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scotchreports Issue 160August 2014

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ContentsPrincipal's Report 4 - 5, Council Reports 6 - 7, Early Learning Centre 8 - 9,

Junior School 10 - 11, Middle School 12 - 13, Senior School 14 - 15,

Positive Education 16 - 17, Boarding Update 18 - 19,

Advancement Report 20 - 26, Pirates 28 - 29,

Rowing Update 30 - 31, Straight Scotch 32 - 39

Published by

Scotch College

Carruth Road Torrens Park SA 5062

T: 08 8274 4333 F: 08 8274 4344

www.scotch.sa.edu.au

Editor

Sarah Freeman

scotchreports@scotch.sa.edu.au

Designed and Printed by

Openbook Howden Design & Print

www.openbookhowden.com.auPhotography and Ar ticles

A big thank you to everyone who collaborated to create this edition of Scotch

Reports. Special thanks go to Richard Blinco, Brian Charlton and everyone

who kindly supplied photographs for this publication.

Cover Photo

Middle and Senior School students performing Pirates of Penzance.

Photo courtesy of Tim Allen.

Term Dates 2014

Term 3 Monday 21 July Friday 26 September

Term 4 Monday 13 October Tuesday 9 December

Term Dates 2015Term 1 Thursday 29 January Friday 10 April

Term 2 Monday 27 April Friday 26 June

Term 3 Monday 20 July Friday 25 September

Term 4 Monday 12 October Tuesday 8 December

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Principal's

Report

The Importance of ourScotch Community

As I reflect on the Oughton family involvement

in the Scotch Community over the past 8

years, I cannot help but appreciate that we

have something very special; something

that no other school community I have been

involved in (and there have been many) can

match. It really boils down to three things; true

friendship, a real sense of connection, and

genuine gratitude for the holistic educational

experience Scotch has provided over manygenerations. In my mind one of Scotchs

greatest strengths is its sense of community.

While there continues to be discussion over

what actually defines a community, for me, it is

a sense of cohesiveness amongst a group of

people who support and interact positively witheach other. This is what really defines Scotch

and sets it apart from other organisations.

It takes a village to raisea child

It takes a village to raise a child is a popular

proverb with a clear message; the whole

community has an essential role to play in

the growth and development of its young

people. In addition to the vital role that

parents and family members play in a childs

education, the broader community too has a

responsibility to assure high-quality education

for all students.

Recently I listened to a Scotch parent

addressing a Middle School assembly.

His theme was Persistenceand he related several of his own

life stories, all very entertaining

and captivating, to that theme.

Here was a Scotch parent

modelling the best of values to

over 300 teenagers. The sustained

ovation he received indicated that

his message was well received

and meaningful.

Over the past 18

months we have beenestablishing anotherdimension to ourcommunity a globalalliance of schoolswith a similar ethos

01

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to Scotch. We have namedthis consortium GAIL the GLOBAL ALLIANCE forINNOVATIVE LEARNING.GAIL will be restricted to 8schools from all parts of theglobe; India, China, USA, South

Africa, UK, New Zealand, SouthAmerica and Australia.

The purpose of GAIL is simply to allow

sharing of ideas, practices and cultures so thestudents, staff and parents can experience

alternative styles of education; essentially

an intimate global professional learning

community. In the future perhaps communities

like GAIL will become the most influential and

effective learning environments of all. Scotchrecently hosted the inaugural GAIL convention

for students from six different countries over

50 students assembled in our boarding house

for a 5 day program that incorporated some

of South Australias leading political figures,

business people, scientists, entrepreneurs and

educators. The convention was an outstanding

success; another international community has

been generated.

Tim Oughton

Principal

02

03

04

01 One Table 2014. Tim with AlgisIgnatavicius, Fairlie Delbridge

('84) & Kate Walter ('89).

02 Tim & Heather with Patrick &Vienna O'Sull ivan at the Back to

the Boatshed 2014.

03 Tim with Old Collegians HugoTwopeny ('10), Rory Laird ('11)

& Jack Young ('10)

04 Tim at Sports Day.

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Council Reports

Report from the Chair

Leaders of all organisations feel comfortable

when everything is going well. As Chair of

the Scotch College Council I can report that

my Council is feeling very comforted by the

many positive indicators at Scotch:

Enrolments are at an all-time high and

will be well supported by the success ofthe ELC

The enquiry rate for new students remains

strong,

Morale is high and advertisements for

teaching vacancies are attracting many

high calibre applicants,

Co-curricular activities are delivering

spectacular outcomes as evidenced by

the Pirates of Penzance performance, the

success of the First XVIII football team

and the outstanding performance of

many students competing at state and

national level,

Last month we hosted the inaugural GAIL

(Global Alliance for Innovative Learning)

conference for 6 like- minded international

schools this was an outstanding success

watch this space in years to come,

Most importantly, as I walk through the

College the students are polite, happy

and engaging.

Nevertheless, the Council, leadership team

and staff continue to be focused on areas

where we can do better and new initiatives

that will help us continue to offer a world class

educational experience to our students. We

have a comprehensive strategic plan and are

in no way resting on our laurels. We always

appreciate the input of parents, students and

the broader community to add to the thinking

of the staff and Council.

As previously advised, Tim Oughton will be

returning to New Zealand at the end of 2014.

Much of the comfort enjoyed by my Council

members today can be attributed to Tims

outstanding contribution as Principal. We

will soon be announcing several community

based events to be held later in the year to

celebrate Tims achievements and deliver a

Scotchie farewell to the Oughtons.

I am very pleased to report that Council

is well advanced in the selection of a new

Principal for Scotch College. The process

has been very rigorous and the field of

applicants outstanding.

Thank you for your ongoing support of Scotch

College.

Raymond Spencer

Chair

Finance Report

Financial Sustainability continues

to be one of the six pillars of the

Colleges Strategic Plan.

The Strategic Plan also addresses

the development of a long term

view for the Colleges physical

and technological infrastructureto ensure we continue to have

flexibility in program delivery

which is the hallmark of Scotchs

excellent teaching and learning

programs.

At Scotch we are proud of our

reputation as excellent educators

and being a leader in the use of

ICT in the classroom to support

quality teaching and learning.

We understand the importance of

not only having quality systems

to deliver for our children today

but also ensuring we continue

to investigate the best ways to

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deliver teaching and learning, and then

adapting our delivery. We will continue to

develop an ICT infrastructure to create a

framework which is f lexible, adaptable and

focused on the future.

Our People and their professional

development is also a key focus of the

Strategic Plan. We are investing in training and

resourcing for current needs and in parallel

proactively identifying and developingleadership and planning skills critical to the

continued success of Scotch.

The Colleges enrolments for 2013 exceeded

budget targets and this trend continued into

the current year. To achieve this in the current

economic environment is a true testament

to the dedication of our teachers, the quality

education offered at Scotch and the passion

of our Principal. While growth has been

desirable in recent years and has helped

establish the financial health of the College,Council sees enrolments stabilising around

current levels. A further sign of the Colleges

health is that some year levels were already

full before the start of the 2014 school year

and others are already nearing capacity for

the 2015 school year.

Income from those enrolments together

with the other elements of the operations

produced a net operating surplus for the

2013 year of $1.6 m (2012: $1.3m). This is a

healthy result. The College needs to generatethis level of surplus so that we can meet debt

repayment obligations and further develop

our physical and technological infrastructure

to support the education and wellbeing of

our students.

Operating Income 2013 Operating Expenses 2013

Tuition Related Fees 67%

Boarding Fees 6.0%

Australian GovernmentRecurrent Grants 13.0%

State GovernmentRecurrent Grants 5.0%

Trading Income 5.0%

Interest & Other Income 4.0%

Tuition Salaries &Expenses 57.0%

Scholarships &Bursaries - Tuition 9.0%

Trading Expenses 5.0%

Administrative & UtilitiesExpenses 10.0%

Boarding Expenses &Discounts 6.0%

Maintenance of Facilities 7.0%

Depreciation Expense 4.0%

Financing Expenses 2.0%

As reported last year, in 2013 our tuition fee

increase was the lowest in our peer group. The

College Councils commitment to achieving

fee increases that are commensurate with

CPI was achieved when the College set a fee

increase for 2014 of 3%, again the lowest in

our peer group by at least 1%.

