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Research Report 2019-2020


Our Purpose The Scots College Research Office exists
to advance the College’s Brave Hearts Bold Minds educational philosophy by building expert communities of knowledge, practice and formation.

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ScotsResearch Report 2019-2020


Contents 4

From the Principal

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From the Director of Research and Professional Learning

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Our Team

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About ScotsResearch

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Highlights of 2019-2020

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Our Research Priorities: The Patribus Initiatives

10 Character and Care

14 Experiential Education

17 Design Thinking and Creativity

19 Physical, Mental and Spiritual Wholeness

21 Entrepreneurship and Social Leadership

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23 Professional Learning 34 Community Engagement 37 Student Programs 38  Publications and Presentations

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From the Principal Education has never been solely about what goes on between 9:00am and 3:00pm within the four walls of a classroom and the two covers of a textbook. Classrooms, timetables, standardised assessment, and other longstanding aspects of schooling do have their place. But if they are its defining parameters then whatever education takes place therein may not be an education worth having. The unprecedented disruption of the COVID-19 pandemic has only served to further expose what is unnecessary and what is essential in education.

That is why we encourage staff to be involved in research and why we commit ourselves as a learning organisation to partner in research. Discovering new knowledge is critical, of course, not least in inverting the assumption that schools only consume that produced by experts elsewhere. But perhaps more valuable than research findings is the formation in new ways of thinking that engagement in research brings. Thinking hard. Negotiating complexity and ambiguity. Testing ideas in action. Collaborating across boundaries. Communicating with precision. Being humble and hopeful. Always seeking to get better. Such skills and character traits are essential

Challenging the industrial model of

for the success of our students as they

schooling is, of course, not a new

navigate the future. Little can be more

refrain. Leaders in government, industry,

important, in forming young people, than in

universities and schools alike have for some

being reformed ourselves as educators. This

time called for education to be reinvented.

is why we seek to be a research-invested

Yet despite substantial investment of money

school. This is what we mean by aspiring,

and energy, most efforts at transformation

through our Patribus Initiatives, to be an

fail to deliver.

expert community of formation. This is at the heart of our vision for reinventing

We contend that the heart of the problem

education, not just at Scots, but in

lies in the way we think as teachers about

partnership with others.

our task. Our own schooling, our training and our experience (often largely on our

It is my pleasure to commend to you the

own, behind our closed classroom door),

inspiring work of so many across the College

has formed a powerful and often implicit

in 2019-2020 to continue on this quest for

mental model of what schooling should be.

reinvention in pursuit of our founders’ vision

Take the usual constraints away and we

of ‘higher learning for the common weal’.

often revert to what we’ve always done. To really be able to change we don’t just need

Dr Ian PM Lambert

new techniques or technologies.

Principal

We don’t just need to work harder. What we need is nothing short of a reformation of our thinking — new mental models for what school could be.

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ScotsResearch Report 2019-2020


From the Director of Research and Professional Learning Initiated in 2012 as one of the first school-based research units, The Scots College Research Office catalyses a range of projects, programs and publications, inspiring ‘higher learning for the common weal’.

skills of teaching but the deeper elements of expertise: vocational clarity, philosophical depth and entrepreneurial thinking. We support a number of teachers engaging in research, from a first attempt at action research right through to PhD studies and beyond, as well as custom study and applied learning

We run a range of collaborative research

pathways in leadership and pedagogy.

projects with universities, industry partners and other schools in Australia and overseas.

We bring to Scots and the wider community

In the five core focus areas of our Patribus

world-class thinkers for conferences, seminars

Initiatives — Character and Care, Experiential

and lectures, and share our own research in a

Education; Design Thinking and Creativity;

range of settings in Australia and abroad.

Physical, Mental and Spiritual Wholeness; and Entrepreneurship and Social Leadership — we

Across 2019 and 2020 we have seen the

are seeking to build partnerships at depth to

continued growth of depth and breadth in

reinvent education.

research within the College and in exciting collaborations beyond. It is an exciting time

We design and develop a suite of professional

indeed to be part of the work of reinventing

learning opportunities for staff across the

education, not only at Scots but far and wide.

College, developing not just the technical

We hope to connect with you in sharing this vision.

The Scots College Research Office team – Dr Caitlin Munday, Mr Jeffrey Mann,

Dr Hugh Chilton

Dr Hugh Chilton, Mr Jason Corbett-Jones and

Director of Research and

Miss Rachel Pan.

Professional Learning

Our Team The ScotsResearch team is made up of a number of staff across the College engaged in research-informed professional learning, supported by our core team of teacher researchers:

Mr Jason Corbett-Jones (Coordinator of Teacher Accreditation) Jason leads and administers all accreditation programs for teaching staff. He also coordinates teacher trainees at Scots as part of the Teaching Schools Alliance Sydney and practicum teacher placements. He teaches Business Studies and Economics.

Dr Hugh Chilton (Director of Research and Professional Learning) Hugh oversees all research and professional learning at the College

Mr Jeffrey Mann (Coordinator of Student Experience)

and in partnership with other institutions, as well as steering

Jeff develops initiatives to provide a smooth transition experience

strategic projects. He also teaches History and Research Studies.

as students move between various parts of the College and shapes a number of research and staff development programs. He also

Dr Caitlin Munday (Research Fellow – Professional Learning)

teaches Christian Studies.

Caitlin designs and leads a range of formal and informal professional learning programs, including the development of

Miss Rachel Pan (Research Projects Officer)

mastery in teaching. She also teaches Studies of Religion and Drama

Rachel supports and coordinates a range of projects and programs

and is the Director of the Teaching Schools Alliance Sydney.

run by ScotsResearch. She also teaches Christian Studies.

From the Director of Research and Professional Learning

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About ScotsResearch The Scots College Research Office exists to advance the College’s Brave Hearts Bold Minds philosophy of education by building expert communities of knowledge, practice and formation. For more information please visit our website: scotsresearch.org.

Objective 1

• Form and encourage research groups within the faculties. • Establish and maintain digital frameworks which support communities of practice, and which can disseminate research activity and findings among staff.

Encourage and coordinate the research-informed practice of staff

• Maintain a research and publications register which makes transparent the work happening around the College.

and students in the College and

• Publish an annual Research Report which promotes the College’s activities.

contribute to staff training.

• Build on the College’s conference series to encourage students to participate in curiosity-driven learning and research.

Objective 2

• Establish a cumulative electronic repository including quality literature, digests, data and publications collected for College projects. • Engage in conferences, seminars and other events, to assess and connect to leading

Locate, assess for suitability and

thinkers in related fields.

implement world’s best practice in

• Design and run benchmarking exercises for assessment of best practice.

boys’ education.

• Implement and assess innovative programs for improvement based on international best practice.

Objective 3

• Engage in cooperative research with Australian and overseas universities and schools. • Capture, produce and disseminate articles and teaching materials based on original and/or synthetic research by the broader College community, in areas cognate to the

Contribute to the College’s reputation as a citizen and a contributor to the information economy.

Objective 4

College’s mission, and in ways which will build the College’s reputation. • Partner with select scholars and institutions to connect the College to the larger information economy.

• Support graduate and research degree programs sponsored by Australian and overseas universities and other educational bodies and networks. • Collate, synthesise and disseminate existing institutional research in effective,

Support institutional research which will build the College’s effectiveness and efficiency as a leading Christian educator of boys.

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ScotsResearch Report 2019-2020

organisationally appropriate means. • Act as a portal for new institutional research endeavours which assist in making the College more effective in the pursuit of its mission.


Highlights of 2019-2020 The 2019-2020 year saw continued growth in our vision for reinventing education through a range of programs and projects centred on our five Patribus Initiatives.

In encouraging Physical, Mental and

the launch in 2020 of the Teaching Schools

Spiritual Wholeness, under Mr Graham

Alliance Sydney, with Scots as a founding

Pattison’s guidance, we piloted a Year 7

member and Dr Caitlin Munday appointed

integrated ‘Mind Body Spirit’ curriculum,

inaugural Director. Training the next

where boys learnt scientific methods

generation of Christian teachers, deeply

through studying their own physiological

formed within their schools, signals a

In educating for the Character and Care

development while reflecting on a Christian

significant shift in the way in which schools

of fine Scots boys, under the guidance of

vision of personal growth. This expanded in

can develop their own culture of expertise

Dr Tom Cerni, staff reflected on the nature

2020 to also include Year 8.

in formation.

of character embodied in our graduate profile. All our teaching staff were engaged

In promoting Entrepreneurship and Social

in the new Teaching for Character program,

Leadership, Mr David Todd led the unique

designing small action research projects

Applied Entrepreneurship Program’s

to develop curiosity, adventure, creativity

expansion to a dual intake, and saw

and personal growth in the classroom.

the program attract significant interest

Visiting speakers in our ScotsIdeas program

nationwide, including through a new

included renowned parent educator

‘Decoding Entrepreneurship’ podcast.

Mr Steve Biddulph and relationships expert

Our critical friend Professor Yong Zhao

Dr Rob Loe, while our own staff presented

invited four Scots boys and two teachers to

their research on character formation

participate in a two-week entrepreneurship

through the International Boys’ Schools

and creativity summer school in Chongqing,

5,200 hours of

Coalition. We commenced a project with

China, followed up by a guest teaching

professional learning in

researchers at the University of Oxford

intensive in China by Mr Jeff Mann. Our 2019

Teaching for Character

to harness intuitive technology to better

Clark Fellow, Professor Nicholas Aroney

monitor student wellbeing.

from the University of Queensland, gave

1,500+ Guests at

a masterful lecture at the Sydney Opera

ScotsResearch community

In engaging with our society and world

House on law, education and religion as

events, including ScotsIdeas

through Experiential Education, guided by

pathways to the good society.

and the Clark Lectures

and Technology staff to pilot a Year 8 camp

We also continued to support the

34 Teaching for Character

focused on real-world applications of food

development of staff expertise through

team projects in 2019

and robotics. Staff undertaking PhDs in

our distinctive pedagogy, research and

Experiential Education continued to share

leadership development tracks. Our

18 staff graduates

their work, especially at Glengarry, studying

Master Teacher program expanded to the

the unique impact of this program on boys’

Preparatory School, our third cohort of staff

engagement and psychosocial development.

worked through their applied Master of

2019-2020

by the Numbers

Mrs Kym McMaster, we worked with Design

of The Scots College Leadership Program in 2019

Leadership and Management in Education

10 Master Teacher

In enabling Design Thinking and Creativity, led

(including a capstone service experience

Fellowships awarded in 2020

by Mr Paul Vickers, we continued to immerse

in Vanuatu), and we broadened training for

boys and staff in design challenges. Eighteen

middle managers through the continuation

8 staff involved in

staff completed our Leadership Program,

of the new Leadership Summits program.

