LESSONS FROM THE LUGE

During the recent school holidays, I had the pleasure of spending quality time with family and experiencing the thrill of luging in Rotorua, New Zealand. For those unfamiliar, luging involves navigating a gravity-powered cart down winding tracks – a mix of excitement, challenge, and choice. What struck me most was how closely this mirrors a positive educational journey.

Before setting off, there was a safety briefing, much like the guidance we offer students before they embark on new learning experiences. Then comes the opportunity to challenge yourself, take healthy risks, and choose your own path. With multiple tracks available, each rider can select a course that suits their confidence and curiosity. It is a safe, supportive, and challenging environment, the very essence of what we strive to create at Scotch Oakburn.

This was beautifully reflected at our recent Spring Concert, where all student performers and in particular our Year 5 students, demonstrated courage and growth. Performing in bands, choral groups, and solo acts in front of over 350 community members that included staff, students, families, and friends. Our Year 5 students stepped out of their comfort zones and embraced the moment. Their performances were not only entertaining but a testament to the nurturing environment we foster, where students feel empowered to take risks and grow.

Like luging, education should be an adventure, one where every student feels safe to explore, supported to succeed, and inspired to become their best self through a holistic approach, an approach that we value here at Scotch Oakburn.

Ross Patterson
Principal

Year 1 Sports Morning

I would like to express my gratitude for the warm welcome I have received since joining the College community this Term. It has been a wonderful start, filled with opportunities to connect with students and staff across both campuses.

My visit to Early Learning classrooms and the Erina Celebration Day have been a particular delight. Students were quick to discuss their explorations of tadpoles, pumpkin plants, bees and goldfish, amongst many other things. Working  alongside our youngest learners truly captured the joy and curiosity that defines the early years of learning. The Year 1 Sports Day was another highlight, full of enthusiasm, teamwork, and encouragement, while the Year 3 Education Outdoors Program at Scotch Oakburn Park gave me a glimpse of the confidence and independence our students are developing through new experiences. There was a real sense of excitement at the official opening of the Lachie Wright Centre, which will further enhance the learning experience for our community.

As I shared with staff earlier this week, I am genuinely excited for the Term ahead. I am looking forward to continuing to engage with students, staff, and families. gaining a deeper understanding of the College. There are many exciting learning experiences, transition activities, and community events ahead as we conclude a successful year at the Elphin Campus.

Peter Williams
Head of Elphin Campus

A group of enthusiastic young Elphin scientists were recently recognised for their outstanding achievements in the Tasmanian Science Talent Search, a statewide annual event that celebrates student innovation and scientific inquiry across the state.

This year, several of our Year 2 students were awarded prizes for their outstanding work! Their projects stood out for their creativity, scientific thinking, and presentation a wonderful achievement that reflects their dedication and enthusiasm for science.

To honour their success, the students attended a special presentation ceremony held at Launceston Church Grammar School on Thursday, 23 October, where they received their awards alongside other talented participants from across Tasmania.

We are incredibly proud of our students and their dedication to science. Congratulations to all involved!

Louise Viney
Teacher

Recently, our Year 7 Chinese students took part in a fun and meaningful SOC2City bubble tea excursion! After learning Chinese vocabulary for fruits and drinks in Term 3, students had the chance to put their new language skills into practice by ordering bubble tea in Chinese. Immersed in a real cultural setting, they not only improved their speaking confidence but also deepened their understanding of Chinese culture. They even learned how the chewy tapioca pearls are made — a highlight that everyone found fascinating and delicious!

Year 6 students had a lunch visit at the local Canton Restaurant recently as part of their Chinese cultural experience. Each student practised ordering food in Chinese at the restaurant and enjoyed an authentic feast while demonstrating great respect and manners. Mostly importantly, their culture awareness was visible throughout the lunch. For example, inviting teachers to sit at the most respectful seats, pouring tea for each other, taking turns for shared dishes and respectfully using chopsticks, just to name a few. Many were also brave enough to have a lovely interaction with the Chinese speaking staff.

Ruby Lan
Teacher

For Year 10 student Lily Taylor, a six-week Round Square exchange to Woodridge College in South Africa has been a journey filled with discovery, challenge, and friendship. From early-morning safaris to the rhythm of boarding school life, Lily’s experience has been one she will never forget.