Our focus for 2014 and beyond includes

some key development strategies:

We continue to expand the influence of

positive psychology into our education

and wellbeing programs. In 2014 we

are further engaging with our wider

community and establishing partnerships

with other organisations to spread the

benefits of this program.

Council and management are committed

to managing tuition fee increases in the

shadow of difficult economic times.

Continue planning for the best waysto deliver teaching and learning, and

adapting our delivery, into the future.

Continue our development of non-tuition fee

income sources to reduce our reliance on

tuition fee increases and government funding.

In 2013, generous benefactors continued to

donate and supplement the Colleges $1.262m

capital works program. The purchase of plant

and equipment accounted for $290k of this

program and the remaining $972k covered a

number of projects including:

Torrens Park Campus:Blythewood Tennis/

Netball Courts Upgrade;

Torrens Park Campus - Webb Science

Precinct:new student toilet and change

room facility;

Mitcham Campus -

Kallawar House:new outdoor

farm and play areas;

Mitcham Campus -

Junior Primary Classrooms:

preliminary work for major

renovation;

Mitcham Campus - Early

Learning Centre (ELC):

enhancements to outdoor

area; and

Both Campuses:Upgrading

internal power supply

networks.

During 2013, the College

received its final payment ($82k)

under the Commonwealth

Governments Digital Education

Revolution (DER) initiative. No

capital funding was received fromthe State Government.

Tuition fees pay for our

running costs and we rely

heavily on philanthropy to

support the development of

and enhancements to our

infrastructure. Our target in

2014 is to raise capital funds of

$250,000 to $300,000 and in the

medium term lift this to at least

$500,000 every year ambitious

but with your support we can

do it.

Philip Paterson

Chairman

Finance Committee

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Early Learning

Centre

As a College we focus on identifying, teaching

and reinforcing character strengths as part

of our commitment to Positive Education.

The ability to rise when we fall demonstrates

resilience. Resilient children have healthy

thinking habits. They tend not to catastrophise

when things go wrong. They are optimistic

about themselves and the future and cope

well with the many transitions in their lives.

Transitions are the movements, passages

or changes from one position, state, stage,

subject or concept to another. These changes

can be gradual or sudden, and last for

differing periods of time.

Being able to transition is an important life

skill, as all of us, including our children, will

be exposed to many periods of transition

throughout our lives.

Children can face many types of

transition, including:

Starting kindergarten

Illness of a member of the family

Changing friends

Starting Junior School

Death of a family member

Separation from parents

Diagnosis of illness

Changing school

New siblings

Diagnosis of disability Moving house

New step-parents

Living in a new home, including in a new

city, state, or country

Change of class teacher

In the ELC we have two significant transition

points: when children begin with us, often

in the Fraser room, and when they leave

the Buchanan room and begin school. A lot

of thought and effort goes into managing

these transition points and our staff work

with parents to ensure that all children are

successful in transitioning.

At the end of last term our Buchanan children

left the ELC to begin their formal schooling in

the Junior School. The Buchanan

program is designed to ensure that

the transition to school is seamless

and that all our children feel:

Comfortable, relaxed and

valued within their current

setting, which in turn results in

them feeling confident to take

the next step

Good about themselves as

learners, having experienced

an authentic, personalized

learning program which has

been engaging and relevant

A sense of belonging to the

College, which our thorough

transition program enhances.

Throughout the program theBuchanan children have:

Had two terms of PE with

Ms Olivia Thoday, the Junior

Primary PE teacher

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Had a Music lesson every week with

Ms. Jane Pope, the Junior School Music

Coordinator

Had a French lesson each week for a term

with Ms. Britta Corones, the Junior School

French teacher

Had a Library lesson with Mrs. Fiona Rowethe Mitcham Campus Teacher/Librarian

most weeks, in the Junior School Library

Attended Junior Primary Assemblies in the

Junior School for a semester

Participated in Show Your Colours Day in

the Junior School

Visited Sports Day and Junior Primary

swimming carnivals

Participated in the student concert,

with the Junior School students, forGrandparents day

Enjoyed regular visits from Mr. Robinson,

Head of the Mitcham Campus and Mr.

Oughton, College Principal

Used the Mitcham Campus oval for activities

Been buddies with Year 3 students

The inclusion of our Buchanan students in

all these activities creates for them a sense

of belonging to not only the ELC but also to

the wider Scotch College Mitcham Campus.

This sense of belonging, and the familiarity of

already knowing some teachers, as well as the

location of important rooms and places in the

Junior School, is comforting for the children as

they begin this next transitional phase.

Our Buchanan children also participate in a

formal transition to school program, which

includes visits to their new classroom and

visits with their teacher. The teachers also

visit the children in the ELC to get to know

them a little bit better.

Parents are not forgotten in the transition

process and a parent meeting occurs, withthe Junior Primary Coordinator, the College

psychologist and the Director of Early Years.

The parents also meet their childs teacher

for an Acquaintance evening prior to them

beginning at school.

At Scotch College we not only

accept that change in life is

inevitable, we embrace it, while

ensuring at the same time that

we have in place many structures

to make this transition as smooth

as possible.

The Buchanan children

celebrated their time in the ELC

with a formal graduation in the last

week of last term. Parents were

invited to share afternoon tea with

their children and their teachers.

This was a moving event where a

large group of family and friends

watched as their children each

were presented with a graduation

certificate, sang a farewell song

and then were piped out of theELC to celebrate this important

transitional stage in their lives.

Tania Darling

Director of Early Years

The greatest glory in living lies not in never falling,but in rising every time we fall. - Nelson Mandela

03 04 05

06

01-02

We have transitioned fromthe ELC to School

03 Sharing what we do with JuniorSchool teachers Mrs Dabrowski

& Mrs Oughton

04 Music lesson with Ms Pope

05 PE lesson with Ms Thoday

06 Families & friends share adance lesson

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Junior School

A privileged community

Scotch is a beautiful school in a sylvan setting,

blessed with quality facilities, the finest

teachers, and parents who value the power

of education. Our students (and teachers)

are fortunate indeed, and whilst it is very

important that we foster confidence in our

students, we make a clear distinction between

confidence and arrogance.

Confidence is feeling sure and certain. It is

believing in our own ability. It gives a feeling

of security. Having confidence is a good thing

and our talented staff team encourages self-

confidence and self-trust in students, whilst

maintaining respect for all others.

Arrogance, on the other hand, is taking that

confidence too far. Arrogant people believe

that they are better than other people.

The scoff at others who they believe arent

as good as them and lack interest in those

around them. Sometimes arrogance mightstem from ignorance, from not having spent

time giving back to others.

Dovetailing beautifully with ourPositive Education programs isour focus on service learning,and this is an effective strategyto stamp out arrogance.

Yes, we take a lot from our community, but

we give back as well. Recent examples of

serving others in our community include:

Doing chores to raise funds for the children

in Sunrise Orphanage

Rescuing battery hens and looking after

them in their new environment

Collecting items for the

backpacks for SA Kidss

program.

Making soup regularly for

soup kitchens from vegetables

we have grown at school

Planting trees and other plants

around Scotch with funds

raised by our Green Team

environmental committee

Performing to and spending

time with residents at a local

nursing home

Knitting our own squares to

make rugs that we can add to

those collected through our

blanket appeal

0201

03

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Raising funds for the Cancer Council, Little

Heroes Foundation, Animal Welfare League

and the RSPCA

Sourcing board games to donate to the WCH.