MPhil and PhD programs

working in teams to tackle complex problems,

We also worked with three Australian and

such as how we reimagine student reporting.

two overseas universities in designing major

Leading neuromusical educator Dr Anita

new research collaborations, furthering

Collins visited for a ScotsIdeas session on

the depth and breadth of expertise in boys’

music and the science of brain development.

education. We were excited to be part of

8 conference presentations

Highlights of 2019-2020

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Our Research Priorities The Patribus Initiatives We are standing on the edge of the greatest shift in work since the industrial revolution. Schools can no longer educate students for jobs that won’t exist. We must prepare them for roles that haven’t even been imagined yet. Education needs its own revolution. Dr Ian PM Lambert, Principal

Our vision for the future of Scots is to ‘Reinvent Education’ through the Patribus Initiatives – fresh and deep collaboration between experts here and around the world. We want to bridge the divide between schools, universities and the world of work, to make sure no student is left behind. At Scots we aim to do this through the Patribus Initiatives, five expert communities of knowledge, practise and formation in: • Character and Care • Experiential Education • Design Thinking and Creativity • Physical, Mental and Spiritual Wholeness • Entrepreneurship and Social Leadership We believe every student needs an education in each of these areas if they are to thrive in the future. The Patribus Initiatives provide the ‘software’ of knowledge, the ‘interface’ of student and staff programs, and the ‘hardware’ of buildings to create new ways of educating boys. Through deep research, real-world learning and partnerships of hope, we want to inspire our young people to learn, lead and serve in shaping the kind of education we need to have and the kind of nation we need to become.

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The Five Patribus Initiatives

Character and Care

Experiential Education

The Patribus Initiatives Knowledge Model

Design Thinking and Creativity

Physical, Mental and Spiritual Wholeness

Entrepreneurship and Social Leadership

What makes up The Patribus Initiatives?

Our Research Priorities

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Character and Care We define character at Scots as the whole person in their structured moral agency, taking three distinct forms – civic character, moral character and performance character. We think of care as helping people to know true love, both as something to receive and something to give. Nothing is more important to our vision of education than that boys are formed to pursue and internalise good character, and receive the care they need to flourish together. Under Dr Tom Cerni, Head of Counselling, Character and Care, our understanding of best practice in forming character and providing care for boys continues to grow.

Towards the Measurement of Character Character development is integral to the journey of a boy through Scots. It has been said that “we measure what we value, and we value what we measure”, and yet the traditional model of school focuses mainly on the measurement of academic learning. Rather than statewide measures such as NAPLAN and the Higher School Certificate driving our educational priorities, Scots’ mission from 1893 has been to provide a holistic education. We have worked with a range of visiting experts over recent years to understand the nature of character education and its measurement, including Clark Fellows Professor John Haldane and Professor John Stackhouse. We have also continued to

This project captures the way boys prepare for, experience and learn from the Glengarry

participate in a global study of character

Outdoor Education Program.

education in schools for boys through CIRCLE – The Centre for Innovation, Research,

Capturing the Journey of Boys

Creativity and Leadership in Education. The middle years of high school are a time

follow five Scots boys during their journey

This past year our Framework for Education

of significant physical, emotional and social

through Year 8 to 10, and conduct regular

team has compiled a continuum of student

development. This period is often when

video interviews with them about their

outcomes in each character domain of

lasting friendships are formed, and can be

experience. We have already used material

our Graduate Profile and across our six

a time of social isolation and compromised

from the first interviews, where boys

developmental stages. We are reshaping

mental health. At Scots, Years 8 to 10 mark

described their experience starting Year 7 at

teaching and learning programs to address

a boy’s journey after he has settled into the

Scots, to contribute to our Master Teachers’

these outcomes and designing new

Senior School and before he enters the final

project to redesign the Year 7 experience.

strategies for rigorously and authentically

two years of the HSC program, and of course

As the project progresses, videos will be

tracking the development of each boy’s

is punctuated with the six month residential

produced to help boys and parents prepare

character through his Scots journey. This has

adventure experience at Glengarry in Year 9.

for Glengarry, and to help Year 9 and Year 10

included training the facilitators of Teaching

tutors understand the boys’ perspectives

for Character teams in how to evaluate the

In 2019, Mr Jeff Mann embarked on a

as they return to school life at Bellevue Hill

impact of their classroom experiments.

longitudinal qualitative research project to

after their Glengarry experience.

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ScotsResearch Report 2019-2020


Designing a Home for Character and Care in the John Cunningham Student Centre

Using Technology to Better Understand Boys’ Wellbeing In 2019 we embarked on an exciting project that will use technology to know and care for every boy. In collaboration with researchers from Oxford University and emerging technology company, Skodel, Scots seeks to rethink the current approaches to monitoring student wellbeing. In contrast to traditional wellbeing monitoring tools that involve occasional long-form surveys, we are exploring the benefits of a new platform that uses regular 30 second check-in questionnaires in order to assess the mental health of adolescent boys. The current marketplace for this type of tool

An artist’s impression of the John Cunningham Student Centre.

is saturated by technology-led platforms. Our approach is exciting in its co-design, working

The John Cunningham Student Centre,

as a school community with world-class

a complete renovation of the Stevenson

researchers and technology specialists to

Library due for completion in 2022, will

deliver an evidence-led platform for supporting

be at the heart of our College – providing

the mental health and wellbeing of students

a knowledge hub and sanctuary for all.

at Scots and elsewhere. From an initial

It gives expression to our foundational

trial involving 35 boys we have expanded

belief in the importance of character and

the scope of our case study to over 200

the outstanding provision of care, and

boys. This has been largely focused on the

is a strong home for our community to

technology platform integration.

address issues of concern through the intersection of teaching, learning and

Members of the internal design team on-site

The COVID-19 situation has prevented

social capital.

at the John Cunningham Student Centre.

a planned visit to Oxford in July 2020, therefore delaying the completion of the

Connecting educators, families and young

At the start of 2020 a team lead by

project. Literature regarding the impact of

people with knowledge leaders and allied

Mr Paul Vickers conducted extensive

COVID-19 on adolescent wellbeing is also

health practitioners means that we can

research and consultations with teachers

important to ensure correct positioning of

better equip and support our children on

and boys to inform the fitout of learning

the product beyond the current health crisis.

the journey to adulthood. Collaboration

spaces within the building. Filming classes

Project completion is now looking more

and subject matter expertise will be

in existing flexible teaching environments,

likely in 2021.

provided by allied health practitioners,

and surveying and interviewing boys and

including paediatricians, nutritionists,

teachers about their favourite places to

physiotherapists, occupational

learn, has created a foundation for making

therapists, sports psychologists, school

sure that the building facilitates programs

psychologists, speech pathologists and

and interactions that support boys’ character

careers and guidance advisors.

development and care-seeking behaviours.

Section Name Here

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Using Research to Develop a Year 9 Parenting Program Over the last 12 months planning has

of The Fathering Project), who can provide

commenced to develop a program for Year 9

practical examples and discussion to build

parents aimed at assisting their boys navigate

a more informed and skilled community

the journey to manhood. The Year 9 Parenting

of parents. We especially look forward

Program will primarily focus on the pre and

to working with Professor Hill during her

post transition to Glengarry, recognising the

visit to the College for the 2021 Clark

special opportunities and challenges at this

Fellowship.

age and stage of development. The program’s development builds on Rather than just another book or presentation

the 2019 sabbatical research of Principal,

on parenting, this program will be evidence-

Dr Ian PM Lambert, engaging with experts

based and practical. It will include input

in parent engagement in the UK and

from leading experts, including our

Canada. Planning so far involves a number

2021 Clark Fellow Professor Nancy Hill

of key staff including Dr Tom Cerni,

(Harvard Graduate School of Education)

Mr Jeffrey Grundy, Mr David Johnson and

Dr Tom Cerni discusses parenting with

and Professor Bruce Robinson (Founder

Mr Cornelius Smit.

Professor Nancy Hill at Harvard Business School.

Transforming Lives and Communities: Assessing the Impact of Quality Indigenous Education Since 2015 we have partnered with the

sponsor families and the College’s

Institute for Positive Psychology and

leaders were interviewed in this process

Education at the Australian Catholic

to gather a wide range of perceptions of

University (ACU) to conduct a major

the Indigenous Education Program and

Australian Research Council Linkage

its impact on the students and broader

Project.

school community.

This $307,000, multimodal research

In late 2019 we hosted a learning circle with

Professor Alexander Yeung sharing interim

study aimed to investigate the role that

another participating independent school

findings with staff and mentors.

Indigenous education programs play

and invited members of the Indigenous

in transforming the lives of students

Education Program to hear interim results.

and their broader communities. It also

We look forward to working with the ACU

sought to identify the psychosocial

Chief Investigators as the project nears

drivers of Indigenous students’

completion.

... leaders were interviewed in this process to gather a wide range of perceptions of the Indigenous Education Program and its impact on the students and broader school community. 12

ScotsResearch Report 2019-2020

wellbeing and educational outcomes in different school environments. The longitudinal case studies involved collecting data from students and various stakeholders over a three-year period at three different time phases. The same group of students were surveyed annually from 2017 to 2019. Parents, students,


Student and Stakeholder Views Some of the salient features and strengths of the Indigenous Education Program

Survey Results

included multilayered support systems, opportunities, and support and commitment from mentor families.

