Scotch College

2009 brings mixed emotions in the Junior School

‘Do what you can, with what you have, where you are.’ Theodore Roosevel

The start of the 2009 school year has been one of mixed emotions. A lively environment with new boys and new staff joining the Scotch Family has been evident right from day one, and it is such a joy to come to work each day with such enthusiasm peeping out from every corner of the school.

A refurbished library with a new colour scheme has added a new dimension in the Junior School, as has a new playground, new shade sails across the Year 1 and 2 balcony and over the Prep sandpit, a new playground for Years 3 and 4, extensive painting, and a new synthetic oval for year-round use. This has all combined to give a new lease of life to our busy Junior School.

All members of the Junior School community have been most concerned about the Victorian bushfires, and they have rallied with financial, physical, emotional and practical support in so many different ways.

Using noodle boxes as a donation receptacle, boys have given up their pocket money or gone without a lunch order, to donate by their own means and try to bring a little normality back to those who have suffered so greatly. In this way, donating has been more meaningful with having to go without. In addition, boys composed their own messages for victims of fires, which included sentiments such as:

‘… I hope this money helps. Words cannot describe what the bushfires have done, but if we stick together we can overcome them …’

‘… I know that money cannot replace your loss, but I hope you can find a way to use it and know we are thinking of you, and are with you …’

‘… I hope this money helps in some way to rebuild your life …’

‘… I hope you can get through this disaster. I am glad that you are still alive. Take this money and use it wisely …’

In rallying quickly, many Junior School families were rapidly linked with families from the Marysville area to assist where possible – the notion of families supporting families. Generous donations of food, health products, toys, books, blankets and so on saw several full truckloads head off to the Whittlesea area. This quick response and incredible support instigated by the Junior School Parents’ Association truly exemplifies what it is to be a part of the Scotch Family, and also as proud, concerned Victorians. In this way, too, we show that we are one, doing what we can, with what we have and from where we are.

At the commencement of the new year, the Junior School was delighted that Mr Batty could join us at our first assembly. Mr Batty welcomed boys to their new classes and briefly spoke of the responsibilities associated with leadership. In wishing all boys well for 2009, he then presented leadership badges to the following boys:

School Captain:	Lachlan Strathmore
School Vice-Captain:	Nicholas Sutherland
Sports Captain:	James Wiseman
Music Captain:	Charles Naughton
LOTE Captain:	Angus Steele
Bradshaw Captain:	Jeremy Phillips
Vice-Captain:	Edward Randall
Campbell Captain:	Andreas Livadaras
Vice-Captain:	James Rook
Healey Captain:	James Ford
Vice-Captain:	Thomas Edney
Waller Captain:	Edward Cook
Vice-Captain:	Benjamin Ferguson
Choir Leader:	Junho Kim
String Orchestra Leader:	Hugo Chow
Concert Band Leader:	Matthew Nicol

In attempting to provide the best possible facilities and resources, over the past 12 months the Junior School has introduced sound amplification systems into classrooms. These infrared systems have been introduced under the premise that hearing is an essential channel for learning, and that the more the boys can hear, the better they can learn.

Wearing a lightweight microphone (attached to a lanyard and worn around the neck), the teacher’s voice is distributed evenly throughout the classroom, providing boys with enhanced speech recognition and what we hope will mean improved opportunities to learn. In most cases, an additional microphone enables boys to be amplified as they present to the class. Voice amplification is subtle within the classroom, with a noticeable difference evident when the unit is not switched on.

While trialling this system in 2008, one new boy to the school commented that this was the first time he had effectively heard what his teacher was asking him to do, so a positive learning environment for that boy was quickly established: ‘… doing what we can, with what we have and where we are’.

We hope that this is the case for all boys entrusted into the care of our wonderful Junior School, and that each boy enjoys the year ahead. GS