The best way to find yourselfis to lose yourself in the serviceof others. - Mahatma Gandhi

The wait is over

Our New Junior Primary building is finished,

and it was well worth the wait. We are now

blessed with bright, spacious, state-of-the-

art learning spaces for all Reception andYear 1 classes. Please drop in and see our

latest icon building if you had not had an

opportunity yet.

Thank you for tolerating some inconvenience

during construction.

Sports Day

All members of the Scotch College

community are invited to Mitcham Campus

Sports Day, on Friday, 19 September.

Certainly one of our biggest annual events,

a feature will again be the marching,

accompanied by the Scotch College Pipe

Band, and the event will be superbly catered

for by our magnificent Parents and Friends

team. We look forward to catching current and

past parents, grandparents, Old Collegians,

friends and other relatives on the day.

John Robinson

Deputy Principal

Head of Mitcham Campus

Service is the rent we pay for the privilege of livingon this earth. - Shirley Anita Chisholm

04

05

06

01 Gardens are much moremeaningful when students are

involved in the planting

02 Our stunning new JuniorPrimary building

03 Scotch features both indoor andoutdoor classrooms

04 Inside one of the spaciousnew classrooms

05 The Scotch Pipe Band is a crowdpleaser at Sports Day each year

06 Lachie Gardiner representingthe Scotch Equestrian

Community on 'Fenwick Jester'

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Middle School

New Zealand Trip

During the first week of the holidays a group

of 31 Scotch students ranging from Year 9 to

Year 12 took part in a combined Boarders and

Leaders Ski Trip. The trip was a pilot program

using the alpine environment to challenge

our students in different ways developing

their resilience as they attempted to master a

new skill. The week included peer teaching,

individual reflections, peer votes of gratitude

and a group workshop. Students involved

have written the following pieces...

After spending a night in Melbourne watching

Carlton and Collingwood, we woke early to

get to the airport to fly off to Queenstown!

Our hotel was really nice, and the dinner

there was delicious. The next morning we all

got dressed in our ski gear for our first day

skiing. Being one of the many people that

hadnt seen snow before, it was a dream come

true to finally see it. The drive up to Coronet

Peak was beautiful, and the view from the

mountain was amazing!

Each day at the snow would start off with a

one hour lesson, then the people who had

some skiing experience took small groups of

novice skiers off to practice what they had just

learned and provide them with some more

tips. Then we were allowed free time. I enjoyed

skiing with some of the more experiencedskiers, as I felt it really enhanced my skills. I

picked up skiing after a couple of very funny

falls down the mountain. I finally faced my

fear of chairlifts, and learnt how to ski down

mountains I wouldnt have done by myself.

I can safely say that everyone had the time of

their lives, and it was an experience we will

never forget.

Jojo Laird (Y9)

On our New Zealand trip the Year 9 leaderssat down with Mr Scholz to discuss what we

do at Scotch and how it works. We put our

heads together and discussed the positives of

our school and the aspects we could improve

and how we would bring that change about.

This was called appreciative inquiry and it

meant searching for the best in

our community and the people in

it. This process involved us asking

questions that led to us realising

and harnessing the potential of our

school. Having this focus on the

positive aspects of our school, ledto the discovery of changes that we

may not have considered before.

After brainstorming, we realised

that whilst Scotch has a unique and

welcoming community, we could

see ways to move it forward and

it would require staff and students

working together. Seeing a group

of my peers develop new ideas in

a quite sophisticated process was

quite an experience. It gave us all,the realisation that we can change

how we as a community work and

the decisions we are making now

can change it for the better.

Eleni Vrodos (Y9)

02

01

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Middle School Community

Scotch has a unique community. As a Scotchie,

we all enjoy learning in a co-operative, happy

and energetic environment. Every student

achieves their personal best here everyday

through having supportive teachers, parents

and friendships. One of the greatest aspects

of the Scotchie environment is the teachers.

Teachers are supportive, see you as an

individual and want only your personal best

and 100% effort for your schoolwork. They

help you to be able to see the light at the

end of the tunnel. Having positive and caring

friends make this school feel like a community

because no matter what happens everyone

will stand up for each other. This gives people

a sense of security in their schooling.

There are also fantastic school camps and

excursions. In week 6 this term we are lucky

enough to be going on the Outdoor Education

camp. For this camp we have six differentchoices. These include rock climbing, caving,

walking and mountain biking. Each camp offers

each student a new and exciting experience.

During term 2, we were also fortunate enough

to go on a geography excursion to Rundle Mall.

This was really interesting and fun. We had an

Amazing Race through Rundle Mall where we

worked in pairs trying to find different brands

and then determining where they came from in

the world. This experience helped to give us a

global perspective of the clothes we wear and asense of what the term global economy means.

As Year 9s, Scotch has offered us a range

of different opportunities and with every

opportunity a strong supportive community.

Laura Nolan (Y9) & Brianna Watson (Y9)

The Middle School at Scotch College has

taught us values, growth and reward. Each

student acts with similar values and treats

others equally, developing long lasting life

lessons and friendships. People support each

other in many situations and help is available

whenever it is required. Everywhere you

go there are kind, generous peers who are

willing to encourage and support you.

The Scotch Middle School is a warm,

welcoming place where students look forward

to interacting with each other. Year levels

mix, as well as different genders; creating

a fun place for students to learn and also

providing a community feel for all students. In

our Scotch Middle School we have so many

opportunities available and the extensivesupport and choices we have make the

Middle School at Scotch such a special and

diverse community to be a part of.

From our perspective, each individual is given

the opportunity to excel at whatever interests

him or her, and the house teams provide

a feeling of belonging for every student.

The house teams at Scotch also provide the

opportunity for different year levels to mix

and interact with each other, not only during

house events but also during day-to-day

learning. This helps strengthen the bond

between friends of different year groups.Hudson Laycock (Y8) &

Sophie Fotheringham (Y8)

I was a bit scared moving to the Middle

School, but I quickly found out that I had

nothing to worry about. Moving to the Middle

School from the familiarity of the Junior School

was easy from the first day and I have loved

every moment of it. The teachers were great

at making us feel welcome and introducing us

to new subjects that we hadnt learnt before.

Also the teachers in the Middle School arevery nice and when you need help they are

always there to help you with whatever you

need. The students in Year 8 and 9 were very

welcoming and friendly and invite us to play

games with them at recess and lunch. Also we

have our own Year 7 playground which is great

fun. Year 7 is a great year, getting introduced

to new subjects, working on laptops, playing

and learning in a new atmosphere and also

making new friends with the Year 8 and 9

students. Being at a co-ed school is great

because you can make life-long relationships

with friends who are not always the same

gender. Among my friends, both boys and

girls have great relationships.

Will Bastian (Y7)

Da Vinci Decathlon

I along with 7 others participated in the

Da Vinci Decathlon. This is an academic

competition against many other schools.

The competition was held at Saint PetersGirls School. All teams had to complete nine

booklets within a time frame, each containing

a different subject. The subjects included

maths, english, cartography, philosophy,

creative producers, engineering, code

breaking, art and poetry. We varied the team

members that did each booklet depending

on everyone's talents. Overall, our team

came 2nd out of many other schools, which

was a great effort by all of the members.

Our team worked well together, considering

that many of the booklets challenged us to

our maximum. To conclude, this opportunity

expanded all participants' knowledge, team

work and organisational skills.

Mackenzie Spencer (Y7)

Mind Lab

Mind Lab is a great subject

because it increases students'

strategic thinking and helps

them use their minds differently

to normal life. There are four

different Olympic games, Octi,

Abalone, Quaridor and Checkers

- I played Checkers. Being in the

Mind Lab team was really fun

because you get to go to different

schools and compete against

a broader range of students.

Scotch College has won this

trophy 3 years in a row. The Mind

Lab trophy that we won is in the

shape of Australia in wood with

gold shields that have the schools

name engraved on them. Mind

Lab is a subject in our curriculum

for all Year 6 and 7 students.Samuel Harris (Y7)

Leading the Middle School at

Scotch College is a privilege

that I am so glad I have had the

opportunity to experience. To

work closely with the people

who comprise our community

on a day-to-day basis has

been interesting and extremely

rewarding. The students who have

written about their experiencesin our Middle School Community

sum things up extremely well

and show that whilst we have a

fantastic Year 9 leadership group,

there are so many students who

are able to add significant value

to our community by consistently

making good choices at good

times both in and out of the

classroom. They are a pleasure to

work with!

