Scotch Reports Issue 174 (April 2019)

Scotch Reports 

ISSUE 174 / APRIL 2019

CONTENTS 

04 From the Principal 

06 Scotch Story: Andrew Saies 

08 Early Learning 

10 Mitcham Campus 

14 Torrens Park Campus 

22 Philanthropy 

24 Community 

26 Straight Scotch 

2019 TERM DATES 

Term 1 

Term 2 

Term 3 

Term 4 

COVER 

Thurs 31 January - Fri 12 April 

Mon 29 April - Fri 28 June 

Mon 22 July - Fri 27 September 

Mon 14 October - Fri 6 December 

College Co-Captains Sam Subramaniam 

and Lalla Nugent with the brand new 

commemorative Centenary Sculpture on 

Gratton Lawns, Torrens Park Campus. 

THANKS 

A big thank you to everyone who 

collaborated to create this edition of 

Scotch Reports. Special thanks go to 

Sandra Paterson, Bryan Charlton, Claire 

Daniel, Andrew Tremain and everyone 

who kindly supplied photographs for this 

publication. Editor: Warren King 

(digital@scotch.sa.edu.au). 

SCOTCH LEGEND 

NOMINATIONS 

The concept of recognising members 

of the Scotch Community who give 

especially meritorious service to the 

College over an extended period has 

been realised previously by naming a total 

of eighteen Scotch College Legends. 

Their names are recorded on an honour 

board in the Drawing Room. 

It is now time for any member of 

the College community to consider 

nominating persons (other than a present 

or former staff member) considered to be 

worthy of such recognition. 

This must be done on a specific form, 

available from the Principal’s Assistant, 

Mary Wilson (8274 4202 or 

mwilson@scotch.sa.edu.au) which 

also sets out the selection criteria. 

3

4 

FROM THE PRINCIPAL

Rising to the Challenge 

Over the Christmas break, my family and I 

were kidnapped by the Mafia. We managed 

to work our way out of a locked cage, 

through a reinforced metal door and into 

a sitting room decked out with codes and 

hidden messages. Trying every trick we 

could think of, we finally managed to break 

through into the final room. The time ran 

out; we didn’t escape. 

Naturally, I am referring to the Newton 

family’s experience of an Adventure Room 

on Rundle Mall, where we were challenged 

to escape from the Mafia in 90 minutes. 

My Vito Corleone imitation was not called 

for, no-one made me an offer I could not 

refuse and there was no sign of El Chapo. 

But what a fascinating insight I had into the 

problem solving and leadership skills of my 

kids. New environment, new challenge, new 

angle on the Newton psyche. And the stars 

of the show were not the ones I would have 

anticipated… 

Challenges bring out the best and the 

most surprising things about our students. 

Discomfort zones are all over the College 

as we try to develop self-reliance, 

teamwork and project management skills 

in our charges. We shine a light on every 

part of their characters so even the least 

confident learn something of themselves. 

A case in point is last year’s academic 

results which placed us once more 

among the elite performers at SACE. We 

are so proud of Matthew Giddings, the 

single top performer in the state. These 

students showed just what a community 

of superb Year 12s can do, supported by 

knowledgeable staff, when faced with one 

of the most difficult challenges of their 

school life. 

There are many reasons for the impressive 

ATAR scores Scotch graduates achieve, 

but I am not alone in my belief that the 

delivery of our wellbeing programmes, 

and the authentic culture of care for each 

individual, are two big reasons we continue 

to see improvements in this area. Our Year 

12s have, for some time, achieved results 

above expectations and have done so 

with real calm and focus. In my 30 years 

of teaching, I reckon the methods, as well 

as the outcomes, complement each other 

here better than anywhere. 

I feel it is also fair to posit that one of 

the reasons students in general endure 

serious mental health issues in study and 

around exam times (and increasingly at 

university), is because they have little sense 

of the purpose of this energy and stress, 

beyond an entry on their CV. Note that in 

the UK, one in three first year university 

students shows symptoms of mental 

health problems, and the number of new 

recruits to tertiary education reporting 

psychological disorders has increased by 

73% in 4 years (The Times). 

There is little focus on the why of 

education. Experts and those on the 

ground alike tend to focus on the what and 

the how. They take the why for granted, 

leaving many students bemused and 

ill-directed. Our wellbeing and service 

learning programmes in particular have 

played a key role in exploring what it is 

all for, and I am confident that another 

cohort of Scotchies has departed Scotch 

with a sense of purpose, equipped to be 

the world’s next group of problem solvers 

and leaders. 

A centenary is yet another challenge, to 

which we have risen thus far with aplomb. 

A range of infrastructure projects over the 

break, many supported by the magnificent 

P&F, presages a major building period 

in the College’s life. We are seeking to 

honour this wonderful school with a set of 

plans to transform the Junior and Senior 

programmes, supported by excellent 

facilities. You will hear more anon (and 

may already have an inkling of what we are 

trying to achieve), but I am convinced that 

Scotch will rise to the challenge of taking 

our offer and our campuses to new levels in 

the coming two years or so. These projects 

will make an impact well into the future and 

well beyond South Australia. 

The College’s voice will also be strong in 

our centenary celebrations. We did not 

know how popular the notion would be 

of inviting Old Collegians to send us one 

hundred stories for one hundred years. 

We need not have worried. Once more, 

this remarkable community exceeded all 

expectation and fed us tales of such depth, 

meaning and range that the next Scotch 

Reports will give way to the telling of those 

special stories. 

All of this is not just about 2019. I ponder 

what they will say in 2029, when the 

cognoscenti, the perceptive and the 

insightful look back on this moment of 

Scotch’s life. Here is what I hope they 

will say… 

That to ignore an opportunity to take the 

College to another level of sophistication 

and impact, to take for granted its current 

position in terms of brand and reputation, 

to bury its talents of gold in the ground 

rather than investing in new and innovative 

resources, to pass up the chance to do 

something spectacular - this would have 

been a betrayal of 100 years of history, 

blood, sweat, tears, planning, intelligence 

and educational calling. 

The College, I hope they will say, made 

the most of their opportunity. It assessed 

its talents and abilities, was true to its 

values, celebrated is specialness, shared 

its culture and values, and set out on a 

journey to write the name of Scotch more 

prominently in the Australian public’s 

imagination. They were a beacon to any 

that seek to push the bounds of what a 

school should do. 

Our aim is to inspire those who believe 

that there is far more to education than 

passing exams or winning sports fixtures – 

important as they both are. It is a privilege 

to work with a senior team, with teaching 

and non-teaching colleagues, and with a 

Council and set of Committees who believe 

in this great vocation. 

It is also humbling to be at the helm of 

a College in such a strategically strong 

position and to oversee a school with such 

heart, such resolve and such vision. Quality 

oozes out of every pore of this place and as 

the team faces this challenge, so we rise, 

we answer, and we deliver. 

JOHN NEWTON 

Principal 

5

SCOTCH STORIES 

Andrew Saies 

I attended Scotch starting in the Junior 

School in 1969, finishing in Year 12 (or 

matriculation), in 1974. Scotch was 

an all-boys school until 1972 when it 

became co-educational. Those students 

and teachers of my era were part of 

a significant transition in culture and 

attitudes, from a traditional hierarchical 

autocratic ‘public school’ approach of 

teaching and disciplining students, to a 

much more liberal environment where 

students addressed staff by their first 

names, questioned ethical and political 

assumptions and negotiated a “casual 

uniform” of camel corduroy jeans for boys 

and green “cords” for girls, complete with 

desert boots for shoes for both! Both were 

a far cry from the grey suit and tie I was 

compelled to wear to weekly Chapel only 

two years prior. 

The girls gradually transformed the 

ingrained all-boys culture of ‘riding’, 

which varied from good natured rivalry 

between day-bugs and boarders through 

to behaviour that would be described 

as bullying today. With the arrival of the 

girls, we all turned our hearts and minds 

to winning the attention and friendship of 

our new school yard colleagues. There was 

a palpable difference in the tone and beat 

of the school. A very young Phillip Roff had 

been appointed Headmaster in 1970 and 

steered the ship through this time of rapid 

change. 

And like Bob Dylan said the times really 

were “a changing”. 

We went to a seven-day time table and 

school finished at 5.00pm. We sang Monty 

Python songs in Chapel instead of hymns 

and the school Chaplain wasn’t sure that 

he believed in God. Evan Hiscock and Col 

Butler were our Goose Island heroes. Ken 

Webb was our soccer crazy Chemistry 

teacher and Wendy Johnson the best 

theatre director we had ever worked with. 

As School Captain in ’74, I convinced the 

Headmaster to include a Government 

lesson in the timetable; forty minutes 

dedicated to discussing and debating 

student issues and passing any motions 

that would then be taken to be tested at the 

Student Representative Council. If passed, 

they would be implemented into school 

policy. Living, breathing democracy - and it 

was supported by those in authority! 

Of course, there is always one who pushed 

freedom of speech too far, and for us that 

was Stan, a declared student ‘communist’ 

who had copies of the banned Chinese 

manifesto, “Little Red Book” with which he 

subversively tried to convert students to 

the cause under the cover of the house 

locker room. Stan and his beliefs were felt 

by many senior students to be anti-Scotch 

and unpatriotic. Consequently, he became 

the subject of the infamous public hanging 

incident, in which he was found guilty after 

a brief trial conducted by the prefects of 

the day. He was strung up by the waist from 

a rafter in the Year 12 common room during 

lunch time, witnessed by a large crowd of 

bemused students. The proceedings were 

rapidly halted by a furious Headmaster! 

Perhaps enough has been said on this 

incident, other than to say that I am told 

Stan, who came to no physical harm in the 

incident, subsequently suffered a serious 

hand injury when a smoke bomb that he 

was making for use at an anti-Vietnam rally 

exploded prematurely. 

Revolution was certainly in the air in the 70s, 

and at Scotch it all came to a head over hair! 

6

“WHAT DO WE WANT? … 

LONG HAIR … WHEN DO WE 

WANT IT? … NOW!” 

