Great Scot | Issue 173 | 2025 with unique interests and talents. These connections are not incidental to the Scotch experience, they are essential. Whether it is the quiet guidance of a mentor on the Year 9 Retreat, the camaraderie forged on the sports field, or the shared commitment to a house or co-curricular pursuit, the relationships formed here are lasting. They shape boys into young men who understand the value of integrity, empathy, and service, qualities that will guide them well beyond their years at Scotch, preparing them to contribute positively to their communities and the wider world.
As we continue to develop the Scotch Teaching and Learning Framework, we remain committed to the balance of intention and intuition, the science and art of teaching. It is not about adopting a single method or model, but about building a shared understanding of what it means to teach with purpose, impact, and genuine care for each boy’ s learning journey.
Kristy Irwin Vice-Principal Teaching and Learning
References Dewey, J.( 1929). The Sources of a Science of Education. Horace Liveright.
Rosenshine, B.( 2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator.
Sherrington, T.( 2017). The Learning Rainforest: Great Teaching in Real Classrooms. John Catt Educational.
Reichert, M., & Hawley, R.( 2010). Reaching Boys, Teaching Boys: Strategies that Work – and Why. Jossey-Bass.
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