Some of the findings from the longitudinal surveys of students

Families and communities perceived that the Indigenous Education Program positively

included:

impacted Indigenous students. • All year groups have similar levels

What I like is that there are people in this world that care about us and actually want us to go somewhere in life. Indigenous student

of wellbeing (wellbeing includes academic wellbeing, psychological wellbeing, physical wellbeing, social wellbeing and cultural wellbeing). • Indigenous students’ wellbeing

The impact of the Indigenous Education Program was also felt by non-Indigenous students,

is only slightly lower than

families and communities, creating lasting friendships and relationships.

non-Indigenous students’ wellbeing, and on an upward trend over time, thus the gap appears to

I feel like in central Australia and Northern Territory ... the opportunity for some of our young boys to be truly successful in school, and then come back and impact their communities ... that is an enormous value. Indigenous community member

be getting smaller. • Indigenous students’ wellbeing is generally comparable to comparison schools’ Indigenous students. • A higher percentage of Scots Indigenous and non-Indigenous students have university

I think if boys become friends, regardless of who they are and where they live and where they go back to and what their communities are, I think that says a lot for the program if these boys become lifelong friends. Mentor of Indigenous student

aspirations compared to their respective comparison groups, and the general Aboriginal population in Australia.

Our Research Priorities

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Experiential Education Experiential Education involves learning by doing and the cycles of reflection that translate doing into learning. In the standard educational environment, where most knowledge is divorced from real-world practice, boys often disengage from schooling. By developing rigorous and creative experiential learning across the curriculum, we aim to inspire new approaches to engaging boys in adventurous and reflective learning. Under the leadership of Mrs Kym McMaster, Coordinator of Experiential Education and program leader at our agricultural site, Bannockburn, staff across the College have increasingly taken up the challenge of designing experiences for boys that are ‘real world’ and ‘reflexive’.

Engaging Year 8 boys Through Experiential Learning Camps Two hundred and twenty four Year 8 boys

robot that could manoeuvre around Mars.

of being in context, and the boys’ general

participated in three new camps across

Visits to the University of Technology

level of engagement.

three locations in 2019, applying an

Sydney and The University of Sydney

experiential pedagogy to develop a richer

focused on STEM-related projects,

While the COVID-19 pandemic has

understanding of the outcomes required

including programming a microprocessor

prevented the program continuing in

by the new Technology Mandatory

to measure soil moisture and then

2020, we hope to run it again in 2021.

curriculum. During their three-day visit to

building an automated irrigation system

Bannockburn, boys explored agricultural

using the same microprocessor. At the

food production in sheep farming, along

Sydney Fish Market, the boys participated

with the local timber industry’s produce

in a seafood cooking class and visited the

and woodworking. They also studied the

Powerhouse Museum.

oyster and dairy industries, shucking their own oysters.

Boys were observed and surveyed after each camp and asked, “How did learning

Based on class discussions and activities

through direct experience change your

associated with artificial intelligence and

understanding level for this topic?”

the design thinking cycle, boys worked

The major themes that emerged in their

on campus at Bellevue Hill on FlipRobot

responses were that they appreciated the

Boys reflect on their experience at the end of

and Arduino chip programming to build a

tactile nature of the learning, the relevance

their three-day Bannockburn camp.

“How did learning through direct experience change your understanding level for this topic?”

Building a Mars Rover at Bellevue Hill

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ScotsResearch Report 2019-2020

Programming and Food Production

Food Production at Bannockburn


Bringing the Bush to the Classroom in a Crisis The ferocious heat and devastating fire

As an invaluable teaching opportunity,

learn about conservation, fire and land

storm that swept the Kangaroo Valley on

Bannockburn staff member Mr David Bard

management. Having recently attended

4 January 2020 – part of the massive fires

began photographing sites at Glengarry

Glengarry, these boys were particularly

across the nation – destroyed some of the

each week to show the bush regeneration.

provoked by the images.

buildings and most of the environment at

Geography and Science teachers used

the College’s Glengarry campus.

these images with their Year 10 boys to

The Year 6 boys annual unit of work on bushfires was redesigned in 2019 and 2020 to see them rotate through a series of experiences at Bannockburn, based on American educational theorist David Kolb’s experiential learning cycle. This year the learning was even more ‘real world’ as boys partnered with a non-profit and locals from nearby Lake Conjola to help re-establish residential gardens. The provision of remote learning imagery was also investigated at Bannockburn to allow boys in Sydney the chance to experience the campus even during pandemic restrictions. At the beginning of Term 2 we provided remote learning videos/lessons for Year 8 STEM and Year 7 Mathematics teachers.

Year 10 Geography and Science students followed the regeneration of the Glengarry campus.

These lessons were instructional (e.g. collecting honey or weighing a steer), or provocational (e.g. illustrating erosion or diseased fish). By combining the use of these lessons with props supplied from Bannockburn (such as wool, plants and farm products), the experiences in the classroom were enhanced.

Learning is the process whereby knowledge is created through the transformation of experience. David Kolb Mrs Kym McMaster, Bannockburn Experiential Coordinator, educating Year 6 boys on fire danger ratings and risks.

Our Research Priorities

15


Learning Through the Experience of Building a Canoe In 2020, Year 9 boys at the Glengarry campus added a new project to their five months of immersion in adventurous, residential community: building and paddling their own canoes. Under the guidance of Mr Paul Holmes, boys in E Dorm worked together to construct the canoes. Rather than simply an exercise in carpentry, boys were encouraged to reflect on what they learnt about themselves from the experience. They used phrases such as “sustained effort”, “managing yourself”, “stopping and checking before action”, and “our result is a reflection of our character”.

Boys display their canoes before hitting the water.

The Scots Experiential Education Learning Model

Immersive Activity

Direct Debriefing

Pause

Focus and Framing Bridge-building

Assimilation

Adapted from Schenck and Cruickshank, ‘Evolving Kolb: Experiential Education in the Age of Neuroscience’, Journal of Experiential Education 2015, Vol. 38(1) 73–95.

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Design Thinking and Creativity ‘Design Thinking’ and ‘Creativity’ are talked about so often in education and in business that it would be easy to view them as buzzwords. Yet the need for ‘designerly ways of knowing’ and deep creativity cannot be easily dismissed. Schools have an obligation to carefully develop boys’ capabilities as designers to help them tackle wicked problems, and to reframe the nature of creativity as more complex and more capacious than often assumed. Under the leadership of Mr Paul Vickers, Coordinator of Design Thinking and Creativity, our expertise in design thinking and creativity continued to expand in 2019-2020.

Tackling Problems Worth Solving: Innovation and Design Co-curricular Program Pilot Having begun our focus on Design Thinking

applying our Patribus Knowledge Model of

redesign of the course for home-based learning

with a series of staff workshops in 2018

engaging with communities of knowledge and

and without the ability to run a three-day

and 2019 using Stanford University’s

practice. They explored a range of different

intensive at the halfway point. The concurrent

school model, in 2020 we moved to pilot a

‘problems worth solving’, including how

action research project by Mr Jeff Mann has

co-curricular student course where Year 10

to support working from home during the

interviewed staff, students and the external

boys learn the design thinking process while

pandemic and how dormitories destroyed by

partners, and collected survey data from

working with academic and industry partners

fire at Glengarry might best be rebuilt.

the boys at the bookends of the course. Our

on real problems. Led by Science Teacher

learning from this pilot program will guide us

Mr Aaron Jones, weekly sessions have

A fundamental principle of Design Thinking is

in how Design Thinking can continue to be

engaged experts from the University of New

flexibility and openness to new directions, and

integrated into co-curricular programs and

South Wales and the Australian Design Centre,

the global pandemic has certainly required

regular classroom practice at Scots.

Question, Understand, Explore, Solve, Think: Brighton’s Design Thinking QUEST Week Our Coordinator of Design Thinking and Creativity, Mr Paul Vickers caught up with The Scots College’s Head of the Brighton Preparatory School, Mr Rod Stoddart, about an immersive Design Thinking Week held in 2019. In 2019 you stopped normal activities at Brighton Prep to run a QUEST Week in Design Thinking. Why did you think this was a good idea, and what did you hope students would gain from the experience? We wanted to enrich all boys at Brighton Prep by allowing them to participate in this extension program at the same time. This allowed boys with strengths in certain areas to lead and to showcase their talents. We wanted to expose the boys to ‘real world’

Boys working in groups on extension tasks during QUEST Week 2019, sharing ideas and

tasks and to have older boys lead the

communicating those ideas by using posters and creating a pitch.

Our Research Priorities

17


around schools. This future thinking was engaging and stretching for the boys. We used the acronym QUEST, encouraging boys on a journey to Question Understand Explore Solve Think. The focus was on thinking differently and not rushing to the first solution. Empathy was also inherent in the collaborative aspect of the week, particularly for our Year 5 boys who led a team of younger boys. Incorporating the ideas and contributions of those younger team members did not come naturally to all boys but they had to ensure the whole team was pulling in the same direction. All boys also had to present as part of the whole Brighton Prepatory School students after working on ‘real world’ tasks

team at the pitch.

as part of QUEST Week. A good design process will be iterative, younger boys in teams to find solutions to a

their ‘pitch’, which was then presented later

often looping back to your empathetic

real-world problem.

in the week in a ‘shark tank’ style session

research and to ideation, even while

with a panel of experts who fed back on the

building your prototype. The deep

ideas presented.

understanding created through prototyping

What did the week look like? What were the main activities, and how were partners engaged in the students’ learning?

and regularly returning to research is Design Thinking, or what is often called

distinctive from a process that rushes to a

Human Centred Design, places importance

solution. Did your students experience the

Many regular classes were called off for

on understanding the impact that your

importance of an iterative process, and how

the week. Instead, we knew that syllabus

eventual design will have on people’s lives.

do you think this will change the way they

outcomes were being met through what

This is often termed the ‘empathy’ mindset.

approach problems in the future?

might have looked messy but was a rich

How did the students at Brighton Prep

experience for the boys. We began with a

engage with building empathy during the

The whole process was iterative, and this

session introducing the process and moved

week, and do you think there was a lasting

was one of the key components we taught

through focus on skill acquisition, then

impact on their sense of compassion for

explicitly, and supported in practice.

gave time to work in groups to apply the

others (a key character quality that we are

The boys had to keep coming back and

skills and explore; to ideate and to work

building in our Scots boys)?

redesigning and shaping their vision. We

up posters and a pitch. The boys worked

explained that if we had time we would have

in groups spanning Years 1 to 5 and this

Working on a solution for others was central

designed and modelled the prototypes,

helped them think ‘outside the box’.

to the boys’ thinking. The whole process

then tested them, and entered the ‘market’

highlighted that their design was to fix a

to get even more feedback. The boys

We were lucky to have input from parents

problem that would benefit future students

understood the concept of redesign based

such as a trained facilitator in Design

at Scots or other schools. We limited their

on the consumer feedback and we will

Thinking workshops and a journalist. The

scope to solving an educational problem

hopefully create more time for this in the

boys loved booking sessions to work on

for the future, and they all had a context

next iteration.