AS THE END OF LUNCH BELL 

RANG, THE HEADMASTER TRIED 

TO NEGOTIATE A QUIET RETURN 

TO LESSONS BUT WITHOUT 

CONCEDING A CENTIMETRE 

OF HAIR LENGTH, THE PICKET 

LINE HELD FIRM. 

Boys’ hair was getting progressively longer, 

some down to the mid-back (the rules 

allowed only collar length). Conservative 

teachers and parents dug in and tried 

to enforce the rules, but the sound of 

rebellion was growing louder, and by mid 

1972, the call to arms went out. There 

was to be a ‘hair strike’. All students were 

to assemble on the lawns outside the 

Headmaster’s office at the designated 

lunch time and not go back to class until 

the demand for unrestricted long hair 

was met. Sixty or more joined the protest 

chanting: 

“What do we want? … Long hair … When do 

we want it? … NOW!” 

As the end of lunch bell rang, the 

Headmaster tried to negotiate a quiet 

return to lessons but without conceding a 

centimetre of hair length, the picket line 

held firm. 

The chanting continued. 

History teacher Peter Read, now without 

an afternoon class because they were all at 

the strike, barricaded himself in the staff 

common room and came up with the nowimmortal 

quote, “Don’t shoot until you 

see the whites of their pimples.” 

By 3.00pm, resolve was weakening, and 

students slowly drifted back to lessons. 

Some were not allowed into class by 

teachers shocked at such rebellious 

conduct. By the end of the school day 

there was another appearance from 

the Head. If those remaining dispersed, 

he pledged to discuss the matter with 

student leaders, but couldn’t promise 

any change. 

A few more drifted off claiming victory, 

but the true believers knew this was 

an ambit position without substance 

and regrouped to the lawns of the 

Headmasters house, where a small tent 

city was set up ready for an all-night 

vigil until demands were met. As I recall, 

Nick Gribble was the last to abandon his 

tent and go home in the early evening, 

deflated but not defeated. 

The protest was not in vain. Within days 

a staff and student Hair Committee 

was formed, and a set of rules and 

regulations agreed upon which would 

allow long hair provided it was clean, 

neat and tidy. The committee was given 

powers to send offending students to the 

Mitcham barber, a power it used on several 

occasions. 

This was just one of the many examples 

of student activism being tolerated, if not 

necessarily encouraged, by the Scotch of 

the 70s. It gave some of us a voice to our 

ideas and our views as we emerged to take 

our place in the world beyond school, but it 

also taught us lessons in mutual respect for 

difference and importantly that freedom, 

rights and causes come with responsibility. 

ANDREW SAIES (’74) 

7

EARLY LEARNING CENTRE 

ELC Literacy and Numeracy 

An article in the SAGE Handbook of Early 

Childhood Research summarises what 

research tells us about early human 

development and the importance of the 

environment to early life. 

1. Coping abilities, cognitive and noncognitive 

competencies, and skill 

formation are influenced by genes and 

early life environments and experiences. 

2. The foundation for later learning 

is formed in early life experiences, 

such that the development of neural 

pathways and the mastery of skills occur 

‘from the bottom up’. 

3. Cognitive, social, emotional 

and language competencies are 

interdependent, and all are shaped by 

early experiences. 

This summary clearly demonstrates that 

an investment in high quality education for 

children in their early years is a prudent 

investment in their future. The experiences 

that children have in their early years 

lay the foundations for learning later in 

their schooling. Hence, one of the most 

important decisions that parents make 

about their child’s education is where they 

begin their educational journey. 

Our play-based environment provides a 

rich base for children to develop early 

Literacy and Numeracy understandings, 

which will underpin all learning for these 

children in the future. Here is a snapshot of 

what Literacy and Numeracy look like every 

day in our 3 and 4-year-old classrooms. 

TANIA DARLING 

Director of Early Years 

LITERACY AND NUMERACY IN 

3-YEAR-OLD LEARNING 

While numeracy learning is always 

occurring, the educators in the Fraser 

room extend and challenge children’s 

understanding by supporting and extending 

them through the intentional and focused 

use of numerical language. With targeted 

Numeracy focus areas each term, 

educators consistently model focused 

mathematical language that is relevant to 

3-year-olds and their world. 

Literacy is at the heart of learning in the 

Fraser Room. Through play and intentional 

learning experiences, children build oral 

and written communication skills. Literacy 

learning for 3-year-olds occurs when 

children sing songs, share ideas, question, 

predict, decode pictures, negotiate, copy 

words and sounds, recognise their name, 

develop a love for books and describe 

their learning. 

The Fraser children have a keen, ongoing 

interest in planting and caring for 

vegetables in the Fraser garden. This has 

been an ideal opportunity for educators 

to support the children to extend their 

literacy and numeracy learning through 

play. For example, reading books linked to 

children’s interests fosters sharing ideas, 

a developing love of books, letter, sound 

and word recognition. The responsibility 

of watering the garden supports children’s 

negotiation skills and builds their idea of 

time and routine. While observing and 

investigating our produce, children are 

predicting, counting, exploring pattern, 

noticing number, observing shapes and 

questioning their theories and ideas. 

LIA VAN DER PENNEN 

3-year-old Teacher 

8

01 02 

03 04 

05 

LITERACY AND NUMERACY IN 

4-YEAR-OLD LEARNING 

Children begin to notice similarities 

in names and as their confidence and 

familiarity with the environment develops, 

some children become accustomed to 

reading friends’ names, or recognising 

names that start with the same letter 

sounds as their name. 

Our writing tables encourage children to 

represent their thinking through drawing 

pictures and writing scribed words 

connected to their illustrations. Children 

begin sounding out familiar words and 

having a go at writing these words. They 

begin to recognise common words in their 

environment and ‘read’ signs around them. 

Our Focus Learner Poster program 

invites children to create a poster using 

their literacy skills and then share this 

poster with the class. This project 

encourages the children to write titles, 

labels and draw pictures to represent an 

interest of theirs. The children learn the 

importance of representing information 

and how powerful their interests can be 

in building relationships and sharing ideas 

amongst peers. 

Dramatic play in the form of dress ups 

and role playing encourages children 

to experiment with creating scripts and 

building the necessary skills to share ideas, 

collaborate and explore different identities. 

Puppets and books build complexity and 

create new ideas for exploration. 

We encourage numeracy exploration in all 

areas of our learning environment, and it is 

especially evident as the children explore 

our outdoor learning areas such as in the 

sandpit and the mud kitchen. Children 

compare quantities, work out capacity and 

experiment with comparing the attributes 

of the tools that they are using. 

Inside we have resources such as 

dominoes, dice, number puzzles and 

counting disks, as well as supporting 

materials such as number lines and number 

cards. Children of this age must first 

build a concrete understanding of what a 

number represents, rather than simply rote 

learn the name of each number. 

Our group times are pivotal in bringing 

their understanding of Literacy and 

Numeracy together. We incorporate many 

different activities including quantifying 

our group each morning by counting how 

many children we have. Old favourites such 

as playing ‘What’s the time Mr Wolf?’ or 

‘The Kindy Train’ are exciting and help the 

children learn the connection between 

the number and what it represents, 

through games. Shared stories and songs 

build an understanding of rhyme and 

the conventions of reading. Songs and 

games encourage fun participation, whilst 

exploring an understanding of the Literacy 

or Numeracy content within each. 

GEORGIE SEPPELT 

4-year-old Teacher and Educational Leader 

Feature Using books for identification / 01 

Water makes them grow / 02 Drawing to 

represent ideas / 03 Recognising and matching 

/ 04 Using books and Mathematical equipment 

to recreate representation / 05 Looks what’s 

inside! 

9

MITCHAM CAMPUS 

Authors in Residence at 

Mitcham Campus 

Late last year, our young readers had their 

first taste of a 100-year celebration as they 

acknowledged the 100th birthday of May 

Gibb’s beautiful bush babies, Snugglepot 

and Cuddlepie. These well-loved, centuryold 

Australian book characters have stood 

the test of time, along with characters 

from Norman Lindsay’s The Magic Pudding 

and the works of Henry Lawson (Selected 

Poems), Ethel Turner (St. Tom and the 

Dragon) and A.B. Patterson (Swinging the 

Lead and Moving On). 

The May Gibbs Children’s Literature Trust 

promotes the creation of contemporary 

Australian children’s literature in the 

belief that children’s books, written and 

illustrated by Australians, are vital to 

the wellbeing, creativity and literacy of 

children. Scotch’s association with the 

Trust has enabled numerous Author in 

Residencies over recent years, the most 

recent by award-winning Australian author 

(of both children’s and adult titles) Tanya 

McCartney. Her visit to Scotch coincided 

with the release of her book, Mamie, 

celebrating the life of May Gibbs. We were 

honoured to have Tania with us on the day 

of her book launch. She motivated our 

young readers, “Put both hands up, as well 

as your feet, if you LOVE, LOVE, LOVE books!” 

She shared her experiences with our 

students in her online blog: 

“... I had an absolutely beautiful school 

visit to Scotch College–what a stunning 

school and what vibrant, book-loving 

kids and staff. I was made so very 

welcome (thanks Lucy, Sarah and Fiona!) 

and had two fantastic sessions with 

the kids. Was super happy to catch up 

with author Katrina Germein at the 

event, too.” 

“...check out these beautiful creations 

featuring my maps and book 

illustrations. And one of the best 

moments was singing Happy Birthday 

to Mamie with the kids (it was book 

release day). 

Scotch College–thank you for creating 

such a deep book and story culture in 

your children. They are lucky kids.” 

In her thank you letter to our Library team 

she wrote, “Thank you for championing a 

love of story in those divine children. This 

connection to books is the key to all that is 

good in the world. I can’t thank you enough.” 

The May Gibbs Trust has provided us with 

many other visits by authors, including 

Sheryl Gwyther, Susanne Gervay, Christina 

Booth and, later this coming year, we will 

have author/illustrator Caroline Magerl 

joining us. 