David Scholz

Assistant Head of Torrens Park

Campus

01 The victorious Mind Lab teamwith their trophy

02 Fun in Queenstown,New Zealand

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Senior School

Learning for lifes purpose

On any given day I am able to walk with

confidence around the Torrens Park campus

knowing that what is going on inside and

outside of classrooms is an excellent

grounding for our students to lead successful

and fulfilling lives. I also know that many

lessons offer more than the necessary skills

and content to understand and develop

understanding of subject specific knowledge.

Scotch teachers create a learning culture that

is the university of life. They do this through

their daily interactions with students in the

grounds or in House or through co curricular

activities such as our Outdoor Education. And

life learning is also accomplished through

making relevant the content and concepts of

academic subjects to everyday life.

In Mrs Suzanne Farringtons Year 11 English

class you could be misled if you thought the

study of Macbeth was just about studying

one of the great tomes of English literature.

Shakespeare becomes the study of choices

and consequences in life and students are

asked to consider their own actions and how

they determine your future. In her Year 12class the Folio task has students exploring

the appropriateness or success on an

audience of any given text. The emphasis

and value in this task from Suzannes delivery

is about the importance of future decisions.

As an English teacher Suzanne observes

We all hope elements of literature and plot,

issues and thematic structure resonate with

our classes and help them with their skills

for critical analysis, empathy with the human

condition and development of their ethical

framework rather than verbatim recall of

individual plots.

Our Research Project Coordinator and

Psychology teacher Samantha Smith offers the

following insights about the relevance of her

subjects. In the Research Project life learning

comes in the form of critical

thinking through understanding

the concept that not all published

information is to be trusted.

It also develops perspectivebecause students learn to

become discerning consumers

of all sources of information.

They learn to ask questions

about evidence, qualifications

of the author to make claims

(credibility) and the validity

of conclusions drawn. These

skills she notes are essential in

current climate of sensationalist

mass media and multimedia

texts of the www - wild claims

made with little substantiation!

As a teacher of Psychology,

Samantha acknowledges that

there are so many concepts that

students can apply to their own

01

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lives now and in the future. The Stress and

Sleep topic comes to mind because students

love it- not just the physiological changes

accompanying both of these states but how

to prevent stressors or the perception of themor the physical response to them. They

learn how to enhance sleep- daily routines

and pre-bedtime sleep hygiene. Many of her

students actively practise this and take it into

the future. Another important study is through

untderstanding the causes and consequences

of stigma surrounding mental disorders.

Through this topic each student gains a

practical application of empathy that we need

to lead connected and meaningful lives.

And if you thought Year 12 Mathematicsmight be taking the proposition of real life

relevance one step too far I invite you to

reflect on the description of a recent unit of

study by our Head of Mathematics Mrs Olga

Kumar. Seemingly abstract, intangible ideas

such as Imaginary Numbers and Iterations

are threaded together with Quadratics and

Algebra to reveal the intricate, beautiful

imagery of the Mandelbrot set that our Year

12 students have just completed studying.

The ensuing patterns, or fractals, within theset infinitely unfold again and again as the

set is magnified to convey many common

characteristics that are present in fact, in

organic living matter. The pattern of network

of blood vessels coming into the heart

is typically fractal, where the branching

structures look very similar in different scales.

Rivers, trees, ferns and snowflakes are other

examples of fractals. The cross-disciplinary

skills of observation, analysis and modelling

lead to the transfer of complex understanding

of ideas present in other subjects. The

marvels of nature and our physical existence

are better understood. Along with other

platforms of study, Mathematics enriches our

student with the necessary capabilities in

readiness for the next chapter of their lives.

These are just three of a

mutlitude of examples of our

formal curriculum in action and

the way we create meaning

for our students. It is only ifwe understand ourselves by

developing empathy and the

ability to transfer our learning

across contexts that we are able

to be our best. If we are at our

best we can contribute to the

greater good. Great community

relies upon knowledgeable,

sophisticated and informed

people. Learning for life is the

most important outcome we can

collectively give our children

at Scotch.

Dale Bennett

Deputy Principal

Head of Torrens Park Campus

02 03

01 Ms Sam Smith teaching herYear 12 Psychology class

02 Mrs Suzanne Farring tondiscussing English

03 Mrs Olga Kumar explaining amathematical equation

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Positive EducationBuilding a Community of Wellbeing

Since the last report we have continued to

teach, build and embed wellbeing practices

at Scotch. We have a number of innovative

projects planned but the focus this year has

been on connecting with the community and

getting our students excited about wellbeing

and positive education.

Expert Wellbeing InstructionIn 2014, we launched a wellbeing speakers

program where a number of engaging

presenters came into the community to bring

us up to date and share their expertise in

health and wellbeing. Given how dynamic

this space is, and the leadership position that

Scotch occupies, embracing outside experts

keeps us sharp and helps engage community

members, students, staff and parents. Last

year, Deputy Principal Dale Bennett and I

worked together to identify the areas of mostconcern for child and adolescent wellbeing.

Our research identified the issues of body

image, conflict, stress at school, and bullying,

and we decided to cover these topics first

in the series. This has been a significant

commitment by the College and early

feedback, some of which is captured below,

has largely been very positive.

Making Choices about Alcohol and Drugs

Paul Dillon of DARTAPaul Dillon, one of

Australias leading experts in drug andalcohol education, came back to Scotch in

Term 1 to speak to the Year 10 students, staff

and parents. One of the key messages was

the importance of knowing what to do if we

ever were to find ourselves or our friends

involved with drugs or alcohol. Pauls vast

experience with students across Australia

from Year 10-12 indicates that the message

is best received by students in Year 10 and

above. Even though they are below the legal

age for drinking, many of these students will

encounter such situations and they need to

know what are the right choices to make

before something goes horribly wrong. It was

a compelling and helpful presentation with

very practical lessons, and our community

will benefit from what we learnt.

Dealing with Conflict: Phunktional

Phunktional, a vibrant, innovative and cutting

edge arts company from Victoria performed

Who Stole The Sole, a play on cyber-

bullying, sexting and the cyber-world in

general. Their performance was entertaining

yet insightful, into the serious matter that is the

cyber-world. Targeted at Year 8 and 9, it was

an entertaining yet sobering perspective of

cyber-bullying and the rapid growth in harmful

activity online involving teenagers. It was a

creative and very effective way of influencing

kids positively and raising awareness around

cyber bullying.

Cybersafety: ACMA

In Term 2, the Australian Communications and

Media Authority (ACMA) worked with our

students to help them become self-aware of

privacy settings, self-regulating with the photosthey post and sensitive to asking permission

before posting a photo. Their cyber safety

presentation also reinforced our Positive

Psychology messages by communicating the

need for resilience, especially since something

posted online becomes impossible to reclaim.

The real eye opener was the whole danger of

cyber bullying and how quickly it can spread

in a community. Positive Psychology teaches

students to be resilient and bounce back,

and as a community we can make the choice

to block users, turn off social media sites on our

computers and phones, and identify those who

are not using social media constructively.

Measuring Wellbeing

As we build a community of wellbeing,

we need a baseline measure on which

to build. The Middle Years Development

Instrument (MDI) is a validated survey

conducted through the Department of

Education, SA. Nearly 5,000 South Australian

students took part of the first phase of the

MDI trial, and Scotch College Adelaide

students represented the Independent

Education sector.

The results of the survey have allowed us to

establish rigorous base-level data for our

current Year 7 cohort at Scotch. The results

are pleasing and indicate that

over 80% of our Year 7 students

have a high to thriving level of

wellbeing. The survey offers

specific information around our

state of wellbeing which we as

a Senior Leadership Team are

considering as we implement

strategies to sustain this high

level of wellbeing in students.