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ScotsResearch Report 2019-2020


Physical, Mental and Spiritual Wholeness At Scots, we recognise the challenges that boys face navigating the busy and fragmented nature of modern life. Boys are not just athletes with bodies, or scholars with minds, or artists and believers with hearts. At Scots we believe that a great education is based on a deep understanding of the whole boy. We are working to deepen research and practice in physiological, mental and spiritual development so that boys can be supported to flourish in every aspect of their lives in the service of God and others. Under the leadership of Mr Graham Pattison, Coordinator of Holistic Development, we continued to embed and expand major steps in 2019-2020 towards deepening our expertise in encouraging physical, mental and spiritual wholeness.

Connecting the Dots: The Mind Body Spirit Curriculum Mind Body Spirit is a cutting-edge

the implications of the Creation narrative

educational program evolving the way that

in Genesis.

Scots approaches the holistic development of boys. A totally new subject in a boy’s

Under the instruction of Mr Adam Laughlin,

schedule, the Mind Body Spirit program

2020 has seen the pilot program expand

is designed to shift the way they learn

from Year 7 to now encompass all of Year

about themselves by bringing together

8. This advancement has enabled the

Personal Development, Health and Physical

program to adopt a progressive approach

Education (PDHPE), Science and Christian

to the boys’ development. which will enable

Studies curricula in applied learning

them to build on their successes each

settings. The boys focus on learning the

year as the program develops to cover

scientific method to conduct experiments

Years 7 to 10.

Hugo is performing a mirror drawing task

within the College’s high-performance

during the unit ‘Body Balance’. The task

sports centre, collecting data on the

The ultimate goal of the program is to

develops the boys’ understanding of how

physiological development of themselves

see boys flourish into fine young men

procedural memory, often referred to as muscle

and their peers. This data is analysed

that are empowered with the scientific

memory, is developed implicity. Connections

within their theory lessons in conjunction

knowledge of how to take control of

are then made with the importance of repetition

with structured Christian reflection on their

their physical performance, health

and consistency with drills and skills to

developing sense of self.

and wellbeing, and have the spiritual

enhance athletic development.

resources to support those around them For instance, in learning about how the

to rise up and do the same.

brain works, boys conduct experiments in the Science lab to understanding their brain’s ability to process and store memories, how it reacts to stimulus and how improvements in memory can enhance their cognitive performance. They apply this in a sporting context, considering, for example, how basketballer Kobe Bryant deals with distractions in his free throw routine. They then consider what a flourishing life looks like from a biblical perspective, assembling a collage of images that reflect

Lachlan and August are utilising a free online game, Control Tower, to conduct an investigation of their working memory and its role in accurately tracking multiple objects simultaneously.

Our Research Priorities

19


Using Data to Understand Boys’ Development Over the past seven years, The Scots College

• power

This data has challenged the common

has developed an innovative health and

• flexibility

assumption that boys must choose between

fitness initiative for boys called the Mind Body

• self-perception.

different avenues of endeavour if they are

Heart (MBH) Pathway. It adopts a whole-of-

to succeed and flourish at school. We have

boy focus designed to build and reinforce

Boys are provided with their own data on

found, for instance, that boys who score

character traits that will help define every

these tests via an interactive dashboard,

highest in the MBH Pathway performance

Scots boy and allow him to build a successful

which allows them to set training goals based

tests are also among the most satisfied with

life in any pursuit and arena he chooses. It

on their chosen sport and their physiological

the Academic program, rather than just being

also aims to improve boys’ awareness of

development. They can then book into

the ‘sporty boys’. These correlations also help

their own development against their personal

appropriate sessions in the John Solomon

us to ask better questions of the experience

best, rather than their peers, and to minimise

Sports Club.

of boys who tend to be in the middle of the

injuries that come from inappropriate training,

cohort – neither the ‘high achievers’ nor the

for example, an excessive focus on strength at

The College also conducts annual in-depth

the expense of flexibility.

surveys with students obtaining views across

boys usually needing extra support.

attitudinal school areas such as teaching and

While the COVID-19 pandemic has disrupted

The program is supervised by the College’s

learning, wellbeing, co-curricular, anxiety

the usual testing schedule, boys have still

Director of Sport, Mr Graham Pattison,

and stress.

been engaging in training sessions online and

and involves each boy undergoing simple

in person. We also look forward to continuing

programmed health and fitness tests

In analysing these substantial data sources,

discussions with other schools about

covering:

we have been able to explore correlates of

expanding the program and sharing learnings

boys’ MBH Pathway performance scores with

about boys’ development.

• endurance

their survey responses to areas such as the

• acceleration

Academic program, Pastoral Care, Sport,

• speed

Co-curricular Activities, reputation, affinity

• strength

(loyalty), preparation for next stage of life.

A student’s Mind Body Heart Pathway dashboard.

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ScotsResearch Report 2019-2020


Entrepreneurship and Social Leadership There is a growing recognition in education that alongside the traditional skills and disciplinary knowledge, students need to be taught how to think and act entrepreneurially if they are to thrive in a complex, uncertain future. At Scots, we understand entrepreneurship as acting upon opportunities and ideas and transforming them into value for others. But how can this be achieved? How do you help students and teachers learn to be entrepreneurial outside of the strict confines of Business Studies, in their Mathematics class, for instance? How do you bring all the best elements of a traditional school like Scots and marry them with the dynamic, adventurous, non-conformist nature of entrepreneurship? Under the leadership or Mr David Todd, Head of Entrepreneurship and Social Leadership, major steps in 2019-2020 towards deepening our expertise in promoting entrepreneurship and social leadership. Some of these are described on the following pages.

Applied Entrepreneurship Program The Applied Entrepreneurship Program is a

where students undertake an industry

Year 12 Higher School Certificate pathway,

placement throughout their candidature.

increasingly recognised as an innovative structure that meets the contemporary need

In 2020, the Applied Entrepreneurship

for variance in the learning experience and

Program embedded a dual model of

the democracy of how it is delivered.

delivery, the AEP+ and AEP Standard programs. We also embedded formal

The purpose of the Applied Entrepreneurship

partnerships with the University of

Program is to continually develop innovative

Technology Sydney and Bond University.

and relevant curriculum to address student

The composition of these partnerships

Applied Entrepreneurship Program students

purpose, engagement and graduate

includes matriculation, sharing and

with Mr Lang Walker AO at the Lang Walker

outcomes. This is achieved through the

collaborating through research, program

Business Centre, The Scots College.

co-creation and design of enterprise

design and staff development.

development programs with industry and academic partners.

It has been exciting to see boys emerge from the program and see their experience

The program focuses on the development

translate into new opportunities.

of five key charges: Strategy, Leadership,

Oliver Pollasky (’19) began his Applied

Analysis, Influence and Problem-Solving.

Entrepreneurship Program industry

These disciplines are represented in the

placement at WithYouWithMe –

formation of an academic and enterprise

a Sydney-based technology company

development program. Supporting this

that solves underemployment issues

is a rejuvenated timetable that offers a

by creating human capital resource

blended mode with three learning studios

management software for high-demand

that enable personalisation (My Mastery),

areas such as cybersecurity and robotic

independence (The Workshop) and

process automation. He developed skills

collaboration (Scots Lab).

in data analysis, marketing and financial

Oliver Pollasky (’19) undertook industry

management. In 2020, Oliver’s industry

placement as part of the Applied

Complementing these learning studios,

placement led to an offer of employment in

Entrepreneruship Program, which led to an

an embedded experiential learning

parallel with his undergraduate degree at

offer of employment in parallel with tertiary

opportunity is at the heart of the program,

the University of Technology, Sydney.

study at the University of Technology, Sydney.

Our Research Priorities

21


Decoding Entrepreneurship Podcast Launched in 2020 by the Applied

Episodes to date have included:

Entrepreneurship Program staff team, the Decoding Entrepreneurship Podcast brings together great thinkers and doers, people who are intentional, impactful, and innovative for ‘fireside conversations’ about

• ‘An Entrepreneurial’ Passion with Dr Baden U’Ren, Director of the

• ‘Women in Leadership’ with Ms Maria Sykes, former Chief Operating Officer of the Rugby League World Cup • ‘Mastery of Self’ with Jonathan ‘Obi’

Commercialisation Centre and Assistant Professor of Entrepreneurship at Bond University • ‘Analogue Hearts, Digital Minds’ with

how to navigate the landscape of disruption

Mbakwe (’13), a graduate of The Scots

Mr Anders Sorman-Nilsson, a futurist

and entrepreneurship. In a dynamic, global

College and The University of Sydney

with Sydney-based think tank and trend

marketplace, these podcasts offer an

• ‘A High Performance Life’ with John Quinn,

unparalleled window into an entrepreneurial

exercise physiologist and coach of leading

vision, and the mastery of self and craft

athletes

required to realise it.

analysis firm Thinque. The podcasts are available on iTunes, Spotify and Google Podcasts.