Our Library staff have a shared passion 

for literature and regularly transform the 

Junior Campus library with displays that 

reflect special events. They also look for 

opportunities beyond the Trust to bring 

Authors into the school. Pegi Williams book 

store helped us line up a visit from Sally 

Rippin. Our students were delighted when 

she came and did a reading of Polly and 

Buster with them. This term, our team have 

sourced one of Australia's most popular 

authors, Jacqueline Harvey, to visit the 

Junior School to talk to Year 3–6 students 

about her experiences as a teacher a 

writer and illustrator. Having sold over one 

million copies of her Alice-Miranda and 

Clementine Rose series in Australia and 

New Zealand, we are fortunate to have 

been offered this visit! 

By meeting and working with published 

authors our students understand that they 

are all authors with stories to tell. Many are 

also often inspired to also read books that 

they may not have otherwise read. 

In Scotch’s centenary year we will be 

collecting stories from school community 

members, past and present. In 100 years, 

the Scotch annals of time may well reveal 

popular Australian authors, illustrators 

and publishers who commenced their 

time as students, inspired by our Author in 

Residencies. 

IEVA HAMPSON 

Head of Mitcham Campus 

Feature Zac, Blake, Anna, Alice, Charlie, 

Anastasia, Amy and Cassie were excited to meet 

with Tanya McCartney! 

10

Mind Lab 

As a school that has wellbeing central to its 

core mission, would it ever be appropriate 

or desirable to encourage children to push, 

overwhelm, capture or defeat others? 

Surprisingly, yes! The context is Mind 

Lab, a range of strategic thinking games 

introduced at Year 5 & 6. 

Mind Lab was founded in 1994 and has a 

presence in more than 30 countries, with 

a suite of strategy games that promote 

competencies valuable for life at and 

beyond school. In the same way that 

chess teaches the skills of problemsolving, 

strategizing, planning, foresight, 

concentration and focus, Mind Lab games 

provide our students with a context in 

which they develop their thinking abilities 

along with social and emotional skills. 

The general objectives of the Mind Lab 

program are: 

• Encourage consolidation of concrete 

operations of thought. 

• Improve the strategies of action 

governed by the rules of the game and 

by the actions of another. 

• Develop the ability to cope operatively 

with the rules of the games. 

• Help overcome the limits of concrete 

thinking. 

• Enhance communication skills – 

capture, analysis and expression of 

information. 

• Promote the development of strategies 

for planning and orderly execution 

of actions. 

• Encourage recognition and management 

of available resources. 

• Develop the ability to deal with 

frustration and satisfaction. 

The overall objective is for students to 

draw on the social and emotional strategies 

they develop through the games and 

apply them to the more complex problem 

situations they face beyond the board 

game, especially at the beginning of 

adolescence. 

Once students learn each board game, its 

key concepts and its associated tactics, 

they are encouraged to ‘think about 

their thinking’ (metacognition) in order 

to transfer skills to real-life contexts. The 

methodology has been supported through 

research conducted by Yale University, 

USA, and Northumbria, England. 

Throughout the first term, it has not 

been uncommon to find clusters of Year 

6 students huddled over game boards 

before school, at recess and at lunchtime, 

challenging each other to ‘Abalone’, 

‘Olympic Checkers’, ‘Quoridor’ and ‘Octi’. 

This year, we challenged all Year 6 students 

to compete in their ‘best’ game in a knock 

out in-house competition, in order to 

qualify for our first inter-school team. The 

aim was not only to stretch our students to 

compete in high-level competition locally 

and, ambitiously, beyond, but to enjoy 

interacting with other students and seek 

leisure games beyond the screen. 

Congratulations to Ollie Ryder for 

achieving a silver medal at the interschool 

competition! 

IEVA HAMPSON 

Head of Micham Campus 

01 Strategizing in a game of Octi / 02 A round 

of Abalone underway / 03 Quoridor in Action 

/ 04 Olympic Checkers is popular amongst the 

Year 6s / 05 Quoridor in Action 

01 02 03 

04 05 

11

MITCHAM CAMPUS 

Way2Go Year 4! 

The middle primary years are characterised 

by the beginning of social and emotional 

change. Children begin to develop their 

sense of identity, seek early independence 

and responsibility, and look for new 

experiences to test their own limits 

and abilities. 

With this in mind, we have developed 

Signature Learning Experiences that 

reflect this age and stage. Learning in Year 

3 is shaped through a lens of ‘Identity 

and Purpose’. Children build their 

understanding of diversity throughout 

the year. At Year 4 the focus is on building 

resilience through a lens of ‘Courage and 

Challenge’. Children are encouraged to 

talk about and tackle new challenges and 

appreciate courage in others. 

A new partnership with Way2Go has 

provided the perfect springboard into a 

year of Courage and Challenge for Year 4 in 

2019! The Way2Go program promotes safer, 

greener and more active travel for the 

school community. Our new partnership 

with Way2Go, alongside the local council 

and the Department of Transport, Energy 

and Infrastructure, involves all Year 4 

students taking part in a Bike Education 

program, which culminates in the challenge 

of an on-road ride. Our riders enter this 

program with varying levels of experience 

and confidence. 

The Way2Go Bike Ed program helps 

students develop confidence and 

competence as safe bike riders through 

an optimal mix of class-based theory and 

practical skills application. Learning to ride 

a bike is a valuable life skill and through 

participating in Way2Go Bike Ed children: 

• gain knowledge and understanding of 

the road and traffic environments and 

relevant road laws, 

• develop physical and cognitive 

skills, and 

• develop responsible behaviours, 

attitudes and decision-making skills for 

the safe use of bicycles both on and off 

the road. 

At the beginning of the Way2Go program all 

students were challenged to set a personal 

goal. These ranged from ‘balancing’, to 

‘using hand signals to turn’, to ‘having more 

control when braking’, to ‘riding without 

training wheels’ and ‘being able to safely 

check my bike’. 

They have since learnt to identify 

appropriate bike riding clothing and 

accessories, explain the benefits of their 

use and the features of a bicycle helmet 

that complies with Australian Standards. 

They have also focused on understanding 

the difference between school rules and 

government laws relating to bike riding, 

including understanding how laws shape 

decisions and behaviour as road user. 

They have the opportunity to put this into 

practice with the support of instructors, 

teachers and assisting parents through 

practical sessions in the school grounds 

and on local roads. 

The ultimate aim of Way2Go Bike Ed is for 

students to know how to make considered 

decisions for their own and others’ safety 

and wellbeing, and to assist them to ride 

their bikes more often. 

Students who walk, ride scooters or skate 

to school need to be aware of their rights 

and responsibilities when using footpaths 

and roads. 

Over the past couple of years, we have 

seen an increase in the number of children 

actively riding and scootering to school. 

We have also seen more students engaging 

in the community sports of Mountain 

Biking and Road Cycling. With their 

Way2Go challenges and training our Year 

4s are building confidence and courage 

on wheels! 

IEVA HAMPSON 


Year 4 students complete a bike check. 

12

01 

02 

04 

03 

Online Platforms 

Whether or not Moore’s Law (the doubling 

of computer processing speed/power 

every 18 months – 2 years) holds true, 

it goes without saying that technology 

advancement in education is an exciting 

and rapidly developing space. Our students 

use technologies such as robotics, 3D 

printing, augmented reality, VR and 

applications that weren’t readily available 

to children in schools only ten years ago. 

The constant evolution of technology keeps 

us questioning our selection of digital 

technologies and importantly, our purpose 

in using it. 

When drawing on technology as a learning 

tool, teachers consider whether it is to 

simply substitute for something that does 

not require technology? An example of 

this is word processing. Or is it to augment 

a task, adding functional improvement, 

such as using the tools in Google Maps to 

calculate distance and time between two 

locations on a map? Is the purpose of the 

digital technology to modify a learning 

experience? Students may be recording 

their understanding of a concept with a 

verbal explanation rather than undertaking 

a ‘test’ and uploading it to the teacher. 

Even better, digital technology can allow 

teachers and students to redefine learning. 

That is, using the technology to create 

tasks previously inconceivable, such as a 

virtual fieldtrip. 

One of the most powerful uses of 

technology is where we can use it 

to improve (but not replace) human 

connection. Over the past few years we 

have been introducing the use of Seesaw, 

a platform for student-driven digital 

portfolios, across Mitcham Campus. Using 

Seesaw, children share pictures and videos 

with their parents and receive validation (in 

the form of comments and feedback) for 

the work that they share. Seesaw provides 

a wider sense of audience for work as 

children document their learning. It also 

helps capture and celebrate the learning 

process, not just the end result. Students 

can use built-in audio recording and 

drawing tools to reflect on what they have 

learned or explain how they got an answer. 

Further benefits of a digital portfolio 

include the encouragement children get 

from parent comments and the ability to 

cross language barriers for families who 

speak English as an additional language. 

Through our staff Action in Learning 

research, Seesaw has now been rolled 

out across all year levels as a simple way 

for teachers and students to create, 

capture and share what's happening in the 

classroom during the week. 

When students reach the upper primary 

years, they are also introduced to SEQTA, 

an online Learning Management System 

that is used up to Year 12 at Scotch. They 

begin to upload assessments, which can be 

seen at home, and receive some of their 

teacher's feedback electronically. 

In their final year at Mitcham Campus 

students also join ‘Yammer’. Yammer is 

a private platform for enterprise social 

networking, run as a part of the Office 

365 suite of tools. This closed and private 

network gives our students meaningful, 

guided and monitored experience in a 

social media environment before they 

reach 13 years of age – the minimum 

age for signing up with social media 

accounts, such as Instagram, Snapchat, 

Facebook, et al. Teachers are assigned 

to the Yammer groups that students join. 

Our Year 6 Student Action Teams and 

Student Leadership groups use Yammer 

to plan, organise and run initiatives. It is 

exciting to see them using this platform 

in such a positive and productive way, 

helping to shape their future social media 

interactions. 

IEVA HAMPSON 


01 Year 2 Maths investigation shared on Seesaw 

/ 02 Student initiative on Yammer / 03 Year Six 

student leaders on 'Yammer' / 04 Sharing an 

incursion with Year 1 families 

13

TORRENS PARK CAMPUS 

Class of 2018 Results 

Torrens Park Campus is riding high on 

the back of the Class of 2018 results and 

a successful start to our centenary year. 