With this successful first step,

weve decided to continue

our involvement with the MDI

measurements and will be rolling

this out across other year groups.

Principal Tim Oughton also

represented the South Australian

independent school sector when

he presented at the Wellbeing

Measurement Conference

on how wellbeing is all that

college community

Our students continue to keep

wellbeing practice alive in their

school life with the Wellbeing Action

Team (WAT) meeting each week to

embed PERMAH (Positive emotion,

Engagement, Relationships,

Meaning Accomplishments and

Health) in school life. Inspired by

Martin Seligmans presentation to

build wellbeing in the State of

South Australia, Oliver Bevan,

Maddie Rock, David Spencer,

Henri Sheridan, and Matilda Welch

have worked hard to create a

wellbeing survey, building on the

work of visiting scholar, Ms Peggy

Kearn who was at Scotch earlier in

the year.

A lot of hard work went into

developing a student survey to

measure the current wellbeing

of our Year 11 and 12 students.

Here are the results of our first

survey, which will be used as base

level data:

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Wellbeing is directly related to being

successful in all aspects of living. It has

recognized benefits in all areas of a students

life, including academics, sporting and co-

curricular areas. The WATs next steps are to

identify specific activities to improve PERMAH

and then motivate and engage the community

to do so. We know that doing this sets us up to

get the best out of ourselves in our academic,

sports and co-curricular pursuits.

Mentor as Coach

The Educational Coaching Program is

forging ahead. Educational Coaching aims

to improve the level of students engagement

at school, build relationships with teachers

and students, and grow the sense of mastery

in accomplishing learning goals. Staff

and students have been having coaching

conversations during their mentor time and

they record their progress over the course

of the term. Its early, but were making

sound progress and continue to work hard

at unlocking the potential of our students

through these coaching conversations. Each

student on the Torrens Park Campus has been

recording their goals through CONEQT, the

online learning system. We would encourage

parents to log on and track the progress of

these coaching conversations. Here are some

examples, excerpted from the system:

Phoebe. Yr 9:Personally I have found them

(the goals) to work well especially since my

mentor is new this year and this is a great way

for him to get to know me. I find it valuable

that were able to track our goals on Coneqt

where we first wrote them down and see if

were getting closer to them. Its also helpful

to know that there is someone (our mentor)

there to make sure we succeed in these goals

and are also there to tell us how to do them.

Jesse. Yr 9:My first thought when this process

was introduced was that it wasnt going to

work very well because we had done a lot

of goal setting in the past that hadnt really

meant anything. However, after the first

meeting with my mentor to discuss my goals I

found it extremely helpful. She gave me good

strategies and ways to help achieve my goals.

Sophie. Yr 11:The coaching sessions this

year have proven to be very useful and

effective. Creating a relationship with my

mentor has allowed me to discuss with

someone about my plans and take proper

action towards achieving them. In the Middle

School I set goals that I wanted to achieve

and they were reached. However with no

program before this in the Senior

School my motivation and drive

to create goals and achieve them

was not there. From this program

Ive achieved both goals I have set

with my mentor and found it very

useful to spend time focusing and

pursuing these.

Matteo. Yr 8:This year was the

first year that I have experienced

the coaching conversations with

my mentor. I have enjoyed the

process of setting goals and I have

found that this has been helpful

in overcoming issues with my

writing and therefore achieving

better results for me.

Tess. Yr 8:I believe that this

process to set goals with our

mentors is really helping me.

It keeps me refreshed with my

goals and Im wanting to strive to

achieve them. With doing this it

keeps your mind think about what

and how you will achieve this and

the steps behind it.

Andrew Monk

Director of Student Wellbeing

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Steps of Coaching Survey Results on Levels of PERMAH

Among Year 11 & 12 Boys and Girls

Y11 Boys0.0

5.0

4.5

4.0

3.5

3.0

2.5

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Y12 Boys Y12 Girls

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Boarding

Update

Developing Scotch Community

At the beginning of the year my family and I

were welcomed into the Scotch Community.Over the last 6 months, working at Scotch

College, I have come to realise how important

this sense of community is to the fabric of

the College. While living on a campus or

attending a College could mean you are

part of a community, being part of the Scotch

Community means so much more than this.

In my experience, during this relatively short

time, being part of the Scotch community

is more to do with the connectivity and

belonging that comes through the tapestryof relationships between the many different

people across the whole organisation. It is this

sense of belonging and being made to feel

welcome that has made the transition for my

family and myself such an enjoyable one.

What has impressed me is the strong sense

of pride there is at belonging to the Scotch

community. Some students talk with pride

about being third generation Scotchies. This

has been particularly evident for me when I

have had the pleasure of attending field days.

In Term 1 I attended the South East Field days

in Lucindale with Kate Cliff and Meredith

Ridgway and more recently in Term 2, I went

to the Broken Hill Ag Fair, along with Tim and

Heather Oughton and Jane Bourne. It was a

great opportunity to get together with families

from the region for a chat at the Scotch

stand, at drinks or at dinner. It was great to

see so many Old Collegians from at least 3

generations pop in to see us and reflect with

pride on their connection with the College.

The drinks and dinner at both events were

the highlights and reinforced the sense of

community at its best.

It is this very sense of belonging

that is so important in boarding.

At Scotch College we like to view

our boarding house as a home

away from home. The greater

school community works together

to do everything possible to

ensure that the students feel

that way about it. The boarding

community is the students

extended family. It is important

that our Boarders feel part of the

community and have a sense of

belonging. This is not something

that just happens by itself, butdevelops as the boarders become

comfortable living in the Boarding

House, with the people around

them and with their surroundings.

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In the Boarding House we have many

structures in place to help foster that sense of

community. It is important to expose students

to, and encourage their participation in, many

diverse opportunities. Outings and activities

encourage the development of good, strong

friendships and enhance relationships across

the boarding community. So far we have run a

number of very well supported outings; these

include a trip to the Marion Aquatic Centre,

paintballing, laser skirmish, ice skating, a trip

to the football at Adelaide Oval, a trip to the

Netball and Go-Karting.

Students have enjoyed many activities in the

Boarding House. Coordinated by our Girls

Captain, Kate Collins and Vice Captain,

Kendal Scobie, the Senior Girls invited all

the Junior Girls to their common room for a

surprise Cold Rock night, consisting of ice

cream and many lollies and chocolates to

mix in. The Senior Boys ran a Kick-Cricket

competition in the Gym. Every day Boarders

play basketball in the gym, or play pool in the

common room.

Each boarder is placed in a Home Group,

with a Year 12 Leader and is supervised by a

member of staff. Each Home group is made

up of boarders from Year 7/8 to Year 12. These

groups are designed to help boarders from

all year levels interact on a regular basis. They

provide a platform for the older students to

support and mentor the younger ones.

The dinner table is a time and place for many

families to be together to catch up and talkabout the day. The boarding house is no

different. Eating together is one significant

way in which relationships are strengthened.

We take advantage of dinner times as an

opportunity to come together as a boarding

family and eat as one large group. This gives

us an opportunity to celebrate

special events, such as birthdays,

and to also allow each Home

Group the chance to eat dinner

once a fortnight together in the

Archives Display Room. We feel

it encourages a stronger sense of

community and makes meal times

feel more homely.

The Rosevear Boarding House is

a happy and thriving community

within the broader Scotch

community. It is a credit to the staff

and students who have worked hard

to develop this positive environment

and it has been a pleasure to

become part of this community.

Graham Duffy

Director of Boarding

02

03

04

01 Mil lie Dutton & Belle Spehr at theLucindale Field Days

02 Courtney Gunn, ShahleenaMartin & Issy Phillips

03 Laser Skirmish

04 Having fun at the PembrokePool Party

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Advancement

Report

Annual Appeal 2014

When it comes to the Annual Appeal, one of

the big things that we have pushed is the idea

of participation. I am pleased to report that

this year we have had over 400 separate giftsalready come in before the 30 June, end of the

tax year, ranging from $5 to $25,000.