Mathematical Financial Investigations in Year 2 Honours Ms Annie Gerasimou, a Preparatory

investigation’ where they had to select the

School Honours Master Teacher, has been

most lucrative system from three options:

examining how to design mathematical

$10 per day; start with $3 and increase by

learning with an inquiry approach. Such an

50 cents each day; or start with one cent

approach seeks to encourage students to

and double the amount each day.

wonder, to ask questions, to seek patterns and explain solutions in order for students

The students enjoyed the opportunity to

to see connections between their classroom

investigate a concept in-depth and express

Preparatory Honours Master Teacher,

mathematics and real-world applications.

curiosity with their questions, through

Ms Annie Gerasimou using a financial simulation

The boys participated in a ‘pocket money

finding patterns in the data.

to teach mathematical concepts.

China Entrepreneurial Immersion

The program began by helping students to identify their signature strengths. They then chose a product to develop which

What would school be like if students

would promote the city of Chongqing to the

worked in cross-cultural teams to design

world. The production teams went through

products which solve real problems? A

the entrepreneurial process of identifying

driving question from Professor Yong Zhao’s

needs, understanding strengths and

work (well known to Scots from his visits)

resources, coming up with ideas, convincing

was made a reality for a small team of Year 9

someone, and making and marketing a

Scots boys in August 2019. Guided by Mr Jeff

product. International students played a

Mann and Mr Jonathan Le, they travelled to

leadership role in the production teams, and Mr Jeff Mann, on day one of the trip at Chongqing

the city of Chongqing in China to participate

our Scots boys reflected that this sense of

in a two-week entrepreneurial camp with 240

real responsibility with production deadlines

Chinese and other international students.

gave them some practical leadership experience, which complemented their recently learnt skills from Glengarry.

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ScotsResearch Report 2019-2020

Year 9 students, College teachers and No.8 Secondary School.


Professional Learning Our Approach to Professional Learning at Scots Professional Learning at Scots is about more than just acquiring skills and knowledge or meeting compliance requirements. It is about inspiring and equipping staff to take their place in an expert community of knowledge, practice and formation. It is about taking on the challenge of reinventing ourselves as educators so as to reinvent the educational experience of boys.

We draw on four research-informed principles to design professional learning that is:

Better together – experienced in collaboration with others

Better embedded – experienced as ongoing and grounded in everyday practice

Better focused – has a clear concentration and is not trying to do to many things

Better on purpose – has a big ‘why’ kept front and centre.

Higher Learning: Our College-wide Focus on Character Formation In 2019-2020 our major theme for all-staff

and Classroom Choices’, Professor Michael

professional learning was ‘Higher Learning:

Anderson (The University of Sydney) on

Character Formation Through Our Brave

teaching for creativity and Olympic track

Hearts Bold Minds Framework for Education’.

coach Mr John Quinn on teaching for personal

We focused our professional learning days

growth.

held each term on immersing staff in the

The riddle box for the 2020 Staff Culture Day.

‘why’ and ‘how’ of teaching for character,

Staff had several opportunities to present

exploring the 12 qualities which make up our

their own work and learn from colleagues.

Graduate Profile. Having explored Curiosity

Distanced by the COVID-19 pandemic, our

in 2019, we considered our three other

annual ScotsMeet workshops in April pivoted

related qualities of Adventure, Creativity and

to Zoom sessions with 18 staff presenting

Personal Growth. These were introduced at

on topics ranging from ‘Augmented Reality

the start of 2020 with an ‘amazing race’ style

in Action’ to ‘Engaging Parents and Family

team journey, which immersed staff in over

in the Learning Experience’. A highlight was

30 different experiences to provoke these

our end of 2019 Teaching for Character Fair.

qualities. For instance, some learnt stand-up

All teachers presented their team’s work on

comedy to reflect on creativity, while others

a classroom intervention they had designed

were taught to sail by students to develop

together across the year to promote curiosity.

their sense of adventure.

Among the best presentations was a circus created by our Transition teachers, showing

Visiting speakers included Professor David

how the outdoor environment can be more

Smith (Director of the Kuyers Institute for

infused with play to feed boys’ curiosity.

Building and racing a cardboard boat at the

Christian Teaching and Learning at Calvin

2020 Staff Culture Day.

University, Michigan) on ‘Curiosity, Character

Professional Learning

23


A Snapshot of 2019-20 Professional Learning Days Strategies for Sustaining Curiosity

1. Find or create the compelling ‘hook’ in every topic/unit.

2. Give students voice and choice.

3. Provide time for unstructured exploration.

Professor David Smith speaking on Character, Curiosity and

4. Create a ‘parking lot’ to hold tangential

Classroom Choices.

Professor Smith really inspired me to challenge my own teaching and to think ‘outside the box’.

The Annual ScotsMeet presentations gave staff an opportunity to

questions.

5. Teach students to ask questions , don’t just assume they can.

Teams commence Design Thinking.

share their ideas.

This was the best [professional learning day] I’ve attended in over a decade.

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ScotsResearch Report 2019-2020


Professional Learning Pathways While all staff are involved in common and individualised professional learning, we encourage involvement in three development tracks that build collective expertise and lead to further career and learning opportunities.

Pedagogy Track Teaching for Character Team Facilitation The Teaching for Character (TFC) program

in redesigning teaching units, reshaping

commenced in 2019, aiming to engage all

classroom spaces and starting new activities,

teaching staff in dialogue and action about

all aimed at growing the character qualities

how teaching and learning might more clearly

of curiosity (2019) and adventure, creativity

reflect the College’s Brave Hearts Bold Minds

and personal growth (2020). Example TFC

philosophy of education and the character

questions included:

outcomes in our Graduate Profile. Staff are invited to apply to be a TFC Team Facilitator, a role which provides a first leadership opportunity for many teachers, focused around pedagogical leadership rather than

• What happens to boys’ understanding of God as their Creator in Christian Studies if we give them time to ask big questions? • If we implement a ‘taste and see’

administration. Facilitators receive extensive

Creative Arts program across Year 8

training and support through regular

what happens to student engagement

Ms Natalie Lawand presenting her team’s

workshops on topics such as designing a

and interest?

project on using curiosity to encourage

research question, running effective meetings and communicating results.

richer problem-solving in Mathmetics. Culminating in the Teaching for Character Fair in October, the program had a focus on both

Complementing the all-staff professional

a product to show and a process to learn from.

learning days, teams met twice per term to work on choosing and answering an inquiry question of their choice. This took expression

Professional Learning

25


Master Teacher Fellowships The College’s exploration of mastery practice in teachers has been underway since 2014. In 2018 we took all that had been learnt about developing and sharing mastery and established the Master Teacher Fellowships. These positions recognise teachers of both experience and expertise, who have demonstrated excellence in the classroom and are seen as pedagogical leaders within the College. They provide professional pathways for keeping excellent teachers in the classroom while making their expertise available to the broader College community, boys and teachers alike. Over the course of their Fellowship, Master

Master Teacher Ms Chloe Collett mentors early career teachers Ms Hannah Medellin and

Teachers participate in a tripartite program

Mr Jack McCarthy.

of mentoring, research, and professional engagement within and beyond the College,

Following are some examples of what they

of the many hats I juggle, but it is a critical

centring on teacher development. Fellows

worked on:

one as it has the potential to establish the

receive a title and allowance to recognise

necessary culture for a new teacher at Scots.

their work. Our 2020 Master Teacher

“I have been working on a project in the

This in turn sets the expectation for new

Fellowships were awarded to:

areas of digital technology and ICT. My

teachers to be collaborative and lifelong

role involves mentoring others in the Early

learners who will also have a confidante in

• Claudia Brin (PDHPE)

Learning Centre and Preparatory School to

their times of need.”

• Ms Chloe Collett (Year 3)

incorporate digital technologies in teaching

Ms Chloe Collett, Year 3 Master Teacher

• Ms Annie Gerasimou

and learning programs, and to develop the

(Preparatory Honours)

skills required for an effective response

“In my role as Master Teacher my focus is

• Mr Eric Gibbings (Science)

to home-based learning. This has been

Mathematics pedagogy. My aim is to provide

• Mr Mark Halsted (History)

extremely relevant in the recent pandemic

opportunities for staff to share inspiring

• Ms Lauren Harvey (History)

when teachers and students had to carry

practices amongst themselves, have

• Ms Carolyn Hurd (Gifted and Talented)

out home-based teaching and learning.

access to different forms of professional

• Mrs Sandra McMurray (Science)

Through this project, staff and students are

learning and have the opportunity to plan

• Mr Bryan O’Meally (Visual Arts)

developing the necessary skills to function

and teach collaboratively. Furthermore,

• Ms Penelope Ryder (Year 5-6)

effectively in a digital world.”

I am developing my own pedagogical

Ms Penelope Ryder, Year 5-6 Master Teacher

knowledge and skills and building professional networks in and around

“As a Master Teacher, I work with new

Primary Mathematics teaching and learning.

teachers who have been in the teaching

I hope to present at an external forum and

profession for five years or less. It is often

to have published an article for a teaching

rewarding to work with these new staff

publication by the end of the year.”

members as they are committed and

Ms Annie Gerasimou, Preparatory Honours

have the desire to be better equipped in

and Master Teacher

pedagogy and curriculum to bring out the best in their students. Mentoring is only one

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ScotsResearch Report 2019-2020


Research Track International Boys’ Schools Coalition Action Research Over the past several years we have been privileged to participate in the International Boys’ Schools Coalition Action Research (IBSC) program, an 18-month course bringing together educators from around the world to conduct an investigation centred on a common theme. In 2018-2019 we had two pairs of staff explore the theme of Boys and Stories: Mr Duncan Kendall and Ms Elisabeth Smith, and Mr Ed Brenac and Mr David Scardino. In 2019-2020, Mr Andrew Doodson took up the theme of Boy Voice and Choice.

