The programme is characterised by five themes :
• Contact with a diverse range of people ;
• Reflection on a moral position ;
• Our Christian faith and community values , including belief in a cause bigger than oneself and a sense of other ;
• Challenge , including what excellence really looks like , what it takes to pursue it , and the vulnerability inherent in such pursuit ; and ,
• Respect for self , others and community . As the School progresses this important work ,
Tremaine and Mel will provide regular updates of developments through Great Scot ; indeed , their first piece , in which they introduce themselves and their initial steps , appears later in this edition . I thank Tremaine and Mel for their willingness to apply their talents to this task , knowing they do so with the support of us all .
Consideration of constituent elements and young minds ’ sensitivity to change and advancement has certainly been to the fore in our Mathematics Department , led by Dr Gareth Ainsworth . Last year saw two , then Year 11 Scotch students , Andres Buritica Monroy and Zian Shang , make the six person Australian Mathematical Olympiad team , which finished a highly creditable eighth in the world . This year , remarkably , Scotch had three team members , with Andres and Zian joined by fellow Year 12 student , Jason Chi and , as reserve , Year 7 student , William Cheah , in donning the Green and Gold to take on the world ’ s best school aged mathematicians . Further details of this , and other mathematical achievements , are provided by Dr Ainsworth in the coming pages .
Fitting recognition of desire and talent to nurture the educational environment to best affect individual and societal cause came at the end of Semester 2 , with the retirement of our wonderful seventh Head of Junior School , Jon Abbott , and the arrival of his successor , Tom Savill . With kindness and understanding of boys , how they best learn and what they most need to learn , Jon guided the Scotch learning community responsible for the boys when they are often at their most developmentally sensitive . Tom brings similar such traits , and , in building on Jon ’ s outstanding legacy will , of course , now make his own mark .
During the July lockdown , having listened to an excellent podcast on the sinking of the Bismarck forwarded to me by Scotch teacher , Frank Maguire , I was moved to some internet searching on Midshipman ( later Lt Cmdr ) Joe Brooks . Joe Brooks was a member of the crew of the Dorsetshire , and involved in the final throes of the Bismarck and the rescue of members of her crew . Brooks was pulling aboard a German sailor who was , on account of his severe injuries , holding onto the rope with his teeth , when , close to Brooks ’ s grasp , unable to hold any longer , he fell into the raging sea . Without thought , Brooks dived overboard to secure a line around the stricken German sailor . In the terrible conditions both men were dragged beneath the ship and the German was lost . On being hauled back aboard , Brooks was charged with desertion in the face of the enemy and confined to the brig . His story ( https :// www . youtube . com / watch ? v = U3GHIajOGAw ) speaks powerfully to elements of our condition , and how personal experiences influence our principles , the judgements we make and the actions which follow .
Finding the best path in testing times requires reflection and assessment of circumstance , but pondering the past , collection of data and analysis of information can only do so much in informing the future . There are those moments of individual sensitivity to change , when judgements have lasting impact on future paths . This is particularly true for young people at key phases of developmental growth when receptiveness to influence and learning is heightened . As Brooks shows , such moments don ’ t cease with the casting off of the school tie . It is apt to consider what it might be that truly directs us when searching for order in ‘ the chaos ’.
At Scotch our foundational teaching and learning question : How did the world evolve to be as it is and how might it be made to evolve for the greater good ? guides consideration of all around us and directs our action , but it is given meaning , permanence and purpose by our foundational teaching and learning principle : The inherent dignity and value of each individual .
In mathematics , we rely on axioms to create an algebra for proof . Amidst new challenges and tests of resolve in our lives , whilst experience , reflection and assessment of relevant information equip us with the tools for decision making , perhaps , as proved for Brooks , it is our values , singularly and collectively , that ultimately determine our future .
We are conscious that whilst the restrictions of lockdowns are common , their impact is different for each family . Whilst Lee and I might be keeping fingers crossed that flights arrive , others , burdened by their particular concerns , will be hoping they don ’ t . The web is complex . The School greatly appreciates the support of its community and is here to assist families through these testing times . Although it is still not easy to see clearly an uninterrupted path ahead , we are seeing signs of communities attempting to live with the consequences of the pandemic . The will of people to prosper is strong . We know that at Scotch we are stronger and better prosper when working together for each other and I thank you for your continuing support .
www . scotch . vic . edu . au Great Scot 5