However, it is not just a set of results or 

series of events that indicate we are in 

good form. At Scotch we know investing in 

people and programs creates a distinctive 

learning journey. The power of the 

relationships we share in that journey is 

realised in the outstanding success of the 

many narratives we weave, nurture and 

grow with our students, staff and parents. 

The success of our graduating students 

last year was not just in the recognition of 

the high achievers. There are many untold 

stories of adversity faced by individuals 

and their families. Some of our most 

successful had faced barriers to learning 

and opportunity that many of us could not 

imagine or empathise with, whilst others 

found themselves overwhelmed with the 

journey at times. Despite their challenges, 

I know each of those students found 

themselves in a caring and supportive 

environment where expert coaches and 

teachers led them to a place where they 

could graduate knowing success, and 

excited for what may come next. 

The success of the Global Service Learning 

trip to Laos saw participation from our Year 

12 students almost double in the second 

year (even though it is during their summer 

break!). A three-week experience where 

Old Collegians experience first-hand the 

hardships and challenges for other people 

in another region. We partner with Rustic 

Pathways because of the sound philosophy 

they have around engaging deeply with 

local communities year-round, employing 

local staff and purchasing all materials 

in the country to ensure this is not just a 

tourist jaunt. Shannon Davey has taken on 

this program for another year and we look 

forward to its continued growth. 

This year I am excited for many of the 

centenary events we have in place. The 

sculpture has proven to be an inspiring 

symbol of who we are. I have never seen 

students interact with a work of art in such 

a way – they love touching it, snapchatting 

it and being around it because of what 

it stands for – their bright futures. The 

unveiling and Commencement Service 

was an opportunity to develop the theme 

of Flourish which demonstrated the 

strength of our culture as members of 

community, Old Collegians, leaders of the 

Uniting Church and students. Throughout 

2019 we are looking back, celebrating 

the present and anticipating the future. 

One of the key opportunities to fulfil that 

ideal is the launch of the Reconciliation 

Action Plan in May. This project has seen 

the collaboration of students, staff and 

community. The team has crystallised 

how we will develop our recognition 

and commitment to ensuring that our 

connections with aboriginal people, and 

in particular the Kaurna, are a hallmark 

foundation for the next century. 

I chose these narratives from our Torrens 

Park Campus story for this edition because 

they reflect our College motto, Scientia, 

Humanitas, Religio. In more contemporary 

terms, we place immense value on the 

pursuit of Knowledge, the nurturing 

of Humanity, and the importance of 

understanding the Spiritual as essential in 

shaping the lives of amazing young people. 

DALE BENNETT 

Deputy Principal & Head of Torrens 

Park Campus 

Feature The Class of 2018 Scotch90 Club 

14

THE SUCCESS OF 

OUR GRADUATING 

STUDENTS LAST 

YEAR WAS NOT 

JUST IN THE 

RECOGNITION 

OF THE HIGH 

ACHIEVERS. THERE 

ARE MANY UNTOLD 

STORIES OF 

ADVERSITY FACED 

BY INDIVIDUALS 

AND THEIR 

FAMILIES. 

CONGRATULATIONS 

CLASS OF 2018 

The Class of 2018 have continued the story 

of Scotch College Adelaide being amongst 

the leading schools of South Australia and 

Australia when it comes to academics and 

achievement. 

Undoubtedly this cohort will be 

acknowledged by their peers, teachers and 

the community as deserved scholars. None 

more so than the following: 

• Dux of Science, Matthew Giddings, 

whose perfect score of 99.95 ranks him 

as one of the highest achieving students 

in Australia. He attained six merits 

and received a Governor’s excellence 

commendation award, one of twentyfive 

students in SA. An outstanding 

result by any measure. 

• Alexandra Johnston who attained a 

99.90 is our Dux of Humanities with five 

merits. 

• Benjamin Voyvodic also scored 99.9 is 

our Dux of Combined Studies having 

achieved four merits. 

Results at a glance for the 2018 cohort: 

• 46% over an ATAR of 90 

• 31.4% greater than 95 

• 6 students with a score over 99 

• 21 Merits across 17 subjects 

The following students were formally 

recognised on Friday 1 February 2019 

into the Scotch90 Club at the Scotch 

Commencement Chapel Service. 

SCOTCH90 CLUB STUDENTS 

Ellie Altschwager 

Nicholas Barry 

Edward Bastian 

Tess Bastian 

Henry Bennett 

Jedd Birdseye 

Riley Bowles 

Febe Brice 

William Burton 

Erin Cameron 

Jack Castine-Price 

Kate Caudle 

Sarah Coldwell 

Sasha Daniel 

Piper Delbridge 

Lara Ebbinghaus 

Sophie 

Fotheringham 

Matthew Giddings 

Lucy Hammond 

Louis Heard 

Tobias Heithersay 

Paul Henshaw 

Christian 

Ignatavicius 

Alexandra Johnston 

Ben Kapur 

Hudson Laycock 

Louis Legoe 

Jiayi (Sandy) Li 

Eva Lockhart 

Rosie Lushington 

Zara Lyon 

Alexander Martin 

Thomas Mather 

Enya McEwin 

Mackenzie Pederick 

Thomas Phillips 

Nicholas Pietris 

Magali Rainbird 

Daniel Sladojevic 

Harry Spurrier 

Lily Thai 

Kostas Tsekouras 

Jessica Tulla 

Yohan Verghese 

Benjamin Voyvodic 

Millicent Watson 

Emily Wilson 

Harry Winwood 

YEAR 12 STUDENTS WHO 

ACHIEVED MERITS IN 2018 

Matthew Giddings: Physics, Mathematical 

Methods, Specialist Mathematics, Biology 

Alexandra Johnston: Chemistry, 

Mathematical Methods, Physics, English 

Literary Studies 

Benjamin Voyvodic: Chemistry, Physics 

Tobias Heithersay: Visual Arts – Design, 

English 

Febe Brice: Psychology 

Jack Castine-Price: General Mathematics 

Parisya Mosel: Drama 

Sasha Daniel: Food and Hospitality 

Piper Delbridge: Health 

Hudson Laycock: English 

Jiayi (Sandy) Li: English as an Additional 

Language 

Daniel Sladojevic: General Mathematics 

Yohan Verghese: Chemistry 

Millicent Watson: Business and Enterprise 

YEAR 12 STUDENTS WHO 

ACHIEVED MERITS IN 2017 

Matthew Giddings: Research Project, 

Chemistry 

Alexandra Johnston: Biology 

Benjamin Voyvodic: Research Project, 

Biology 

Jiayi (Sandy) Li: Solo Performance 

Yohan Verghese: Research Project, Biology 

Millicent Watson: Research Project 

Jedd Birdseye: Research Project 

Lara Ebbinghaus: Research Project 

Paul Henshaw: Biology 

Christian Ignatavicius: Research Project 

Louis Legoe: Nutrition 

Our graduating students are rightly proud 

of their achievements in the many facets 

of their schooling. It is evident that those 

who embrace the opportunities of a Scotch 

education have found that our emphasis 

on the whole person and the importance 

of relationships as the foundation of 

learning are evidenced with these 

remarkable results. 

TERESA HANEL 

Deputy Principal – Teaching and Learning 

15

Destinations for the 

Class of 2018 

Seventy-three percent of the 2018 cohort have entered university 

directly after Year 12. The remaining students have either deferred 

University, are attending TAFE or looking for employment. The 

University of Adelaide is the first choice for our students (34%) 

then UniSA (25%), interstate Universities (19%), Flinders University 

(18%) and TAFE (3%). 

Health Sciences was the most popular area for our students (45%) 

– Psychology, Speech Pathology, Occupational Therapy, Nutrition 

and Dietetics, Podiatry, Nursing, Midwifery, Paramedic Science, 

Optometry and Medicine. Computing, Engineering, Natural and 

Physical Sciences (18%), Media Communications (8%), Business and 

Commerce (7%) and Law (6%). 

95% of students in the 2018 cohort selected vocational fields that 

were suggested in their Morrisby Profile. All students pursued 

conversations about career pathways throughout Year 11 and 12, 

gradually developing a more comprehensive understanding of their 

own interests and abilities over time. 

Febe Brice 

(2016 – 2018) 

Biology, English Literary 

Studies, Chemistry, 

Nutrition, Psychology, 

Research Project 

ATAR: 98.95 

Febe, originally from Streaky Bay was the 

inaugural recipient of the Oughton Family 

Scholarship and joined our Boarding 

community in 2016. She will commence her 

studies in Bachelor of Medical Studies/ 

Doctor of Medicine at the University of 

New South Wales in Sydney. After this 

six-year program she will then go on 

to complete an internship and further 

specialisation training. 

Sasha Daniel 

(2005 – 2018) 

Biology, English 

Literary Studies, Food 

& Hospitality, General 

Mathematics, Modern 

History, Psychology, 

Research Project 

ATAR: 98 

Sasha Daniel has commenced studying a 

Bachelor of Law (Hons) and Bachelor of 

Political Science double degree at ANU. She 

moved to Canberra a couple of weeks ago 

and has taken up residence at Wamburan 

Hall, along with 500 other students from 

various states and overseas. 

Louis Heard 

(2014 – 2018) 

Biology, English, General 

Mathematics, Nutrition, 

Psychology, Research 

Project 

ATAR 95.35 

Louis is enjoying a gap year working at Bird 

in Hand winery before heading off to be a 

kayaking, sailing and water skiing instructor 

at Camp America in Philadelphia. He will 

commence his studies in Oenology at 

Adelaide University in 2020. 

Sandy Li 

(2016 – 2018) 

Chemistry, English as an 

Additional Language, 

Mathematical Methods, 

Physics, Research Project, 

Solo Performance, 

Specialist Mathematics 

ATAR: 99.45 

Sandy made an immediate impact at Scotch 

with his friendly nature and impeccable 

manners. Sandy decided to move to 

Melbourne University and begin a Bachelor 

of Science with a focus on Physics and 

Chemistry. Sandy has joined the Piano and 

Music Society so he can continue with his 

music passion. He is living in an apartment 

near the Queen Victoria Markets. 

Astrophysics, Particle Physics or Forensic 

Science are future career options. 