Research Project: They’ve Walked in Our Shoes: The Power of Old Boys’ Stories to Develop Character in Year 5 Boys

scale surveys, structured observations of video recordings, a thinking routine exit ticket and personal interviews preand post-action. After categorising and coding the data, common themes emerged

Researchers: Mr Duncan Kendall and

identifying how the personal stories of Old

Ms Elisabeth Smith

Boys impacted upon boys’ understanding of the Fine Scots Boy qualities. The shared

In this research project, four Old Boys of the

stories personalised the qualities, and

College were chosen to share their personal

highlighted the significance and meaning

stories, which exemplify and embody one of

of the qualities to students’ lives. The

the ‘Fine Scots Boy’ qualities. After sharing

experience also developed camaraderie and

their story in a grade-wide context, a class

connectedness between the Old Boys and

Mr Ed Brenac and Mr David Scardino

of Year 5 students were then invited to a

Year 5 boys.

present their research.

an opportunity to debate questions, share

“The findings of this project have

their stories and together consider how they

highlighted the amazing power of personal

could display Fine Scots Boy qualities within

stories in the classroom, the significance

their own lives. Qualitative and quantitative

of mentoring with older students and the

Research Project: What Shapes Him, Shapes Them: How Sharing Personal Narratives Fosters Connectedness in Grade 10 Boys

data were collected; specifically, Likert

importance of explicit teaching for character

‘fireside chat’ with the Old Boys, providing

for young boys. The IBSC Action Research

Researchers: Mr David Scardino and

project has been a unique opportunity to

Mr Ed Brenac

learn with a global community, fostering my interest in educational research and further

This project investigated whether Year 10

study next year, and use research to inform

boys coming together on a regular basis and

my current classroom teaching practice.”

sharing personal stories with one another

Ms Elisabeth Smith

had an effect on their level of connectedness

IBSC Action Researcher, 2018-2019

with one another. Adolescence is a time when students look to redefine their identity and purpose and throughout the teaching career, an observation is that Year 10 boys can appear more disengaged, particularly emotionally and intellectually. The research project comprised of weekly 25-minute sessions spanning over a seven-week time

Ms Elisabeth Smith and Mr Duncan Kendall

period. Boys engaged in a variety of story

after sharing research findings.

sharing initiatives, ranging from random

Professional Learning

27


facts about themselves to the final action of sharing a deeper and more complex side of themselves or family life through a speech.

Research Project: Chasing Curiosity: Using Autonomy to Promote Boys’ Creativity

This research suggests that involving boys in a series of sessions that assist them to

cohort. With no barriers to curiosity, many of the boys were able to pursue areas of the curriculum which they had the most interest in. Yet for many, in the absence of teacher

Researcher: Mr Andrew Doodson

build their personal story and providing a

prescription, students reverted to the most basic method of conveying knowledge:

structure whereby they are able to regularly

In line with the theme of Boy Voice and

share their stories amongst one another

Choice in 2019-2020, Andrew wanted to

unstructured writing.

can lead to an increase in connectedness

research the use of curiosity in lesson

Andrew’s project was selected by judges as one

amongst boys.

development in his classroom. By removing

of the top ten reports from the global cohort.

all teacher-led prescriptions in the classroom “The opportunity to be a part of the

environment, his goal was to create a

“Creativity and voluntary collaboration

International Boys’ Schools Coalition

holistic, skills-based learning experience

(vital 21st century skills), although

was a very rewarding experience. It gave

for his students. In order to do this, boys of

present in many student responses, was

me the opportunity to collaborate with

the second Glengarry intake of 2019 were

predominantly shunned when teachers did

teachers from a number of other countries

delivered their History content in a series

not give a specific requirement for the task.

and gain valuable insights to complement

of open-ended projects. The prescribed

This created a number of further questions

our practice. We would like to thank and

curriculum outcomes were made clear and

regarding student autonomy that I hope to

acknowledge the efforts of our IBSC

discussed as a cohort. However, for each

explore in the future. This learning has had

supervisor Ms Trish Cislak and school

successive project, student choice in proving

a huge impact on my practice and I would

supervisor Dr Caitlin Munday, whose

how they had met those outcomes was

highly recommend the Action Research

support and guidance was invaluable.”

increased. Having free reign to explore the

Program to all staff.”

Mr David Scardino

topics and show their knowledge in their

Mr Andrew Doson

IBSC Action Researcher, 2018-2019

own way was gratefully accepted by the

IBSC Action Researcher, 2019-2020

Higher Degrees by Research We continue to encourage staff to pursue research degrees, not only for the new knowledge generated, but for the substantial intellectual formation that this long apprenticeship in scholarship brings about. We particularly encourage PhD study through the cohort model pioneered by our partners at The University of Newcastle Australia and topics relevant to the College’s strategic intent. Examples include: Mr Michael Whittington

reflect? Does Visual Arts give them an

The University of Newcastle

outlet to elicit an emotional response to

How are boys developing empathy in the

their world?

material practice of art? Through an arts-based inquiry, his PhD will In 2019 Visual Arts was the most popular

look deep into the material practice of boys.

elective for the Higher School Certificate. It was also a highly successful subject for our Scots team with six students being considered for ARTEXPRESS. Visual Arts teacher Mr Michael Wittington was curious. Why are boys increasingly choosing Visual Arts? Does it help to forge their identity?

Mr Michael Whittington teaching

Is it a platform for them to daydream and

Visual Arts.

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ScotsResearch Report 2019-2020


Her thesis aims to draw out the strengths of

great promise as a pedagogical mode

the Indigenous early years teachers (‘language

for engagement and deep learning in the

leader’) with a focus on how language leaders

classroom.

have traversed change in the educational landscape and how we can potentially parallel

As Mr Mann’s doctoral project progressed,

this to influence teacher education programs

he realised that it is not sufficient to engage

and policy. Miss Frazer has chosen this topic as

boys (and girls) with our established school

it has a direct impact on her own community of

system, which is increasingly outdated and

Aurukun and Indigenous language programs

less relevant to their fast-changing world.

across the nation. She hopes that the findings

Mr Mann’s research topic has evolved to

will contribute to policy and teacher education

how we can reimagine and reinvent school

Miss Baressa Frazer in conversation with

programs for Indigenous first language

education to prepare young people to

Indigenous Education students.

speakers. As an Indigenous educator and

flourish in the future we are creating for

researcher, she believes it is very important for

them. His doctoral project follows three very

Miss Baressa Frazer

Indigenous stories to be heard and shared in

different case studies of schools across

University of New England

order to effect change in her own communities.

Sydney, which have recently implemented

Preserving the Aboriginal and Torres Strait

innovative approaches to engaging boys

Islander Languages in Teacher Education

Mr Jeff Mann

and developing future-focused skills.

Programs

Western Sydney University

This research topic aligns closely with

Engaging and Equipping High School Boys

the College’s strategy for ‘Reinventing

and Girls for the Future

Education’, as well as investigating how

Miss Baressa Frazer joined the College in 2019 as Head of Indigenous Education. She

we can keep boys engaged and developing

was recently selected as one of two students

Mr Jeff Mann, Coordinator of Student

to undertake a PhD as part of the Australian

Experience and previously Head of

Research Council Discovery Project ‘Starting

Outdoors at Glengarry, was interested in

Young: Early years languages learning’. She

how we could bring the high level of student

is the recipient of the prestigious Indigenous

engagement seen in outdoor learning

Higher Degree Research (IHDR) Scholarship

back into the classroom. He investigated

at the University of New England and is

how boys could be engaged in school, as

also the first Aurukun traditional owner to

the literature shows they lag in a range

undertake a research degree.

of educational measures. In 2018, Mr

after their capstone experience at Glengarry.

Mann had the opportunity to publish a Miss Frazer’s research focuses on the

paper exploring how the traditional model

experiences of early years learning of

of school is not working well for many

Mr Jeff Mann on location at Glengarry with a

Aboriginal and Torres Strait Islander languages.

boys, and how experiential learning has

Scots student.

Exploring the Phenomenon of ‘Research-Invested Schools’ As one of the first school-based

our partners at the Centre for the Study

this grant be awarded, we look forward

research centres, staff are eager to

of Research Training and Impact at The

to working with a range of schools in

further understand the place of research

University of Newcastle, Australia, to

Australia and abroad to better document

concentrations in schools and the

develop a funding application for an

the impact of research investment on the

opportunities for a variety of models

Australian Research Council Linkage

culture of scholarly formation amongst

to develop around the world. Over the

Project investigating the phenomenon

teachers.

2019-2020 year we worked closely with

of ‘research-invested schools’. Should

Professional Learning

29


Leadership Track

The Scots College Leadership Program The Scots College Leadership Program offers staff the opportunity to cultivate their character and competencies as a leader and to apply these in the context of a dynamic and complex organisation.

• Cohort-based experiential learning

• Rigorous selection process

• Applied in the school context

• Inclusive of teaching and support staff

12 months, fortnightly sessions

3

KEY COMPETENCIES Christian servant leadership Innovation and collaboration Strategic mindset

2

4

LEARNING MODES Formal teaching program

Independent learning

One-to-one mentoring

Collaborative innovation projects

CREDIT TO MASTER OF LEADERSHIP

RESIDENTIAL LEARNING EXPERIENCES

35 Commencement retreat

30

Global service learning

ScotsResearch Report 2019-2020

GRADUATES SINCE 2018

“An amazing opportunity.” 2019 cohort member


The Scots College Leadership Program

Master of Leadership and Management in Education

The Scots College Leadership Program offers staff the opportunity to cultivate their character and competencies as a leader and to apply these in the context of a dynamic and

The Research Office has offered staff a

complex organisation.

cohort-based Master of Leadership and Management in Education (MLMED) since

After a highly successful first cohort in 2018,

Fortnightly afternoon sessions provided

2013. The strength of this approach to

18 participants from across campuses and

an opportunity to hear from leaders in the

leadership development is that staff can

teams were selected to participate in the

College and guests, including organisational

learn together as a team, applying their

2019 program.

psychologist Dr Steve Bagi and educational

readings to solving challenges within their

strategist Dr Phil Cummins. Candidates

context, and support each other in their

The year began with a weekend leadership

also learnt the Design Thinking process to

development. Since 2017 we have enjoyed

retreat focused on servant leadership.

address possible questions posed by the

an excellent partnership with The University

With highly engaging lectures by guest

College Executive, such as ‘How can we best

of Newcastle, Australia, and in 2020 saw a

speaker Dr Mulyadi Robin, Senior Lecturer

streamline the administrative experience of

second cohort of teachers complete their

in Leadership at Alphacrucis College,

a teacher or support staff member so they

Masters. Our 2019-2020 cohort also joined

each candidate sharing their life story and

can focus on doing their best work?’ Teams

the Leadership Program candidates for

leadership philosophy, and with plenty of

worked hard to understand their problem

their capstone learning service experience

time to get to know one another, it provided

and prototype solutions to it, such as a new

in Vanuatu in October 2019. Two of the

a strong relational basis for the program.

online form of student reporting, or a virtual

participants were promoted to leadership

Participants were also connected to a senior

common room bringing together staff across

roles as Housemasters while completing

leader in the College of their choice, for

campuses. They had several opportunities

the course. Following are their reflections

mentoring conversations across the year.

to present their ideas and research to senior

on the experience of studying together in an

leaders and their peers.

applied program.