One of the most memorable parts of her exchange came right at the beginning — a five-day visit to Kruger National Park. “We saw so many incredible animals — lions, elephants, and hippos — all in their natural habitat,” Lily recalled. “It was so different from anything I’d ever experienced in Australia.” Early mornings and late afternoons were spent on sunrise and sunset game drives, searching for new and exciting wildlife.

Another highlight was a weekend trip to Plettenberg Bay, a stunning coastal town in South Africa’s Western Cape. Lily and a group of new friends travelled there to celebrate a birthday, giving her the chance to see even more of the country’s breathtaking scenery. “It was such a beautiful place,” she said. “And it was so special to share it with the amazing friends I’d made during my time at Woodridge.”

While the adventures beyond the classroom have been unforgettable, the boarding school experience presented a new kind of challenge. Adjusting from being a day student in Launceston to a full-time boarder in South Africa took time. “At first, it was confronting to spend all day and night surrounded by classmates,” Lily admitted. “But once I got to know everyone better, I realised how fun and supportive life in the boarding house could be.” The larger Woodridge campus also offered new freedoms — from outdoor activities to after-school sports and social events that helped her quickly feel at home.

What stood out most to Lily about Woodridge was the strong sense of community. “Everyone knows everyone, and there’s no drama,” she said. “It’s a really close-knit school where all students, regardless of year level, are friends.” It’s a spirit of connection and kindness that Lily hopes to bring back to Scotch Oakburn. “If we could have that same sense of unity and togetherness at Scotch, it would be amazing.”

Perhaps the biggest surprise of all was discovering how similar South Africa and Australia really are. Despite the differences in culture, slang, and food, Lily found comfort in familiar patterns of school life, climate, and community spirit. “In so many ways, it feels just like home,” she reflected.

Lily’s time at Woodridge has not only broadened her horizons but deepened her appreciation for the global friendships and shared values that lie at the heart of the Round Square experience. “This exchange has shown me how connected the world really is,” she said. “It’s something I’ll carry with me long after I return home.”

Stuart Walls
Director of Round Square

Following the 2025 Round Square International Conference in Dubai, a group of students embarked on a post-conference cultural tour through Oman — an experience that offered a rare and authentic window into the heart of the Middle East. In a region often portrayed through modern skylines and rapid development, Oman stood as a powerful reminder of what is possible when a nation remains deeply connected to its heritage while embracing the world with warmth and openness. The group returned home with a newfound appreciation for Islam, a profound respect for Omani tradition, and insight into how a country’s leaders, through genuine care for their people and a vision for sustainable prosperity, can earn the admiration of the world.

For Samuel Fischer, Oman provided “an eye-opening experience” and a stark contrast to the high-rise modernity of Dubai. “Muscat felt welcoming. Its low, white buildings and open markets showed a completely different rhythm of life,” he recalled. “Everywhere, we could see how faith and history shaped the country — from the fortresses that dotted the towns to the sound of the call to prayer. Our guides were amazing — genuinely joyful and eager to share their culture.” Samuel said the experience encouraged him to notice more in his own world. “I’ve become more open and curious about people and their perspectives, and more grateful for the everyday things I used to overlook.”

For Lizzy Moore, Oman was the most memorable part of her journey.
“Coming from the polished, ultra-modern world of Dubai, Oman was such a contrast — a country focused on preserving its traditions and culture,” Lizzy reflected. “It was in Oman that I felt I experienced the ‘true’ Middle East. The beauty of its environment and its sense of timelessness were unforgettable.” She also valued the smaller travel group, made up of students from Germany, America, and Alice Springs. “Travelling with them showed me how culture shapes us, but also how similar we can be. I left with a new appreciation for both tradition and the progressive world we come from.”

Harriet McQuestin described the post-conference tour as “one of the most unforgettable experiences” of her life. “From the moment we met the other students, we formed instant connections — through laughs, bus rides, and amazing adventures,” she said. “Every day in Oman brought something new — hiking through wadis, swimming in caves, exploring dunes, and learning about Oman’s history. Some of my highlights were swimming in the crystal-clear waters of the Wadi, visiting ancient fortresses, and experiencing the warmth of the Omani people. Leaving was incredibly hard. The friendships, the learning, and the beauty of the country made the experience so meaningful.”