Mac Pederick 

(2014 – 2018) 

Chemistry, Design 

& Technology, 

Mathematical Methods, 

Physics, Research Project, 

Specialist Mathematics 

ATAR: 94.1 

Mac split his time between Coomandook 

on the weekend and Adelaide during 

the week while at Scotch. Mac is joining 

Adelaide University to study Mechanical 

Engineering. He is currently training with 

the West Adelaide U/18s. If West doesn’t 

work out it will be back on the road home 

on the weekend to play with the Peake 

Lions. 

Tom Mather 

(2005 – 2018) 

Biology, Certificate III in 

Fitness, English, Nutrition, 

Psychology, Research 

Project 

ATAR: 95.8 

Tom had started his own business, Tom 

Mather PT (Personal Training) while still at 

school and continues to build his business 

during a gap year. He has 4500 followers 

on Instagram (@tom_mather) following his 

training routines and competing in body 

building competitions. He is undecided 

about 2020 but may apply for Business/ 

Finance courses. 

16


A word from the College Captains 

Welcome to 2019! We cannot wait to 

commemorate and celebrate 100 years of 

Scotch with you. 

As a Year 5 visiting various schools around 

Adelaide, my parents supposedly let me 

choose Scotch. My justification was that 

people seemed to smile more, yet I know 

they saw the benefits of a Scotch education 

beyond the expressions on the faces of 

students and staff. I started in Year 6 and 

have had many incredible experiences here 

since then. My interests now lay in political 

philosophy, international relations and 

issues of social justice. Upon graduation 

and completion of tertiary studies I 

imagine being magnetized towards human 

rights, to fulfil my ambition of leaving 

the world a better place. I am incredibly 

humbled to have been elected as a College 

Captain during our centenary year and I am 

excited beyond words to serve the school 

that has opened so many doors for me and 

my peers during my time here. 

LALLA NUGENT 

College Captain, Douglas House 

Over the past three years, Scotch College 

has been an environment, or rather a 

home, which has provided me vast and 

numerous opportunities. My journey at 

Scotch began in Year 10 and from day 

one I was welcomed with open arms. Fast 

forward to today and I am commencing 

Year 12 as a focused, confident and 

driven student thanks to my experiences 

and relationships at Scotch. Following 

graduation, I hope to study commerce at 

university and eventually pursue a career 

in finance or economics. So, it is with 

a profound love for the College, and its 

students and teachers who have entrusted 

me in leading them, that I will serve the 

school as a College Captain beside Lalla, 

and as Vice Captains, Billie and James 

SAMUEL SUBRAMANIAM 

College Captain, Stewart House 

We are both certain the year ahead will 

be a symbolic chapter in Scotch history to 

be remembered for years to come. During 

our time as College Captains we intend on 

making the Scotch community proud of 

that story, whilst continuing to write the 

pages for those who follow. 

Feature Billie Bowen, Samuel Subramaniam, 

Lalla Nugent and James Borg, 2019 Scotch 

College Captains and Co-Captains 

17


Rustic Pathways: Laos 

Late last year, 15 recent graduates travelled 

to Laos in Southeast Asia to take part in 

a service trip through Rustic Pathways. 

Upon arrival we were greeted by our local 

leaders with flower necklaces before we 

headed to base camp. Here we caught our 

first glimpse of the Laos culture, with the 

historic wooden buildings and simple living 

styles that reflect the caring and communal 

Laotian culture. 

While in Laos we undertook two service 

projects; constructing a boat ramp in 

Sop Wan village and helping to build a 

community centre in Panoor. These service 

projects enabled us to bond as a team and 

importantly, to work with the people of 

each village and learn about their families 

and lives. We worked alongside kids who 

were carrying buckets of cement and rocks 

along tricky pathways, often lugging more 

than they weighed. Doing service work in 

these villages developed our manual skills 

in areas such as laying bricks, cladding, 

rendering, mixing cement, but most of all, 

helped us to develop a desire to do the 

hard work required. 

There were many other amazing 

experiences we had in Laos, for example 

the elephant conservation park or giving 

alms to the monks. Looking back on our 

journey though, the two things that stood 

out to us all were the local children’s 

willingness to learn and the generosity of 

the families that took us in. The children 

would take any opportunity to interact 

with us and learn, whether this was playing 

UNO, dancing the Nutbush or quietly sitting 

down to study English with Ms Davey and 

Ms Kidman. In both villages, families gave 

up their living areas for us to sleep in, while 

they all moved into a smaller room. Both 

Maddy and I experienced great generosity 

from our host family, giving us oranges each 

night after attempting to communicate 

family stories and memories with us. 

While this trip was a lot of fun, we also had 

a deep insight into their culture – some 

had elements of which proved shockingly 

different to our norm. Death is just a 

normal part of their day, which we quickly 

realised after being woken up to the 

slaughtering of many pigs at 5am. Each 

village was just like a big family; they helped 

each other, looked after each other and 

most the time we didn’t know who actually 

lived in which house. This unity was clear 

when it came our time to leave. Each village 

provided us with a blessing ceremony, 

where animals were sacrificed, and we 

were blessed by each elder tying a bracelet 

on our wrist. 

Everyone in our group had something to 

take away from the trip. Whether that 

was getting through a hard day of work 

and cooling down in the Mekong River or 

attempting to play cricket with the kids, it 

was a rewarding journey that we will always 

remember. We can be people of impact 

and we know we will definitely look for ways 

to support others who are less fortunate 

into the future. 

LUCY HAMMOND & 

MADDY ANDREWARTHA ('18) 

Feature Assisting the local community with 

building projects in Laos 

18


Reconciliation Action Plan 

In 2019, Scotch will be launching its 

Reconciliation Action Plan (RAP), 

created with the assistance of both staff 

and community in conjunction with 

Narragunnawali, a branch of Reconciliation 

Australia specifically created to support 

the creation of Reconciliation Action 

Plans for schools. 

Our Reconciliation Action Plan is a formal 

document discussing our connections 

with Aboriginal and Torres Strait Islander 

people both past and present. It is about 

the actions Scotch College has undertaken, 

continues to undertake and looks forward 

to undertaking as we move toward stronger 

and greater connections with Aboriginal 

and Torres Strait Islander peoples. 

Scotch’s centenary marks a significant 

point in time as we move into our next 

100 years, with the overarching goal 

to authentically and respectfully move 

toward a shared future where Aboriginal 

and Torres Strait Islander culture, history 

and perspectives are innately considered 

within our school curriculum, community 

and structures. 

As a school, we understand our position in 

history. Our great college was founded by 

Scottish immigrants 100 years ago upon a 

landscape intricately connected to Kaurna 

People for many thousands of years prior. 

By embedding an understanding of 

Aboriginal and Torres Strait Islander history 

and culture in our curriculum, we can 

help to foster greater connections with 

that same community into the future. It is 

important that we understand our place 

within this history that spans thousands 

of years to better relate to the current 

challenges and complexities they face. Our 

vision for Scotch is to enrich our students’ 

understanding of these challenges and to 

move forward long a positive and rewarding 

path toward Reconciliation, particularly 

with the Kuarna people, the traditional 

owners of this land on which Scotch 

College stands. 

This is an ongoing journey into the future. 

This commitment encompasses many 

areas under the headings of Relationships, 

Respect and Opportunities. Included 

within these are relationships with 

Aboriginal and Torres Strait Islanders in 

our classrooms, building relationships 

with community, ensuring our cultural 

competence, respecting the history of 

Reconciliation in Australia including 

education around taking action against 

racism, understanding current affairs 

and issues as well as acknowledgement 

of country. We are also looking at 

opportunities to create inclusive school 

policies, plan our curriculum and celebrate 

our RAP progress. 

A large thank you must go to the members 

of the RAP group, Kelly Sharp, Georgia 

Bradford, Sam Smith, Michael Roberts, 

Georgia Seppelt, John Reeves, Shahleena 

Martin and David Pace as well as the 

support of the Senior Leadership Team. 

ALISON MCCARTHY 

Yalari Coordinator 

Feature Michael O'Brien's Welcome to Country 

at the Centenary Sculpture Unveiling 

19

PHILANTHROPY 

A Century of Philanthropy at Scotch 

DOUBLE YOUR IMPACT IN 

ANNUAL APPEAL 2019 

To help Scotch celebrate our centenary, 

we are calling on every community 

member to participate to this year’s 

Annual Appeal, no matter how big 

or small. 

By committing to support early (either 

online or by returning the slip enclosed) 

you can double your impact! 

Not only will you help us reach our 

participation goal, but you will also 

help reduce the College’s paper and 

mailing cost. 

Your early commitment will also help 

our volunteers save time and effort by 

focusing their outreach to those that 

have not yet committed. Every gift 

received by 30 May 2019 will receive 

a personal acknowledgement, but no 

further solicitation letters or phone calls 

“GREAT THINGS ARE DONE BY A SERIES OF SMALL 

THINGS BROUGHT TOGETHER.” - VINCENT VAN GOGH 

A hundredth birthday is a wonderful thing, but at Scotch, as we celebrate 

100 years at Torrens Park, not only are we celebrating a big birthday, we are 

also looking to what the future brings. A centenary is a great opportunity to 

celebrate our past and dream about our future. 

We would not be here if it wasn’t for those that paved the way for us – we are 

all very mindful of the shoulders upon which we stand. Nowhere is this more 

evident than with philanthropy at Scotch. Simply put, we would just not be 

here if it wasn’t for the foresight, vision and generosity of 283 people that 

all contributed to the Peace Thanksgiving Fund in 1918, which allowed the 

purchase of Torrens Park Estate and the establishment of Scotch College. 

Since then, we have had numerous examples of philanthropic support for 

scholarships, facilities and Speech Day prizes. 

In the more immediate past, we have rallied the community to all play a part 

in our vision through the Annual Appeal – where every single member of our 

community is encouraged to participate, at whatever level they choose. Last year 

we had just over 1,000 donations – almost a 700% increase in participation from 

2016. While every dollar makes a difference in what we can do with our facilities 

and scholarship endowment, your participation makes a much bigger impact in 

other ways. It demonstrates your willingness to be a part of something bigger 

than yourself, and it sends a resounding message about the connectedness of 

our community – no other independent school in Australia or New Zealand can 

demonstrate this level of engagement, support and participation. 