Once again this year, I am happy to report

that we had 100% participation in the Annual

Appeal from the Scotch College Council,

and 100% participation from the Senior

Leadership Team. We continued to have

strong participation from the Scotch College

staff, our current parents and grandparents

and very strong participation from our Old

Collegians community.

The contribution of the Scotch community and

the 100% participation of the leadership of

the college tells a very powerful story. It has

allowed us to raise over $102,000 this year, a

record achievement for any Annual Appeal.

The New Picket FenceBrings the ScotchCommunity Together

All visitors to the Torrens Park Campus will

appreciate the new picket fence on thePrince of Wales Oval completed on 3 July

2014. One of the very few remaining picket

fenced ovals in South Australia, the new picket

fence is a proud testament to the support and

generosity of the Scotch College community

and their commitment to the College.

The actual construction project occurred

under the guidance of Councils Chair of

Infrastructure, Peter Tulla (83), and the

incredibly high quality project management

of Scotch parent Ian Deans, who has spent

hours on the tools on this project with all

of its hurdles since late 2013. Not only

has every picket been replaced around a

lengthened oval, but the project has extended

the spectator terracing overlooking the

oval by 13 metres, which takes

our seating area to 360 seats

and standing room on the top

terrace path for a further 140.

When the northern goal posts

are repositioned for the 2015

football season, the main oval will

be 160 metres long or the exact

length of the MCG (Adelaide

Oval is 167 metres long) and

123 metres wide the exact

width of the new Adelaide Oval

(the MCG is 145 metres wide).

As this Scotch Reports goes to

print, planning approval is being

sought for the new 4 metre high

Peter Michael Allen Memorialincorporating an exciting new

electronic scoreboard with full

DVD capabilities.

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A long history of collaboration

and partnership

A project of this size and sensitivity requires

a great deal of planning. The planning began

in 2012 when the Chair of the Development

committee of Council, Fairlie Delbridge

(84) and former Director of Development,

Libby Blake, approached the Old Collegians

Football Club for their support to improve the

appearance of the Prince of Wales Oval picket

fence, which was in a very untidy condition.

It didnt take too many fencing experts to

convince everyone that there was very little

to salvage from the existing fence which had

many ongoing repairs since it was last rebuilt

in 1988.

In 2013, former Council member Chris

Codling (60) expanded the project to

include a new electronic scoreboard.

Principal Tim Oughton was also a tireless

and articulate advocate of this project and

the many steps involved.

This project brought together tremendous

community support and donations from the

Scotch Old Collegians Football Club, the

Scotch Old Collegians Association, the

Scotch College Football and Cricket Parents

Support Groups, the Old Scholars Cricket

Association and a great individual input from

Hamish Kennedy (93).

A number of other individual donors also

supported this project generously through an

outright donation, or by sponsoring a number

of individual fence panels.

All donations received by Club 500 membersup to 30 May 2014 also supported this

project, minimising the financial burden on

the Colleges operating budget.

Scotch parent, David Heaslips contribution

of making and supplying six new steel

single and double gates at no charge was a

great saving and a very useful donation, as

was fellow parent Craig Daykin supplyingthe labour and equipment to remove the

old fence, dig all the new fence holes and

demolish the scoreboard.

We also appreciated the support of a number

of parents and students who turned up on

a work day and helped take the old picket

fence down.

Support Group Major Donors

Scotch Old Collegians Football Club

Scotch Old Collegians AssociationScotch Football Parents Support Group

Old Scotch Cricket Association

Scotch Cricket Parents Support Group

Club 500 Donors (see below)

Major Fence Panel(s) Donors

Hamish Kennedy

Joff Allen

Judy Allen

Richard Allen

Abhra Bhattacharjee

Chris Codling

Bob Cottle

Nick Dobson

Nick Emmett

Tom Emmett

Jonathon Freeman

Rick Goode

John Hart

Peter Harvey

Christine Heard

Geoff Heard

John Heard

Mark Heard

Andrew Just

David Kidman

Mark Kidman

Nick Kidman

Tom Kidman

Nick Lagonik

Mark Landau

David Mann

Stephen Mann

Tony Moore

Tim Oughton

Andrew Saies

David Smoker

John Weir

Major Project Contributors

Chris Codling

Craig Daykin

Ian Deans

David Heaslip

Peter Tulla

John Walter

Life it is not just a series of calculations and a sum total ofstatistics, its about experience, its about participation, it issomething more complex and more interesting than whatis obvious. - Daniel Libeskind, master plan architect for thereconstruction of the World Trade Center site

Club 500 Donors

Bruce Arrowsmith

David BallBill Barton

Abhra & Sandra Bhattacharjee

Howard & Anne Bone

Philip Camens

Tim Clarke

Tony Colyer

Bob & Margie Cottle

Andrew Craddock & Mary Ash

Darren Bilsborough &

Fairlie Delbridge

Brian & Pauline Dungey

Dale English & SusanNugent-English

Natalie & Rene Felkl

Georgia Freeman

Sarah Freeman

John & Kim Gibson

Geoff Heard

Andrew & Anita Just

Alan & Nina Key

Dean & Carol Lindstrom

David Mann

Elaine Melhuish

Gavin Moss

Warren & Jackie Newbegin

Tim Oughton

Philip & Sandra Paterson

Simon & Jenny Putna

Meredith & David Ridgway

John & Cathy Robinson

Andrew Saies

Anthony & Joan Seymour

Paul Starling

Peter Trumble

Peter & Heather Tulla

David Uhrig

Ben Williams

Abhra Bhattacharjee

Director of Advancement

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Continuing the longstanding tradition of

educational innovation, Scotch College

Adelaide hosted nearly 50 students and 12

staff from six different schools in the Rosevear

Boarding House for six days for the first

GAIL convention. During this time, a number

of activities were planned to help bridge

geographic and cultural barriers, expose

our delegates to top-level speakers and

force disparate young people to collaborateto create a video. By all accounts, the

Convention was a success and almost every

single goal we set out with was achieved.

Every Scotch delegate to the GAIL convention

has been powerfully impacted by what they

went through together during the week.

Today, not only do they have a transformed

perspective on some of the thorniest global

issues, but they have also established contact

with other like-minded young people, so that

they might even be part of the solution to thisworlds challenges.

Other direct benefits to the Scotch Community

from the GAIL Convention include:

Global perspective amongst Scotch

students The biggest beneficiaries were the

$800, we had a 30 second Scotch

ad shown four times during the

game to near capacity crowds of

over 50,000 fans.

Leadership Positioning

In many ways Principal Tim

Oughton and Scotch have been

a catalyst for the formation of

GAIL and by delivering this level

of quality for the first convention

establishes our stake and

commitment to this initiative

Abhra Bhattacharjee

Director of Advancement

Scotch students, the largest delegation to the

Convention. Not only were they intellectually

and socially challenged, but they really

connected well with other students from

Scotland, South Africa, China and New Zealand.

Public Relations We were able to

generate some excellent publicity in the

local media for the College around this event

including a photo and story in the Mitcham &

Hills Messenger as a curtain raiser, a segment

on the Channel 9 News of the Premier

inaugurating the Convention and a story in the

weekend footy pages to close the convention.

The messaging in each was outstanding, as

were the visuals.

Opportunities for engagement with high

level speakers The Premier had never

been to Scotch before and his mentioning

that highlighted how this was an excellent

opportunity to engage with high level people

in a way that showcased the Colleges

commitment to a global perspective

Advertising The GAIL Convention gave us

an opportunity to test electronic advertising

at the Adelaide Oval during the Friday night

Crows game. At the cost of approximately

The Inaugural GAIL ConventionScotch College, 6 - 11 July 2014

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Honour Board

Scotch College was founded in 1919 by the

Presbyterian Church as a memorial to the

sons of Scotland who had died in the war to

end all wars, World War I. The east wall of

the Chapel reminds us every day of the 188Old Boys of Kyre College, the fore-runner

of Scotch, who served and those who died

during the 1914-18 war.