The capstone of the program was a week-

“The course material became ‘real’ when we

long learning service experience in Vanuatu.

were given plenty of opportunities to relate

Led by Research Fellow, Dr Caitlin Munday

it back to the workplace. I am currently

and Senior Chaplain, Reverend Conrad

working with the Glengarry students on a

Nixon, in conjunction with guest expert

bush chapel that was dreamed up in the

Dr Phil Cummins, the group worked with

built environment course I completed.”

staff at two Nivan schools, building on a

Mr David Johnson, Head of Extracurricular

longstanding partnership. Over the course

Programs

Dr Steve Bagi introducing candidates to the

of the immersion, every member was able

psychology of communication.

to apply their skills and learnings to the needs of the local community, helping with everything from implementing information technology and teaching music to designing a strategic improvement plan. Demanding and intensive, this was definitely the highlight of the year for all involved. The program concluded in November with a special graduation ceremony at which each

2019 Leadership Program candidates who served with a partner school in Vanuatu.

participant shared their experience before a

The Master of Leadership and Management

packed room of colleagues and leaders.

in Education (MLMED) cohort in conversation with Dr Caitlin Munday.

Professional Learning

31


Leadership Summits Commencing in 2019, the Leadership

Workshops included:

Summits draw together the more than 80 staff in leadership roles across the College to hear from the Principal, grow in skills,

• A leader’s role in building a great team culture.

and apply their learnings in their context. In

• How to use core College IT systems like

January 2020 we also introduced a startup

Synergetic, Google Docs, G Suite and

day for leaders, the Leadership Basecamp, to reorient for the year and undertake critical skills workshops. Summits across 2019-2020 explored the following key themes in the Brave Hearts Bold Minds: The Vocation of a School – The Scot College’s Strategic Plan 2016-2025.

Schoolbox. • Understanding motivation: How not to kill a creative culture. • Death by meeting? How to lead better meetings. • How to do new stuff well: The art and science of innovating. • Interview skills: Dos, don’ts and how tos

Term 3 2019 Our Framework for Education

for all hiring managers. • Coaching conversations: How to help your people grow by asking better

Term 4 2019 Stewardship of Relationships and Resources, with guest interviewee Mr Bay Warburton (former Chief of Staff for the Premier of NSW)

questions. • Onboarding new staff in your team: What

One of the workshops presented at the Leadership Basecamp 2020.

you need to know. • Getting the word out: Smart, proven, timesaving ways to communicate effectively with parents and boys.

Term 1 2020

• Stewarding your budget like a pro.

Opportunity, Safety and Security Term 2 2020 Leading in Times of Change, with guest interviewee Mr Gary Hill (Executive Director of Crusaders)

Staff presented their work on curiosity at the Teaching For Character Fair held in 2019.

Having taught at multiple schools for over 25 years, and undertaken various leadership responsibilities, I never really attended a session like this. Listening to the Principal discuss his own leadership style, transformative approach or ‘over the horizon’ considerations, made me think deeply and reflect about my leadership and the people I work with here at the College.

32

ScotsResearch Report 2019-2020


Teacher Accreditation and Development All teachers in NSW must be registered with

teaching for five years or more. The

the NSW Education Standards Authority

‘Experience Teacher’ pathway has similar

(NESA) to be able to work in early childhood

but somewhat more rigorous standards

education through to secondary schools.

and can take 18 months to complete.

Teachers typically graduate as ‘provisional’

‘Highly Accomplished’ and ‘Lead Teacher’

and then must demonstrate how they meet

accreditation are the highest levels a

a set of national teaching standards within

teacher can attain.

their first five years of teaching. These standards set a high bar for what excellent

Under the leadership of Mr Jason Corbett-

professional teaching practices are and can

Jones, in 2019 we had 19 staff achieve

be very formative for those new to teaching.

Proficient. As of June 2020, there are

When these standards are met, teachers

currently 22 staff classified as Provisional

move from being ‘Provisional’ to ‘Proficient’,

or Conditional out of a total of 231 teaching

Some of those who obtained Proficient

but they must continue to demonstrate how

staff across the College’s eight campuses.

Teacher status in 2019 celebrating with

they are meeting these standards in order to

We also saw three teachers apply for and

Mr Jason Corbett-Jones.

have their status renewed every five years.

achieve the Experience Teacher level of accreditation in 2019, and have nine

Proficient teachers may elect to undertake

applicants for the position in 2020.

further voluntary accreditation after

Partnering to Train the Next Generation of Outstanding Teachers independent schools that have partnered

calendar of two 13-week semesters. The

with Alphacrucis College to deliver a hub-

degrees awarded are the same degrees

based clinical model of teacher training.

awarded at traditional universities with the

The Alliance hopes to address wider social

same standards, rigour and accountability

concerns about student teacher quality,

to the governing bodies that set and

high attrition rates in the profession and

monitor academic standards in Australia. In

classroom readiness of graduates. The

addition, the pilot is to be evaluated by an

pilot program will lead the way in directly

independent research team.

addressing these issues and becoming a model that can be replicated across

After a rigorous selection process involving

Australia, particularly in regional areas.

demonstration lessons and interviews, trainee teachers are employed one to two

Ms Brittany Shapcott was selected in 2019

The academic program includes a mixture

days per week in their chosen school under

to commence the Teaching Schools Alliance

of local face-to-face intensives, mentor

a mentor teacher throughout their four year

Sydney program.

training and online coursework. A significant

undergraduate or two year postgraduate

point of difference from existing models is

degree. We currently have two trainee

The Scots College is one of five schools that

that the training follows the rhythms of the

teachers at the College: Ms Tara Harman,

are piloting a training program to ensure the

school calendar rather than the traditional

working with a Year 4 class, and

future supply of high-quality teachers for

university calendar. This means that trainee

Ms Brittany Shapcott, working with Senior

their schools. The Teaching Schools Alliance

teachers are receiving 40 weeks of training

Geography and Commerce classes.

Sydney, founded in 2020, is a network of

each year rather than the common university

Professional Learning

33


Community Engagement ScotsIdeas The ScotsIdeas program brings leading thinkers and practitioners to the College and the broader community for compelling conversations in education. All past ScotsIdeas talks can be found at scotsresearch.org/scotsideas.

Dr Anita Collins on Music and the Brain

Steve Biddulph on Raising Boys

Award-winning educator, researcher and writer in the field of brain

Leading parent educator, Mr Steve Biddulph AM joined us for a

development and music learning, Dr Anita Collins visited the College

special ScotsIdeas in September 2019 over two sold out nights,

in August 2019 to present to parents, boys and staff. Dr Collins is

speaking to more than 1,000 parents. As one of the world’s

internationally recognised for her unique work in translating the

best known parent educators, and author of The Secret of Happy

scientific research of neuroscientists and psychologists to the

Children, Raising Boys and The New Manhood, Steve has influenced

everyday parent, teacher and student. She wrote the script for

the way we look at childhood and especially the development of

the highly successful TED-Ed video, ‘How playing an instrument

boys and men. His engrossing talk shared insights into how to raise

benefits your brain’, followed by her TEDx talk, ‘What if every

sons who are kind, confident and safe, as well as explore:

child had music education from birth?’ Over the last two years she interviewed close to 100 researchers in labs across the US,

• boys and emotions

Canada, Europe and Australia. In her fascinating ScotsIdeas talk,

• the importance of dads

Dr Collins explored ideas of creativity, music and the brain as well

• what single mums can do

as unpacking some of the compelling evidence around the Arts and

• testosterone

boys’ wellbeing. She also worked over two days with boys and staff

• the three stages of boyhood and how to manage them

to teach the Bigger Better Brains course.

• boys and housework.

Playing music is the brain’s equivalent of a full-body workout. Dr Anita Collins 34

ScotsResearch Report 2019-2020

Spend time with your son. Play ‘roughand-tumble’ games. Teach him to respect women. And honour his tender feelings. Steve Biddulph


Dr Rob Loe on the Power of Relationships

The Clark Distinguished Professorial Fellowship with Professor Nicholas Aroney

A sold-out audience of parents and staff enjoyed a compelling conversation about the science and character of relationships in

Named in honour of eminent scientist, inventor of the bionic ear,

schools at our first ScotsIdeas event for 2020 on 24 February.

and Scots Old Boy Professor Graeme Clark AC (’51), the annual Clark Fellowship aims to inspire the best of thinking about faith,

Dr Rob Loe, former teacher, senior leader and leading academic

learning and leadership by bringing to Sydney the world’s finest

in the measurement and management of human relationships as

scholars.

CEO of the Relationships Foundation, spoke lucidly about why relationships matter and why we don’t understand them as well as

Since its inception in 2014, it has featured the likes of a

we should. In an age obsessed with social networks, he called for

Massachusetts Institue of Technology nuclear physicist and one of

schools and families to invest in ‘relational networks’.

the world’s fifty most influential living philosophers, contributing to intellectual life at the College, and beyond, through the Fellows’

How can we build deeper relational networks in schools? Drawing

numerous university, school and media appearances.

on ground-breaking research with tens of thousands of school students, teachers and parents around the world, Dr Loe showed

Rather than see experts ‘fly-in’ and ‘fly-out’ for single events, the

the protective impact of good relationships, and how great

Clark Fellowship is unique in hosting a scholar in residence at the

schools invest seriously in creating a feeling of belonging. Four key

College for between one and six weeks. This allows boys, teachers

strategies for improving relationships in schools include:

and the community extended opportunities to connect with

1. Develop students’ awareness of unity over diversity.

world-class thinkers. Several members of Scots’ Ashburner

2. Make the most of synchrony: those routines and habits that

Society now study internationally at universities such as Oxford,

enculturate, such as uniforms, chapel and assembly.

