five areas, demonstrating consistent effort and balance across his pursuits. In recognition of the additional commitment required to attain Honours, a student may also qualify by earning Honours in one area and a combination of Colours or Honours in at least three others.

The St Andrews Cross remains one of our College’s most prestigious awards.

Congratulations to Luis Nettleship, Jack Nelson, Haotian (Mike) Liu, Zachary Anderson, Matthew Berglin, Oscar Male, Rory Thorpe and James Wall.

Above: Front row (L-R): Zachary Anderson, Rory Thorpe, Matthew Berglin, Haotian (Mike) Liu Back row (L-R): Jack Nelson, Luis Nettleship, James Wall Absent: Oscar Male

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