After the Second World War of 1939-45,

the Scotch Old Collegians who served in

Australias armed forces also have their names

recorded on the same Chapel wall and those

who gave their lives on active service are

permanently emblazoned on the large bronze

plaque on the western end of Gratton House,

built in 1949 as a memorial to all those men.

None of this remembrancing in any way sets

out to glorify war. It does recognise, however,

the bravery and dedication of those hundreds

of young men who sacrificed the comfort of

home and risked their lives in defence of the

values to which we all hold dear.

Post World War II

As we approach the centenary of Scotch in

five years time, we realise that no organised

steps have been taken in the 70 years since

the end of World War II to identify the Scotch

Old Collegians who have answered the call toduty in the many conflicts and peacekeeping

operations around the world.

We have decided, as part of the lead-up

to celebrating Scotchs Centenary, to try to

rectify this omission.

Accordingly a small team has been setup

up under my chairmanship to undertake

this task. It is not a simple task because

the number of military actions involved is

considerable and they have been conducted

under a number of different auspices, butmainly the United Nations.

The team comprises two men especially

well qualified for the job. They are firstly Ray

Stanley, for ten years in the 1950s, senior

chemistry master and resident house master;

highly regarded on both counts

and still at heart a Scotch man.

Ray moved to St Peters College

in 1960 and later became Deputy

Headmaster in which capacity

in the 1980s he oversaw for St

Peters College the same task as

we are now contemplating for

Scotch; his experience in that

is invaluable.

The second is Patrick Beale (57),

the most senior Australian Army

officer ever produced by Scotch,

who served with great distinction

in Borneo and Vietnam, being

awarded a MC and a DSO, and

rising to the rank of Brigadier.

Another member is Peter

Harvey (91)current president of

the Old Collegians Association,

ensuring that support and active

links are maintained with all

Old Collegians.

Recognising War & PeacekeepingService since WWII

01

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Then there is David Saies (49), a Scotch

Legend, whose experience and know-how

in locating missing members of the Scotch

Community is likely to be of key importance as

this project proceeds.

Abhra Bhattacharjee, Director ofAdvancement, is executive member of the

team and will bring the resources of the

Development Office into play, as and when

needed. He is ably supported by Warren

King, the new Digital Communications

Coordinator in the Development Office, who

brings an array of design and technical skills

to the committee.

The Task

We have decided to keep the boundaries

wide and so want to include Australianpeacekeeping missions for eligibility as

well as more outright actions of conflict. A

partial list of the areas we have recognised so

far is shown.

What do we do now?

The support of the whole Scotch Community

will be needed if we are to identify all Old

Collegians who should be recognised. I ask

that anyone who knows (or thinks they know)

of any former Scotch student who served inany of the listed actions to advise us of names

and any relevant details in support. To make it

easy for you, we offer three avenues of contact:

A website has been established at

www.scotch.sa.edu.au/warservice

exclusively for receiving information

about nominees. This gives a framework of

details which will be helpful.

The wrapper of this issue of Scotch

Reports has a pro forma which will help

you provide any details in our possession.It can be mailed to the Post WWII Service

Recognition Committee, c/o Development

Office, Scotch College Adelaide, Carruth

Road, Torrens Park SA 5062.

Recognised Areas of Military Servicewww.awm.gov.au/research/infosheets/

Conflicts

The following eight conflicts in which Australian forces have

taken part are officially recognised for active service:

1. Malayan Emergency (1950-60)

2. Korean War (1950-53)

3. Indonesian Confrontation (1963-66)

4. Vietnam War (1962-72)

5. First Gulf War (1990-91)

6. East Timor (1999-2003)

7. Afghanistan (2001-)

8. Second Gulf War (2003-)

Peacekeeping Operations

Australian forces and / or police have been involved in nearly

40 peacekeeping operations, mainly under the auspices of the

United Nations. The following is a short indicative list:

Missions beginning between 1947 and 1987, including

Indonesia, Kashmir, the Middle East, Congo, Cyprus, and

Rhodesia (Zimbabwe)

Missions beginning between 1988 and 1991, including

Namibia, Iran, Pakistan/ Afghanistan, the Persian Gulf

and Kuwait

Missions beginning from 1991, including Western Sahara,

Iraq, Cambodia, and former Yugoslavia

Missions beginning from 1992, including Somalia,

Mozambique, Rwanda, Haiti, Eritrea, Guatemala and

Sierra Leone

Missions in the Pacific region since the mid-1980s, including

Bougainville, the Solomon Islands, and other deployments

Overseas emergency relief operations, including Papua New

Guinea, Sumatra, Pakistan, Iran, and various Pacific nations

For further or more detailed information, please:

Phone Peter Trumble at (08) 8179 5745

Email to warservice@scotch.sa.edu.au

Post a letter to Post WWII Service Recognition Committee,

c/o Development Office, Scotch College Adelaide,

Carruth Road, Torrens Park SA 5062

A Final Word

The success of this project depends entirely on the supply

of information from you. Please give some thought to puttingforward the name of any Scotch Old Collegian who you know or

think may qualify for well-deserved recognition.

If you prefer, you can phone

me on (08) 8179 5745 on

any day, at any time between

9am and 9pm, or email me at

warservice@scotch.sa.edu.au

We believe this a most worthytask, appropriate to be

undertaken at this stage in the

history of Scotch College. In

due course, consideration will

be given to the form in which

recognition might be given to the

nominees but right now we need

to find out who they are! Your help

is essential.

Peter Trumble (44)

Chairman of the Post WWII

Service Recognition Committee

01 Junior School studentsstudying the WWI Honour Board

in the Chapel

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01

Speech NightAt Speech Day 2013, three members of the

illustrious Heard family were inducted as

Scotch Legends for their contribution to

Scotch College Adelaide. Graeme Heard was

represented by his wife, Christine, daughters

Jackie Freeman ('85) and Geordie Nehme

('87), and Jackies husband Jonathan ('85).

Graeme Heard (62) (posthumous)

Graeme attended Scotch College from 1951

to 1962 and served as the President of the

Scotch Old Collegians Association from 1981to 1985 and on the Committee for a total of 8

years. Graeme also served as a member of

the Council of Governors from 1981 to 1988,

was a member of the Building and Grounds

Committee from 1982 to 1988 and Chairman

of Council from 1987-88. He also served as

the Chairman of the 75 Years at Torrens Park

Committee in 1994. Graeme played a key role

in the formation of the Old Scholars Cricket

Association (OSCA) in 1968 and was on the

OSCA Committee from 1968 to 1975. He

played for OSCA from 1968 to 1984, playing

in a club record 7 Premierships. Graeme

was on the Old Collegians Football Club

Committee for 11 years including 3 years as

President, 2 years as A Grade Captain, played

181 games, twice won the A Grade Best and

Fairest and was runner up in the SAAF League

medal in 1966. He was mainly responsible for

the first of the main oval lights in 1967 and the

fundraising for the change rooms to be added

to the pavilion in 1983.

John Heard (64) AM, F.C.A., F.A.I.C.D.

John attended Scotch College from 1954

to 1964 and was a member of the Scotch

College Council of Governors from 1978 to

1994, the Finance Committee for 17 years,

the Council Executive Committee from

1991-94, and also served as President of the

Parents and Friends Committee from 1979-

81, which included organizing Scotchs first

major community fund raising event, the

Scotch Fete, in 1980. The Scotch College

Foundation was established by John in 1988

and he served as Chairman of the Foundation

until 1994. John was on the Old Collegians

Football Committee from 1967 to 1972, was

President in 1976 and played 148 games for

the club. John was the key organiser of the

replacement main oval picket fence in 1988.