Pennsylvania and St Andrews. For teachers, the Clark Fellowship

3. Create healthy competition among teams, not individuals.

helps renew a passion for ideas, and for moving beyond the

4. Instil in students an awe for something larger than themselves.

techniques of teaching and towards the formation of deep expertise. Forming such a culture of scholarship lies at the heart of our strategy for reinventing education, and reflects our founding

Relationships are not about how well you like people, but how well you know them. Dr Rob Loe

vocation of pursuing ‘higher learning for the common weal’. In 2019, we were privileged to host leading constitutional lawyer and religious freedom expert Professor Nicholas Aroney, Professor of Constitutional Law at The University of Queensland, for a week’s visit to the College. Alongside his distinguished academic career, Professor Aroney served as one of the five-member expert panel

Community Engagement

35


While visiting the College, Professor Nicholas Aroney spoke to Year 12 Studies of Religion students about law and religion. for the Religious Freedom Review chaired

of the lecture is available on the Clark

by the Honourable Philip Ruddock.

Lecture Series website, clarklectures.org.

Professor Aroney led a number of seminars,

While the 2020 Clark Lecture was cancelled

forums and lectures for staff, students,

due to the COVID-19 pandemic, we look

parents, principals and leading educators

forward to welcoming distinguished parent

from other schools on issues such as the

educator Professor Nancy Hill, who holds

meaning of the law, religious freedom, and

the Charles Bigelow Chair of Education at

thinking well about scholarship.

Harvard, in 2021.

Professor Aroney’s visit to the College culminated with the Clark Lecture, held in the beautiful Utzon Room at the Sydney Opera House. Entitled ‘Law, Education and Religion: Pathways to the Good Society?’, it challenged and entertained the audience with fresh questions about what makes for genuine human formation. In the question session that followed, Professor Aroney talked about the virtues of humility and kindness that ought to mark the life of the scholar, and reflected on what he had learnt in meeting so many Australians for the Religious Freedom Review. A recording

36

ScotsResearch Report 2019-2020

For boys, such experiences raise their sights to study at the best universities in the world and pursue the art of scholarship. Professor Nicholas Aroney


Student Programs The Ashburner Society The Ashburner Society is the academic honour society of the College. It is named after Richard Ashburner (’23), The Scots College’s first Rhodes Scholar. The Society was established in 2013 by Dr Ian PM Lambert for boys in Years 10 to 12, to provide a platform for academic interest and excellence for young scholars. ‘Ashburnians’ are distinguished above all else by

The annual UK Summer School provides Years 10 and 11 students at Scots with the

intellectual curiosity.

opportunity to board and study overseas.

During 2019-2020, The Ashburner

UK Summer School

Society witnessed scholars, fellows, and guest intellectuals explore a range

The annual UK Summer School provides

The great strength of the program is the

of fascinating topics, including:

Years 10 and 11 students at Scots with the

academic aspiration it fosters in our

opportunity to board and study at two of the

students. Numerous past students of the

• Zachary August, Old Boy (’16)

most prestigious universities in the world:

program have identified it as the motivating

Adviser to the High Commissioner

the University of Oxford in England and

factor in their attainment of strong results

for Australia to the United Kingdom

the University of St Andrews in Scotland.

for matriculation to tertiary study. We have

(On Grievance)

In partnership with Ascham School, the

also had past students of the program

program involves a bespoke one-week

pursue tertiary study abroad, including

PPE (Philosophy, Politics and Economics)

at St Andrews and Oxford. Being fully

• Justin de Solom (I’ll Do it Later …)

course at St Andrews, educational tours of

supported by attending staff of the College,

• Zach Perry (Knife Crime in London)

significant sites in and around Edinburgh,

the program promotes continuity between

• Jack Soepono

and a two- week course of tertiary-level

the content of study in the UK, and the

subjects at Oxford. Supported by Mr Dougal

academic routine students return to back at

• Gilbert Yang (Consciousness)

Parsons and Ms Claire Duffy, the 2019

the College. It truly exposes our students to

• Jordon Zhong

contingent also enjoyed dinner with our

inspiring academic experiences, assisting

2018 Clark Fellow Professor John Haldane,

their development to become academic

who holds a chair in moral philosophy at the

leaders of the future.

• Andy Chen (Social Credit and Mass Surveillance in China)

(Life, Me and North Korea)

(Music and Productivity).

University of St Andrews.

Year 11 Research Studies Course Since 2016 we have offered a one unit

of Greek mythology to contemporary cinema,

school and university. After submitting a

Higher School Certificate course for Year

to the lasting impacts of the global financial

draft, students worked towards the final

11 students aimed at developing the skills

crisis. As part of the course, boys develop

product, a 2,000 word report. They continue

and dispositions of academic research.

a research proposal and pitch to a panel

to emerge from the course not only with

Modelled on a university seminar, the course

of staff researchers and interview experts

a deepened understanding of their topic,

invites students to choose a topic, develop a

in their area. Being able to use Zoom more

but an awareness of how contested and

question and conduct independent research.

comfortably in 2020 only added to the

expansive the possible answers to their

Recent topics have ranged from the relevance

opportunity to cross the boundaries between

research questions could be.

Student Programs

37


Publications and Presentations Staff at Scots continue to be active in sharing their research and learning far and wide.

Brave Hearts Bold Minds: Reinventing Education

Teaching Teachers in China

Dr Ian PM Lambert and Dr Phil Cummins published their third book together, Brave

Following the College’s participation in a

Hearts Bold Minds: Reinventing Education.

student entrepreneurship course in China

Dedicated to the staff of The Scots College,

in August 2019, Mr Jeff Mann was invited

the book outlines their educational

back to Chongqing to teach six weeks of

philosophy as it has developed over the last

demonstration classes in entrepreneurial

13 years, and its implications for learning,

learning. These classes enabled selected

leading and serving today.

Chinese students slected from the camp to continue developing entrepreneurial skills through product-oriented learning, which

Evangelicals and the End of Christendom

is markedly different from their normal environment of test-oriented teaching to classes of 60 students. An observation

Dr Hugh Chilton’s first book, Evangelicals

room allowed local teachers to experience

and the End of Christendom: Religion,

student-centred pedagogy and the

Australia and the Crises of the 1960s was

entrepreneurial process in action, as part of

published by Routledge in 2020. Exploring

their professional learning and a movement

the response of evangelicals to the collapse

to reimagine education in China.

of ‘Greater Christian Britain’ in Australia in the 1960s, this book provides a new religious perspective to the end of empire and a fresh national perspective to the end of Christendom.

Mr Jeff Mann in The Sydney Morning Herald Scots had the opportunity in June 2020 to

experiential education described how

contribute to an Educational Leadership

Australia’s traditional model of schooling

series in The Sydney Morning Herald.

has not worked well for many boys, and how

Coordinator of Student Experience,

Drawing on his PhD research and the

learning through experience can engage

Mr Jeff Mann with one of the demonstration

College’s own experiential learning

boys and facilitate deeper learning in

classes in Chongqing, China.

programs, Mr Jeff Mann’s article on

academic and socio-emotional domains.

Dr Hugh Chilton on ABC Radio National In July 2019, Dr Hugh Chilton was

and overseas in the 1960s and 1970s and

interviewed by Dr Meredith Lake for

their implications for the changing place of

the ABC Radio National’s program Soul

Christianity in national life.

Search. Dr Chilton discussed the nature of religious renewal movements in Australia

38

ScotsResearch Report 2019-2020


Other Conference Presentations Brave Hearts Bold Minds: A framework for shaping the character and care of boys

Investing in Expertise: Lessons from building ScotsResearch

Dr Ian PM Lambert and Dr Hugh Chilton

Dr Hugh Chilton and Dr Caitlin Munday

International Boys’ Schools Coalition Annual Conference, Montreal,

Association of Independent Schools of NSW Educational Leaders

July 2019

Conference, Sydney, September 2019

The He(art) of Design: Ethos-led design thinking and creativity in boys’ schools

Opportunities for Christian Academics Beyond the University

Dr Caitlin Munday, Mr Paul Vickers and Ms Andrea van den Bol

Dr Caitlin Munday and Dr Hugh Chilton

International Boys’ Schools Coalition Annual Conference, Montreal,

The Simeon Network Draft Day, Sydney, September 2019

July 2019

Research and Innovation: Networks and opportunities across the IBSC Dr Ian PM Lambert, Dr Hugh Chilton and Dr Caitlin Munday, with

Billy Graham and ‘Americanisation’: What the Australian experience reveals about the globalisation of evangelicalism

co-presenters from Eton College and St Christopher’s School

Dr Hugh Chilton

International Boys’ Schools Coalition Annual Conference, Montreal,

American Society of Church History Winter Meeting, New York, 2019

July 2019

“They’ve Walked in Our Shoes”: The power of Old Boys’ stories to develop character in Year 5 boys Mr Duncan Kendall and Ms Elisabeth Smith International Boys’ Schools Coalition Annual Conference, Montreal, July 2019

What Shapes Him, Shapes Them: How sharing personal narratives fosters connectedness in Grade 10 boys Mr David Scardino and Mr Ed Brenac International Boys’ Schools Coalition Annual Conference, Montreal, July 2019

Dr Caitlin Munday speaking on building expertise at the 2019 AIS Educational Leaders Conference.

Publications and Presentations

39


Locked Bag 5001, Bellevue Hill NSW 2023 Phone: +61 2 9391 7600 reception@tsc.nsw.edu.au tsc.nsw.edu.au CRICOS Provider Code: 02287G The Presbyterian Church (New South Wales) Property Trust ABN 86 438 712 994

imageseven TSC_J4342 06/2019

The Scots College

Profile for The Scots College

Research Report 2019-2020  

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