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
5
From the Director of Research and Professional Learning
5
Our Team
6
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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31 ScotsResearch Report 2019-2020
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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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ScotsResearch Report 2019-2020
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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ScotsResearch Report 2019-2020
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