22

PROJECTS 

ACHIEVED THANKS 

TO YOUR GIFTS 

02 

2015 

Restored Canteen & Rainbow 

Serpent Mural 

2016 

Prescott Courtyard & Outdoor 

Gallery Space for Visual Arts 

2017 & 2018 

Future Farm Skills Centre, the 

centrepiece of our Agricultural 

Precinct 

2019 

The Centenary Plaza, an 

educational space that will 

aesthetically provide a hub to 

celebrate and build our students’ 

wellbeing, creativity and resilience. 

The Plaza promises to be a focal 

point that will connect the 

Centenary project to the rest of the 

Torrens Park Campus, as well as the 

Future Farm Skills Centre. It will be 

an amazing space for mindfulness, 

collaboration and twenty first 

century learning. 

03 

01 

CENTENARY PROJECTS YOU CAN SUPPORT 

This year it is about both participation 

and impact. That is why our theme for this 

year’s Annual Appeal is ‘100 Days to Make 

an Impact’! And in our Centenary Year, it is 

about a big impact! 

Choose to support the brand-new 

Centenary Plaza - an educational space 

to celebrate and build our students’ 

wellbeing, creativity and resilience. The 

Plaza promises to be a focal point that 

will connect the Centenary Project to the 

rest of the Torrens Park Campus, as well 

as the Future Skills Farm precinct that 

past appeals have helped fund – you can 

read more about the status of that project 

in the enclosed Philanthropy Impact 

Report. It will be an amazing space for 

mindfulness, collaboration and twenty first 

century learning. 

For those that would like their donation to 

go to something other than a building, our 

Education Fund goal will be to establish and 

partially fund a permanent, new Centenary 

Scholarship, as an ongoing and powerful 

legacy of our centenary. 

Launched at the Scotch 100 Festival, the 

appeal will run for 100 days, past the end of 

the financial year, until 14 July 2019. 

During these 100 days of impact, our 

students will be sharing their time, talent 

and treasure with others. It will build 

on the ideas that, little actions can lead 

to big changes and will help everyone 

understand that what they do is valuable 

and treasured. We will build on the very 

successful engagement program we had 

with students across the College last 

year. This year students have identified 

a myriad of activities to make an impact 

during these 100 days: from sending thank 

you notes to canteen staff, to doing a 

bake sale to raise funds and anything in 

between, students from the ELC to Year 12 

will all be learning about making an impact 

through philanthropy. Please support their 

efforts in every way you can – and multiply 

their impact. 

In closing, I wanted to remind you that 

the Annual Appeal is the one forum where 

everyone can give – no gift is too small or 

too large. Your support not only makes 

great things happen, but it also sends a 

strong message of your connectedness 

to our community. Help us make this a 

centenary to remember! 

ANA GOZALO 

Philanthropy Engagement & Stewardship 

01 2016 Prescott Courtyard / 02 Proposed Site 

Plan Overall/ 03 2019 Centenary Plaza 

23

SCOTCH COMMUNITY 

A Time to Celebrate 

It has been a typical busy start to the year 

at Scotch, with a first term jam-packed 

full of events, functions and ceremonies. 

Anything from typical, however, has been 

the special extra flair Scotch’s centenary 

celebrations have given each of our 

Term 1 events. 

In February, we welcomed over 500 

parents, staff and community members 

onto Torrens Park Campus to celebrate 

the commencement of Scotch’s 100 th 

year, and to unveil the unique centenary 

sculpture. The sculpture, which I hope by 

now everyone has been able to enjoy either 

in person or through photos online, was 

commissioned after extensive thought and 

consultation by the Scotch 100 Committee 

as a way to commemorate Scotch’s first 

100 years and look ahead to the next 100 

years. The statue sub-committee (Natalie 

Felkl, Andrew Saies and Evan Hiscock) was 

unanimous in the decision to select the 

concept chosen by sculptor Ken Martin 

from the very different concepts submitted 

by 3 artists. Ken was the obvious choice, 

masterfully answering the brief, to embody 

the essence of Scotch and where we have 

come from, while also looking forward 

towards the next 100 years. 

The concept was then presented to 

the Scotch 100 Committee, the Senior 

Leadership Team and Council. Ken’s 

previous work includes such iconic South 

Australian sculptures as sporting legends 

Barrie Robran, Jason Gillespie and Darren 

Lehmann at Adelaide Oval, and the fullscale 

sculpture of Melbourne Cup winner 

Makybe Diva on the Port Lincoln foreshore. 

The cost of the statue was covered by 

donations from families of the leaving 

students of ’16, ’17 and ’18, with the College 

contributing the remainder. I am sure 

everyone has their own take on the statue 

and its meaning. I have enjoyed looking at 

it from a range of perspectives, noticing 

the way the light casts shadows and new 

shapes depending on the time of day, the 

form it takes with different areas of the 

College behind it, and simply watching 

how the students and staff interact with 

it throughout the day. Over time the 

sculpture will no doubt take on a life of 

its own, prompting Scotchies to form 

views and traditions around its form. The 

sculpture is literally rooted to the grounds 

of Scotch yet leaps dynamically for the 

greatest heights – what better analogy 

24

is there for what being a Scotchie is all 

about! Ken’s interpretation of the sculpture 

is below. 

The sculpture evokes dynamic movement 

and lends itself to interpretation which 

reflects the very essence of a Scotch 

education that allows freedom of 

thought and encourages one to find 

their own answers and meaning in life. 

Through rendering of minimal form, 

the figures are open to interpretation 

and not confined to specific period or 

persona – thus embodying a timeless 

quality. The sphere is pivotal to the 

narrative of the composition, a fulcrum 

for history and future. An orb is an 

evocative object, bringing to mind the 

realms of Science, Art, Sport and a world 

to be discovered and contributed to. A 

globe free of cartographic references 

renders it open to pondering a world to 

be discovered and contributed to. The 

figures interacting with the orb evokes 

a sense of community within school 

and globally. Although the figures are 

largely androgynous there is nonetheless 

subtle reference to the participation 

and equality of male and female. The 

sphere also embraces a sense of cultural 

diversity. Importantly, the finish and 

texture invite touch. 

Later in 2019 a second centenary sculpture 

will be installed on the Mitcham Campus, 

currently being created by sculptor Gerry 

McMahon. Gerry McMahon is an Adelaide 

based artist whose works are playful, 

capturing the imagination and evoking 

a whimsical, joyful sentiment. Gerry’s 

concept was one of the submissions for the 

Torrens Park Campus centenary sculpture 

that we felt was most fitting for Mitcham 

Campus. The Scotch College Old Collegians 

Association kindly agreed to fully fund this 

second Mitcham Campus sculpture, not 

wanting to miss the opportunity to have an 

artistic celebration of 100 years of Scotch 

on both campuses. Gerry’s sculpture will 

be unveiled in Term 4. 

Beyond centenary celebrations, it was 

fantastic to meet parents and members of 

the community buzzing with excitement 

for the start of the school year at Welcome 

Back Morning Tea on both campuses. It 

was a thrill to meet a huge cohort of new 

parents to the College at the annual New 

Parents Dinner in the Barr Smith Theatre, 

complete with a 3-course meal prepared 

by our talented boarding kitchen, set to the 

familiar Scotch soundtrack of bagpipes and 

Address to a Haggis. 

As you can see, it has been an incredible 

start to 2019 at Scotch, and I look forward 

to seeing each and every one of you at the 

various events we have planned throughout 

the year! 

NATALIE FELKL 

Scotch 100 Committee & 

Sculpture Sub-Committee, 

Head of Community & Marketing 

Feature Sculptor Ken Martin, Andrew Saies, Tim 

Hughes, Natalie Felkl and Evan Hiscock with the 

Centenary Sculpture / 01 Oscar Bartos piping in 

guests at the sculpture unveiling / 02 Sculptor 

Ken Martin giving his thoughts on his art and 

creative process at the sculpture unveiling / 

03 Biff Burnett ensuring guests were well fed at 

the sculpture unveiling / 04 Lim Jing and Adrian 

Chung / 05 Gavin and Fiona Barry with Patrice 

Scott and Andrew Thompson / 06 Alex & Sarah 

Sawers with Kate and Joel Pannell 

01 02 03 

04 05 06 

25

OLD COLLEGIANS 

Straight Scotch 

FROM THE PRESIDENT 

The 100 th year of Scotch has certainly 

started off with a bang for the Old 

Collegians. It was great to see so many Old 

Collegians at the centenary celebration 

launch and sculpture unveiling in February. 

We hope that as many Old Collegians as 

possible take the opportunity to either 

continue or revisit their connection 

with the College throughout this year of 

celebrations. 

With the Torrens Park Centenary Sculpture 

now unveiled, SCOCA’s excitement is 

building for the unveiling of the Mitcham 

Campus Centenary Sculpture at the end 

of the year, which has been fully funded 

by SCOCA. I recently had the opportunity 

to visit the artist’s studio to see the work 

in progress, and it is looking fantastic. 

It will be a magnificent addition to the 

Mitcham Campus. 

After the tremendous success of our 

community drinks in Sydney last year 

we look forward to holding an event in 

Melbourne this year on Friday 12 April 2019 

at the Waterside Hotel, Flinders Street. If 

it’s not too late, please see our website for 

details: scotchoc.com.au. We hope to make 

this a permanent biennial fixture on our 

OC calendar. 

We have just completed another round 

of interviews for our Old Collegians 

Scholarship commencing 2020. Sitting in 

on the interviews is one of my favourite 

parts of the Presidential role and this 

year again showed me that there are 

some pretty exceptional young students 

out there. Out of a strong field we are 

pleased to award the Scholarship to Lily 

Castine-Price. We look forward watching 

her progression through the College and 

then welcoming her into the Old Collegian’s 

ranks as we have now welcomed our most 

recent Scholarship graduate, Sophie 

Fotheringham (’18). 