Geoff Heard (69)

Geoff attended Scotch College from 1957 to

1969. His involvement with the Scotch Old

Collegians Football Club spans 44 years,

including 5 years boundary umpiring As and

Bs from age 10 and playing 156 games. He

was on the SOCFC Committee for 30 years

including 23 as President and the Scotch

OC Delegate to the SA Amateur Football

League (SAAFL) General Committee for 31

years. Geoff also played cricket for OSCAfor 17 years, was Captain of the A Grade and

on the Committee for 8 years. He was the

instigator of the pavilion foyer and interior

toilets in 1997 and the revamped pavilion

precinct viewing area including the paved

terracing, seating and deck beginning in

2007. Geoff has held various roles with the

SAAFL since 1989 and in 2011 was made the

29th Life Member of the SAAFL.

Bequest NotificationAs part of the work being

done by the Scotch College

Foundation and the Development

Office, it has become apparent

that a number of Bequests have

been planned of which the

College had been unaware. For

many, a bequest gift provides

an enduring legacy, which

acknowledges and recognises

a life long association with theschool. We suspect that there

may be a number of other

members of our community

who have made some provision

to the College in their Will.

The College is eager to

acknowledge such Bequests

during the life of the donor.

Notification of a Bequest gives

the donor membership of the

Gratton Society. This involves

presentation of a certificateand a tie to men and a scarf

to women. It also provides an

invitation to certain College

events and the name of the

donor appearing on the Gratton

Society Honour Board. Some

donors may prefer their bequest

to remain anonymous and

the College will respect their

wishes and work with the donor

personally to acknowledge their

contribution in private. If you dointend Scotch College Adelaide

to be a beneficiary of your Will,

please do let us know by calling

the Development Office at

8274 4314 or emailing

Development@scotch.sa.edu.au.

01 (1st Row, L to R): Jenny Ramsay, John Heard(64), Christine Heard, Linda Hillbery,

Jonatha n Freeman( 8)5. Back Row: Anne

Heard, Geoff Heard (69), Ian Ramsay, Jackie

Freeman (nee Heard) (85), Geordie Nehme

(nee Heard) (87).

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Pirates of PenzanceThe Pirates of Penzance is one of Gilbert and Sullivans best

known and most loved musicals. Under the direction of AdamGoodburn and musical direction of Antony Hubmayer, Scotch

College Adelaide students produced a musical to be proud of,

with a pleasing design concept, strong principal performances,

and consistently high energy and enthusiasm from the

supporting cast and musicians. Indeed, the calibre of talent

at Scotch was so high that the principal roles were able to

be cast twice over and these performers share the roles onalternating nights.

This was a production which any amateur company in Adelaide

would be proud of. The quality of the production highlighted the

dedication of the student cast and crew, the perseverance of their

parents and the efforts of the staff involved.

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Rowing Update

Now that we have a successful 2013-2014

season of rowing behind us, preparations

for the next season and beyond are well

underway. With the memories of the bagpipes

playing on the shores of West Lakes, the

lifetime bonds that were created within the

community and the personal achievements

that were reached, it is evident that the lessons

beyond the classroom have been abundant

with all experiences providing opportunities

to grow personally and as a team.

Rowing is a unique sport due to the physicality

and the team environment that it demands.

However, it offers much more than the students

sometimes realise with key lessons in discipline,

self belief, resilience, leadership, dedication,

gratitude and teamwork being learnt.

Year 7/8 Program

We have recently expanded our rowing

program with the inclusion of Year 7/8 in Term

4 utilising our River Torrens boatshed. This

program is designed to enhance students

coordination, technical ability and general

boatmanship of the equipment and not to

increase any unnatural strength.

Training will begin in Term 4 after a 2-day

camp during the September/October

holidays. On the occasional weekend, Scotch

may be invited to be involved with mini

regattas on the River Torrens. As this is the

first year of the Year 7/8 program, rowing is

only offered as a secondary sport and must

not replace existing summer commitments.

Training days will be as follows:

Boys:Tuesday 3:40-5:45pm

Girls:Thursday 3:40-5:45pm

New Equipment

It was identified earlier this year that the

program has been building in numbers and

our current boat fleet is unable to support

the growing participation and the clubs

performance goals. With the fantastic support

of the school, parents and the wider community,

we have been able to prepare a long term

strategy and place an order for a new fleet

of boats that will ensure quality equipment

continues to be provided to all students for the

long term. This will give our students greater

opportunity to perform at their best and

achieve their and the clubs goals.

The College has been very generous and

has lent the rowing program and the Parent

Support Group the money to purchase five

years' worth of equipment in advance. The

order for this season includes 2 eights, 8 quad

sculls and 16 single sculls with an

additional eight and double scull

to arrive in September 2015.

Scotchs fresh container load is

due to arrive at the end of August.

Please join us for our fleet naming

ceremony on Friday 17 October

2014 on the Rosevear house

lawns for drinks and christening

of the fleet. Further details will be

released closer to the date.

Boatshed Modifications

Thanks to the Parent Support

Group and Bone Timber,

modifications and required

updates to the West Lakes

boatshed change rooms have

recently been made. This will

provide students with a larger and

more user-friendly area which will

enable quicker preparation times

and safe storage of school bags.

The space above the change

rooms has been constructed to

enable greater storage of spare

parts, excess equipment and tools,

creating a less cluttered space for

the students.

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A special thank you to the Bone family

who kindly donated the materials for the

construction, while the school have provided

much needed support with the electrical and

plumbing services.

Old Collegians Rowing

After much interest we are hoping to launch

an Old Collegians Rowing program called

Scotch Rowing Club. The program will

be built on the framework of bringing the

greater community together, whether you are

a novice or keen rower, we would welcome

your involvement in the club. Based out of our

River Torrens boatshed, the program has the

equipment and resources to get started this

September.

We are currently asking for expressions

of interest for both rowers and committee

members that would be motivated in shaping

the club in its inaugural year. If you are

interested in participating in this exciting

opportunity, contact jstratfold@scotch.sa.edu.

au and register your interest in receiving

further information.

Toby Lister

Director of Rowing

Being a Scotch Rower

Rowing for Scotch is where some of my best

memories have been created. When I first

moved to Scotch in term 4 of 2010, I began

attending rowing training before I even

started attending school. Coming from a

school where I had faced some bullying, I was

so surprised by the friendliness and family-

like feel of the rowing club. I couldnt think of a

better way to create new friendships and get

to know my new classmates. Back in my Year

8/9 and 9/10 seasons, rowing was very much

about learning to work together, bonding

with peers and always having fun. It gave me

confidence to work with people I hadnt really

known that well and taught me the importance

of a tight community. No one was ever left out

or made to feel like they werent important.

As I moved up into my senior years from Year

10 to 12, rowing stepped up a little as well as

my schoolwork. To some this may be a little

daunting, and if Im honest I was a little worried

I wouldnt be able to balance so much school

work, a social life and up to 6 trainings a week.

But choosing to row through my senior years

has possibly been one of the best decisions

Ive made. Not only was I physically improving

each day but rowing also improved my outlook

in many other areas of my life.

Having so many long trainings and

so many tests and assignments to

worry about, I learnt very quickly

how to organise my life on a daily

basis. Rowing also gave me the

toughness and determination to

constantly want to improve myself

in everything I do. I find I now

deal with stressful situations and

challenges a lot more effectively.

On top of all this, being so closeto the members of your crew for

7 months means many life long

friendships are made.

To be a rower is one thing, but to

be a Scotchie rower is something

that Im extremely proud of. It

has made me the confident, hard

working person I am. I will always

cherish my time rowing at Scotch.

Tess Robertson

Girls Captain of Boats 2013-2014

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Straight ScotchOld Collegians News

Issue No. 160 August 2014

Presidents Report

Catching up with a few Scotch parents at the

local tonight, our discussions briefly turned

to how time poor we all were, yet, so many

people continue to volunteer their valuable

time within the community. I was confident

in saying that our Old Collegians pulled

their weight in this area and were extremely

generous in giving their time, resources and

financial contributions to