Gomanth Anand Lokesh found quiet meaning in the simplicity and serenity of Oman’s landscapes. “Exploring the wadi was my favourite part — being surrounded by nature made me feel calm and grateful,” he said. “Visiting the old forts helped me understand more about Oman’s history and strength as a culture.” For him, the trip was also about connection. “Making friends with the students from Germany showed me how easy it is to bond when you’re open-minded. It reminded me that stepping out of your comfort zone is the best way to grow.”

As the students returned home, they carried with them not only memories of extraordinary landscapes and new friendships, but also a deep respect for a nation that embodies balance — between past and present, faith and openness, tradition and progress. Oman, with its quiet confidence and hospitality, revealed what is possible when a country’s vision is guided by genuine care for its people and a commitment to sharing its story with the world.

Stuart Walls
Director of Round Square

The Results for the Junior section of the Tasmanian Japanese Speech Competition are in. Congratulations to:

Zara Omogbai-Musa – 2nd place for Year 8
Zita Omogbai-Musa – 2nd place for Year 7

Zara and Zita have been invited to a reception at Government House in November to receive their certificates from the Governor, Her Excellency the Honourable Barbara Baker AC.

Other participants included:
TCE: Lucy van der Aa, Makaela Fulton
Year 9: Grayson Edwards, Rafe Addison Hall
Year 8: Max Wilson, Erika Rushton, Amelia Verbeeten, Milla U’Ren
Year 7: Preesha Chappity, Evie Fitzpatrick.

Congratulations to all place getters and participants.  For Years 7 and 8 students, learning a speech off by heart in another language is no small feat and for Year 9 and TCE, answering questions in real time in a foreign language for a set amount of time is a wonderful skill.

Thank you to teacher Samantha Hartnack and to our language assistant, Miwa Worrell for all your work in helping me prepare the students for this competition.

Well done to all. たいへんよくできました。

Hayley McLeod
Head of Languages

Equestrian

Over the past fortnight, four talented Scotch Oakburn College students have proudly represented Tasmania in two major national equestrian competitions on the mainland. Ashlea Rees (Year 12) , Meg Kilby (Year 11) , Lucy Johnston (Year 11) , and Zoe Nichols (Year 8) showcased their skills and sportsmanship at the Interschools National Championships in Sydney and the Pony Club National Championships in Werribee, Victoria.

Ashlea, Meg, and Lucy began their journey in Sydney, competing in the prestigious Interschools event. They then travelled south to Werribee, where Zoe joined them for the Pony Club Nationals. The team delivered outstanding performances across a range of disciplines, earning both individual and team accolades.
Highlights from the Pony Club Nationals include:

Zoe Nichols:
Junior Quiz: 1st in the written section (individual) and 3rd in the team section with Tasmania.
Junior Showjumping (80cm): 5th in the Championship round (individual) and 1st in the team section with Tasmania.

Meg Kilby:
Senior Mounted Games Teams: 2nd for Tasmania.
Junior Mounted Games Pairs: 12th overall.

Ashlea Rees:
Senior Mounted Games Teams: 2nd for Tasmania.
Senior Eventing (95cm): 3rd overall.

Lucy Johnston:
Junior Elementary Dressage: 3rd in the 3.1 test, 5th in the 3.2 test, and 5th overall.

In a particularly proud moment, Lucy was awarded the Pony Club Australia Best Achievement by a Rider (13–17 years) at the annual awards dinner, recognising her dedication and success across the competitions. Evie Young, another rising star, was a finalist in the Rider 12 Years and Under category.

These results reflect the riders’ commitment, resilience, and teamwork, and are a testament to the strength of equestrian sport at Scotch Oakburn College. Congratulations to all involved!

Joy Russell
Person-in-Charge of Equestrian

Basketball

Brody Wallace (Year 12) and Fergus Stewart (Year 11) have had an exceptional year of basketball.  Announced this week, they have been selected for the Tasmanian U20 squad to play in the National tournament early in 2026.