One more event I would like to spruik is the 

Old Collegian’s Golf Day. It is a little earlier 

this year (Friday 3 May) and hopefully a 

few degrees warmer. The Ambrose format 

is back by popular demand and tickets 

are at bargain prices again. All details and 

bookings are at scotchoc.com.au, feel free 

to get a foursome together or sign on as a 

single and we will find you a group. 

If you would like to keep up with more 

Old Collegians events and updates, we 

encourage you to join the official Facebook 

group at facebook.com/groups/scotchoc. 

HAMISH ARCHIBALD 

SCOCA President 

harchibald@oloughlins.com.au 

26

2019 REUNIONS 

5 Year Reunion / Class of 2014 

Saturday 5 October 2019 (TBC) 

Convener: Dylan Holmes and 

Zoe Haralampopoulos 

01 02 

03 


Saturday 12 October 2019 

Convener: Daphne Moshos 



Convener: Cassie Llewellyn-Smith 

and Chris Hill 

04 



Convener: Christie Gordon, Brooke 

Amber and Dannielle McBeath 


Saturday 2 November 2019 

Convener: Sarah Harris and 

Brian Kempe 


Friday 25 October 2019 

Convener: David Mann 

05 

FURTHER ENQUIRIES? 

Any Old Collegians interested 

in convening or co-convening 

their Alumni Reunion in 2018, 

please contact Tria Goode in the 

Development Office on 8274 4303 

or tgoode@scotch.sa.edu.au 

If you would like to keep up with 

more Old Collegians events 

and updates, we encourage 

you to join the official Old 

Collegians Facebook group at 

facebook.com/groups/scotchoc 

and your own alumni year group, 

which you can find by searching 

for “Scotch College Adelaide 

Class of XXXX”. 

2019 DIARY DATES 

Melbourne Community Drinks 

Friday 12 April 

Old Collegians Golf Day 

Friday 3 May 

Blinman Community Dinner 

Friday 9 August 

Blinman BBQ 

Saturday 10 August 

MARRIAGES 

02 Congratulations to Tara Ridgway and Eoin 

Morgan, who were married at Babington 

House in Somerset, UK, on 1 November 2018. 

Photo: Lachlan Allen, Tara Morgan ('10, nee 

Ridgway), Eoin Morgan, Ashleigh Allen (’08, 

nee Ridgway), Louis Ridgway ('17). 

03 Congratulations to Briony Sharpe (nee 

Kent, '04), who was married to Owen Sharpe 

on 10 November 2018 in the St Peter’s College 

Chapel. Photographer: Ben MacMahon. 

04 Congratulations to Sarah Mullins (nee 

Hancock, '08) and Aaron Mullins, who were 

married on 1 December 2018 at Undalya 

in the Clare Valley. Bridal party photo 

includes fellow Scotch Old Collegians Diana 

Hancock ('10), Alexandra Hancock ('12), 

Richard Hancock ('17), Caitlin Ludlow ('08) 

and Emily Catton ('08). 

05 Congratulations to Ash Ridgway ('08) 

and Lachlan Allen, who were married at 

Barristers Block Winery, Woodside on 29 

December 2018. Photo: Thomas Duigan, 

Charlie Craven, Will Smerdon, James Allen, 

Lachlan Allen, Ashleigh Allen (’08, nee 

Ridgway), Tara Morgan (’10, nee Ridgway), 

Anna Strachan (’08), Sarah Adams (’08, nee 

Ball), Alex Lagonik (’08). 

ENGAGEMENTS 

01 Congratulations to Marcus Willson ('89) 

on his engagement to Zahra Asali. Photos 

taken shortly after the propoal at Billiecart 

Salmon House in Champagne, France. The 

wedding will be in Singapore in May. 

DEATHS 

Karen Caldwell (nee deZwart (’78) 

Richard (Rick) Anthony Law (‘60) 

Trevor Albert Martin (’57) 

Bryon John Wicks (’49) 

Bruce Laidlaw Thomson (’47) 

John Davidson Duncan (’42) 

John Raymond Wright (’51) 

Roger Grant Gabb (’59) 

Leith Donald Mitchell (’54) 

John Kruse Mortimer (’43) 

Captain Malcolm John Orchard (’47) 

John Graham Southwell (’55) 

Nick Foster Brown (’71) 

Allan Robert Perryman (’59) 

27

I’M SUPER 

PROUD OF WHAT 

WE’VE CREATED 

AND COULD NOT 

HAVE DONE IT 

WITHOUT SO 

MUCH SUPPORT 

FROM FRIENDS, 

FAMILY MEMBERS 

AND THE 

COMMUNITY, 

INCLUDING MANY 

SCOTCHIES. 

Where are they? 

I have nothing but great memories of my 

time at Scotch! There’s no doubt that it 

gave me the foundation and confidence 

to launch myself into my exciting business 

venture, media company, Adelady. With my 

best friend Hayley Pearson and our team 

of pineapples, we’re spreading the word 

about the best of beautiful South Australia 

on our Channel Nine TV show, website, 

social media and have just launched our 

very first mag! 

Adelady was born over delicious banana 

bread and watermelon juice at Nature’s 

Providore in January 2015. Hayley and I 

had worked together in radio for five years 

and quite simply, missed each other. We 

wanted to mash up our skills and passion 

to create something that would make us 

spring out of bed each morning. 

Proud Adelaide gals, we’re passionate 

about seeing SA businesses boom and 

attracting visitors to our beautiful state. 

Whether your business is big or small, we 

love learning about what sets you apart 

and singing it from the rooftops. Exploring 

everything that’s style, fashion, food, 

art, health fitness, fun and family… we 

love working with our crew to platter up 

delightful slices of gorgeous SA for all to 

enjoy on our website, social, TV show, and 

our brand spanking new magazine! 

Editor’s Note: You can find a free copy of 

Adelady Mag to take home in all Romeos, 

Flight Centres, Goodstarts, Century 21’s, 

cafes, restaurants and bars across SA. 

I’m super proud of what we’ve created and 

could not have done it without so much 

support from friends, family members and 

the community, including many Scotchies. 

LAUREN DE CESARE (’06) 

Feature Lauren and Hayley of Adelady 

28


Sports 

MEN'S FOOTBALL 

SOCFC goes in to 2019 off the back of a well 

celebrated A Grade Premiership. 

The club is upbeat and excited for the year 

ahead. Round 1 begins in the first week of April, 

and Ladies Day will be round 2 against traditional 

rivals Unley Mercedes. The Leadership group has 

just been announced, consisting of Jono Lagonik 

(‘10) the newly appointed Captain with Harry 

Jolly (‘13) and Jack Young (‘10) alongside him. 

It is particularly good to see a number of new 

faces fresh out of school, notably Louis Heard 

(‘18) and Lachie Paddick (‘18) after impressive 

First XVIII seasons. Just as good to see is Alex 

Saies (‘06) and Angus Twopeny (‘07) coming 

back to the club after stints overseas. Having 

this great mixture of youth and experience will 

hopefully be SOCFC’s ticket back to Division 1 

for 2020. 

The club is also particularly thrilled to gain an 

insider at the Crows, with Rampant Lion Kym 

Ryder elected on to the board for 2019/20, 

congratulations Kym! 

JACK YOUNG (’10) 

WOMEN'S FOOTBALL 

After our inaugural year in 2018, SOCWFC is excited to be back on the training 

track and developing further ahead of Season 2! With Round 1 scheduled for the 

end of April, trainings are starting to ramp up as skills and relationships between 

players strengthen. 

We are very pleased to announce the appointment of Phil Winwood as Senior Coach 

for this year. Phil is a former parent at Scotch, with a long involvement in both 

football and other school sports. Phil takes over from 2018 coach Ian Steel, and 

we would like to thank Ian for the experience and knowledge he passed on to the 

girls over 2018. 

On field, we continue to grow and have welcomed a number of new players to the 

club. We are lucky to have a new crop of 2018 Year 12 graduates join us and look 

forward to strengthening the transition between school sport and Old Collegian 

clubs. Many of our new players do not have ties to Scotch College and we welcome 

anyone with an interest in trying football to come out to trainings! 

We have many sponsors we would like to thank for their ongoing support, and are 

always looking for more supporters, volunteers, and players! If you would like to 

learn more, please contact scotchwomensfooty@gmail.com, or look for Scotch Old 

Collegians Women’s Football Club on Facebook. 

ADRIENNE DAVIES (’10) 

Feature Lachlan Giles ('08) pictured as the final siren goes in the 2018 Grand Final. 

Scotch supporters cheer on. 

29


Old Scotch Cricket Association 

Season 2018/19 is nearly complete with all 3 

teams still in contention for finals with only 

two rounds to play at time of writing. 

The A grade have performed exceptionally 

well after being promoted to A1 this 

season. After winning the first 4 games of 

the season, OSCA were sitting top of the 

ladder until 3 narrow losses to SPOC (16 

runs), PAOC (2 runs) and Ingle Farm (6 runs) 

dented their finals ambitions. First year 

captain Nathan Fox has been outstanding 

and will be in the running for A1 Player of 

the Year. Fox made scores of 71 and 101* in 

the wins over Hope Valley and Goodwood 

while also claiming 23 wickets for the 

season to date. 

Alex Decesare and Ed Weaver have both 

been in great form with the bat. Both 

helped lead OSCA to its first ever A grade 

victory at Para Hills. In that match OSCA was 

lucky enough to have the services of current 

Sri Lankan cricketer Dasun Shanaka who 

was available through his connections with 

Mudith ‘Madu’ Maduwantha. Despite Dasun 

making a duck, it was one of the highlights 

of the season for those who played. 

Other players performing well this 

season include leading wicket taker Tom 

Bourne, who is proving himself as one 

of the premier opening bowlers in the 

competition, while off-spinners Max 

Marslen and Harry White have both been 

important players for the side. A real 

positive has also been the performances 

of youngsters Brad Phillips, Tom Fuss 

and Quinn Spenser, all showing they are 

cable of played great A grade cricket. Ollie 

Heard and Harry Mansfield also continue 

to improve, both representing ATCA in the 

Under 21 team this season. 

