Home' Focus : Focus Magazine Autumn 2015 Contents In weekly News articles and periodic Scotch Oakburn publications I
have addressed the issue of our intent to educate the whole person.
It is through the holistic education Scotch Oakburn provides that we
see the development of character that is the essence of education
and a core element of a fulfilling life. Hence, the College’s goal is to
enable our young people to achieve their potential and in so doing
prepare them for their future.
To that end I often speak of the three broad programs the College
offers – the Academic, the Pastoral and the Co-curricular. Despite
separate individual titles, anyone who has taken on the responsibility
of educating young people knows that these three educational
programs are anything but isolated from each other.
Positive engagement in all three areas enables the development of
the whole person and the transferable skills that are at the core of a
well-rounded 21st Century education.
Life skills such as personal organisation, time management,
teamwork, problem solving, communication skills and leadership,
as well as character traits such as respect, empathy, responsibility,
intrinsic motivation and work ethic are all learned, tested and
developed through the breadth of experiences in and out of the
classroom. Therefore, it should come as no surprise that those
students who find ways to engage themselves as fully as possible
in the life of the College achieve broadly to heights reflective of their
The fruits of our teachers’ and students’ endeavours are seen in
both the variety of options available and the results achieved. Core
subjects and electives in year levels up to and including Year 10 are
designed to prepare our students for TCE, keeping as many options
available to them as possible.
A testament to the effectiveness of this well-structured and
delivered curriculum, right from Early Learning, are our excellent
NAPLAN results that are, in themselves, a precursor to the
achievements of our Year 12 students. In 2014 the median ATAR
(Australian Tertiary Admissions Rank) for our Year 12 cohort was
87.2, indicating that 50% of Scotch Oakburn students were placed,
academically, in the top 12.8% of all Year 12 students – a just reward
and an inspiration for those who follow.
Through pastoral engagement in the House system, cross-age
mentoring, assemblies, chapels and Round Square, our students
inform and motivate their peers to engage in philanthropy for the
greater good of those beyond our gates and so gain a deeper
understanding of how their skills can be harnessed to help others
locally, nationally and internationally.
Initiatives from our Student Executive, such as the inaugural
Tasmanian Independent School Senior Students Leadership
Conference, reflect the altruistic understanding our students have
about how the wider community can benefit from sharing ideas
between those who normally only come together in an environment
of healthy rivalry!
I have no doubt that, outside the classroom, 2015 will see similar
achievements to those we saw in 2014. Scotch Oakburn students’
outstanding efforts saw them over-represented in events such as
Tasmanian Science Talent Search, zone and State sporting results,
Debating and Public Speaking, Chess, Launceston Competitions,
academic competitions, art exhibitions, robotics, Tournament of the
Minds, music performances, Maths Relay, and the list goes on. All
these activities are supported vigorously within the College through
regular practices and staff initiative, thereby providing the foundation
learning that will ensure our students can truly be the best they can
be in their chosen activities of interest.
None of these wonderful achievements by our young people are
accomplished in isolation. For Scotch Oakburn students and staff it
is not, and never has been, a case of ‘either/or’ when engaging in the
three broad programs – Academic, Pastoral and Co-curricular – of
College life. Rather, these accomplishments, such as our outstanding
Year 12 and NAPLAN results, are a consequence of the balanced
involvement of our learning community in all three programs, which
complement one another towards achieving a holistic education. I
trust you will see further evidence of the amazing diversity of talents,
involvement and achievements of our students and alumni in the
pages that follow.
Principal, Scotch Oakburn College
‘A holistic education’
FOCUS | AUTUMN 2015 | 3
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