The B grade are still an outside chance of 

playing finals if they win their remaining 

two games. John Clifford (93) and Ollie 

Heard (8/46) destroyed Hope Valley earlier 

this season and Sam Wellington played a 

match winning hand in a recent win over 

Marion. Andrew Smith (72) was in fine form 

against Pembroke OS and Louis Heard 

has shown great ability with both bat and 

ball. Robert Morris with 3 wickets, Hugo 

Twopeny (92) and Jack Francis (42* and 2 

wickets) helped OSCA record a solid win 

over SHOC. Special mention to 63 y.o. Mark 

Heard for filling in recently and even taking 

a wicket. 

OSCA’s veteran C grade team sit 3 rd on 

the ladder with two rounds remaining. 

Nick Roberts, fresh from being named in 

the best ever Scotch College school team 

claimed a season best 6/22, and with Peter 

Harvey and Stephen Parsons form a very 

experienced attack. Brothers Cam and 

Ben Nelson, Tom and David Kidman have 

all made solid contributions. OSCA will 

be looking to Adam Niederer and veteran 

Peter Feeney to make runs in the push 

towards finals action. 

Club history and recently updated 

statistics can be found on the website 

www.scotchoc.com.au/cricket 

For more information about or if you are 

interested in playing at OSCA next season, 

please contact Nick Blight on 0412886832 

or email oldscotchcc@gmail.com 

SEAN MACGREGOR (‘89) 

30

01 

04 

02 

05 

03 

OSCA 50TH ANNIVERSARY 

On Saturday 19 January 2019 the Old Scotch 

Cricket Association celebrated its 50th 

Anniversary with its past players day and 

a lunch in the Drawing Room of Torrens 

Park Campus. Over 60 people attended 

the lunch to celebrate the day. Our special 

guest was Peter Trumble, who with Bill 

Parry were the architects behind creating 

the cricket club. Trum was president in the 

early years and the A grade scorer for the 

first 12 seasons of the club. His love and 

affection for the cricket club has prevailed 

throughout the entire 50 years and selfevident 

by his keen attendance at past 

players days over the years. 

The club has a very proud history of 16 

premierships and one T20 championship. 

Photographs of the club’s success adorned 

the drawing room from the original team 

photograph of 1968/69 to the A grade 

team premiership of 2017/18. It was a day 

of much reminiscing about great victories 

and happy memories. Most of the 1968/69 

team were at the lunch, and those missing 

were very proudly represented by spouses. 

A very fresh face Bob Niederer appeared in 

the first team photograph and still looks fit 

enough to push off from the top of his run 

with the new ball. He did however politely 

decline that invitation. 

Neil and Joss Tonkin travelled from 

Melbourne. Neil wrote the annals of the 

first season – not a historical record 

of events but a light hearted and often 

embellished account of the highs and lows 

of OSCA. Neil proposed the toast to the 

cricket club and its success over its 50-year 

history and made a moving tribute to those 

past players that are no longer with us. He 

then read the annals from the very first 

season and had his audience captivated 

and rolling in laughter in much the same 

way as he had done so 50 years before. 

Peter Trumble also accepted the 

opportunity to say a few words and spoke 

with very genuine affection that his 

involvement with the cricket club in its 

early years provided him with some of the 

happiest memories and great friendships 

of his lifetime. 

The lunch, and the whole day was a great 

success with vintage Scotch, recalling 

victories and celebrations as if they had 

only occurred yesterday. Special thanks to 

Geoff and Judy Weaver for their donation of 

wines, and the Scotch Catering Manager, Mr 

Paul Wharran for providing a fabulous lunch. 

The past players appreciate the great spirit 

and success of all three teams currently 

playing for the club, and the present-day 

players appreciate the show of support and 

strength of the past players. In the end, 

that is what a club is all about! Thanks to 

the OSCA 50th Anniversary committee for 

their efforts, and the current committee 

led by President, Nick Blight for a day of 

great celebration. 

The spirit of OSCA is alive and well. The 

club has a proud history, and may it 

continue to thrive and prosper in the 

future. 

STEPHEN WHITE (’73) 

Feature OSCA 50th Anniversary Lunch / 01 

Neil Tonkin reading from his record of OSCA's 

inaugural season / 02 Damian McColl, Kym 

Ryder, Tom Emmett, Peter Feeney, Nick Blight 

and Stephen Parsons / 03 Neil Tonkin, Bevan 

Roberts, Alan Pipprell, Tony Fuller, Peter 

Trumble and Bob Neiderer / 04 Harry White in 

action / 05 OSCA A Grade team with Sri Lankan 

import Dasun Shanka after their great win a 

Para Hills 

31

Rowing 

Scotch College Old Collegians & 

Community Rowing Club members have 

been focusing on improving technique to 

gain better performance while enjoying the 

challenges of rowing. 

Scotch Rowing coach, Tim Belcher, will 

come to West Lakes for most Sunday 

morning trainings, coaching from the 

sidelines. The improvement to our boat is 

noticeable and very satisfying. 

In December 2018 our Club cohosted 

Rowing SA Regatta with strong 

participation of club members. 

We are currently putting together our 

Come n Try rowing session at the River 

Torrens. We run this program over 4 - 5 

consecutive weeks to give the participants 

an opportunity to learn about rowing and 

get out in the boat. 

Rowing is a wonderful sport. If you 

have always wanted to try rowing this 

is an excellent opportunity. To register 

your interest or if you require further 

details please contact Jane Heard at 

heardconsulting@gmail.com 

A call out to all past rowers and coxes - the 

Club is looking for new members. If you 

have a group of friends who would like to 

enjoy rowing on a social or competitive 

basis, or you personally have always 

wanted to row, please get in touch with 

Mary Deans 0400 294 628 if you would 

like further details. 

MARY DEANS 

Scotch Old Collegians & 

Community Rowing 

Images Old Collegians & Community Rowers 

training on the Torrens 

32


Netball 

As we draw to the end of our (very hot) 

summer season we reflect on so many 

highs for our club. We have seen five teams 

entered this season after a few years of 

having our usual three. It was incredible 

to see so many young Scotchies, and now 

recent school leavers, joining us on the 

courts to see what our club is all about. 

Our youngest team entered as our highest 

ranked A team and did extremely well 

considering they were playing some ex 

state league players. The girls finished 

the season in sixth place but managed 

some hard-fought wins throughout the 

season and should be extremely proud of 

themselves. We hope the girls take some 

positivity out of their season and will join 

us again in the very near future. 

The Bs started the summer season strongly 

but as the season progressed had difficulty 

fielding a steady line-up. Each week the 

girls took on the challenge of working 

with a different combo, a different style, 

a different strength, however the lack of 

opportunity to build on previous games 

proved a bridge too far. This, combined 

with a number of match cancellations, left 

them with not enough wins to make it in 

to the final four. The girls finished fifth at 

the end of the minor rounds with the top 

four clearly stronger than the rest of the 

comp. Although summer season is usually 

an opportunity for this team to dial things 

back a bit and instead focus on enjoying 

their game and friendships, it is unusual for 

them to not make finals and will no doubt 

prove a great motivator to reset and rebuild 

for the coming winter season. 

Our C team started off their summer 

season well with a big win in round 1, 

defeating Flinders Park 41 to 15. In round 2 

the team welcomed back Jasmin Gobbett 

from maternity leave - it is great to have her 

back in the team. Unfortunately, in the next 

few weeks of the season a few players were 

lost due to injury however the girls were 

lucky to find some regular fill ins that could 

help them throughout the remainder of the 

season. Despite these changes to the line 

up the Ds have been very successful with 9 

wins and only 3 losses for the season. The 

girls go into finals sitting third on the ladder 

and are confident they can make the grand 

final and take out the premiership. 

The summer season started with an injury 

to Anna Allan (nee Becker ’99) a week 

before the season started and a knee injury 

to Natasha Miller in round two which has 

unfortunately kept both players sidelined 

since. Some hard and fast recruiting 

was required but the team was lucky 

enough to pick up a few new players such 

as Stephanie Nygaard, Lizzie Payne and 

Hayley Miller. We welcomed a new player 

to the club Justine Holloway who has been 

wonderful and welcomed back past players 

Kate Paddick, Kara Cleary and Rachel 

Mulvaney. We have had a great season and 

look forward to the upcoming finals where 

we can hopefully go all the way. For the 

finals we have a few players going to be 

away so have been very lucky to gain the 

services of Charlotte Durrant and Sophie 

Hurst, thanks girls. Also, special mention to 

Belinda Boundy (nee Gordon ’05) for her 

continued support in filling in for us when 

we have been short a player. 

The E team has had an incredible season 

losing only three matches, one of which was 

an abandoned game due to extreme weather 

conditions late last year. Welcoming both 

new and previous players to the team the 

girls managed to settle in quickly and gelled 

early. Having fun throughout the season has 

helped the girls remain relaxed on court and 

only benefited their game plan. Finishing 

second on the ladder the girls are going 

into the semi-final with a positive frame 

of mind to make it through to the grand 

final for another premiership. The team 

was very unlucky to lose Whitney O’Brien- 

Powell (’03) in the last round prior to the 

Christmas break when she ruptured her ACL 

also tearing the posterior horn and body 

of the medial meniscus – at least she did a 

good job! We wish Whitney all the best for 

her recovery and hope to see her back next 

winter once she has completed her rehab. 

It’s great to see so many girls interested in 

playing netball, and we are always welcoming 

new members to the club either as full 

time players or as fill ins. Anyone who is 

interested in learning more about the club, 

or interested in joining, can contact Belinda 

Boundy (nee Gordon, ’05) on 0431 074 558 

or can visit us on the Old Collegians website 

www.scotchoc.com.au/about-socnc/. 

The club would like to thank all the umpires, 

supporters, scorers and fill-ins who come 

out during the season we could not function 

without you, and most importantly to our 

sponsors Scotch College Old Collegians 

Association and Holdfast Insurance Brokers 

for their ongoing support. 

BELINDA BOUNDY (’05) 

Feature SOCNS C Grade Team: Katherine 

Lea ('11), Lucie Reynolds, Claire Gordon ('01), 

Savannah Walkom, Nellie Lapanowski, Hayley 

Miller, Belinda Boundy ('05). Absent: Whitney 

O'Brien-Powell ('03) 

33

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Scotch Reports Issue 174 (April 2019)

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