Brody has averaged just short of 20 point per game in LBA Div1 with Rebels this year, played on a NWBU Championship winning Burnie Tigers team alongside Collegian Joe Chillcott (’14), was selected for Tasmania U20 in a very competitive position, and has been selection in AUSA AAU team to travel the USA early next year.

Fergus has also big numbers in points and rebounds in the LBA Div2 with Devils, emerging into Div1 for a game or two at end of season. He was selected on an Australian rep team and competed at the NBA Basketball School competition in Dubai. He received two Player of the Game Awards and was a Bronze medal winner in this tournament. He represented the SWISHRR Hoops Academy team in a tournament on the mainland and performed well. Fergus has been selected as a reserve player for the Tasmanian U20 team.

Congratualtions to both players on fantastic achievements.

Ali Foot
Head of Sport – Penquite

Touch Football

Congratulations to both our Year 9/10 touch football teams for their outstanding efforts in the regional championships.

Our teams finished in first and third position out of 10 teams.

Thanks to Andrew Nichols and Kate Stokes for supporting the teams and to the all the players. Well done on an excellent team result.

Ali Foot
Head of Sport – Penquite

How can you support your TCE student during their final exams?

Source: Van Bergen, P. & Mackenzie, E. (2024, Oct) The Conversation

Our TCE students are only weeks away from sitting their final exams. We know this can be a stressful time for students. So how can parents best help their children navigate exams? Research suggests autonomy-supportive parenting is key. This involves including teens in reasoning and decision-making about their lives.

Understanding the brain and learning

When it comes to studying, it is helpful to know how the brain works.

One common misconception is multitasking can help students do more in less time. In fact, this can drain our capacity to pay attention. You may think you are multitasking but what you are really doing is switching from one task to the next. Each switch has a “cost” for performance, in that it slows you down.

To combat this, try and get your student to focus on one thing at a time – helped by a calm, quiet study environment.

A second misconception is studying according to one’s “learning style” (for example, as a visual, auditory or kinesthetic learner) will promote better learning.

But these learning styles have been shown to be a a myth. If students study using only one mode – such as via videos for those who believe themselves to be visual learners – they are likely to harm their own learning. This is because they will limit their access to the most relevant study resources (those that best present the knowledge).

Parents can help their teens prepare for exams by focusing on the content rather than the mode of delivery.

Sleep is so important

Sleep is an important component of study and exam preparation.

This is because sleep is crucial for memory consolidation where newly laid memory pathways are strengthened and reinforced. Sleep deprivation interrupts this consolidation process and hinders learning the next day. It means there is less activation in parts of the brain involved with memory, self-regulation and attention.

Research shows up to half of Australian teenagers do not get enough sleep, with common disruptors including screen time, studying and socialising. In the lead-up to Year 12 exams, the temptation to stay up late to study – perhaps buoyed by energy drinks – may be particularly strong.

Parents can help their teens by working out a consistent sleep schedule together. They can also help their teens understand the connection between sleep and learning and the importance of reducing screen time before bed.

The nature of the exam period means students must study for multiple subjects at the same time.

This means the quality of study is especially important. Students should select study strategies that actively support memory and learning.

Many students report using less effective strategies, such as rereading and highlighting. These strategies are passive, meaning the brain does not need to do anything with the content.

Active strategies, such as doing practice tests (a version of “retrieval practice”), are effective because they require the brain to actively draw knowledge from long-term memory. The relevant knowledge must then be arranged into a response. This strengthens the memory pathway and the knowledge becomes easier to recall in future.

You can help your teen to study by encouraging different types of retrieval practice. This can include practice tests, but can also mean asking them to explain new concepts or to put arguments into their own words.

You could also encourage your teen to design a study schedule that includes a little of each subject, multiple times per week, rather than cramming on the final day.

While teens may be inclined to cram before the exam, studies have shown stronger learning outcomes when the same amount of study is spread out over a longer period. This pattern, called “spaced learning”, gives the brain more opportunities to retrieve the relevant knowledge from memory.

A useful amount of stress?

Stress has a curvilinear relationship with performance (sometimes known as the Yerkes-Dodson bell curve).
A little bit of stress is useful at exam time because it motivates study. But too much stress can impair students’ performance by inhibiting learning pathways and brain function.

Up to one in four Australian teens experience clinical levels of stress and anxiety in the lead-up to final-year exams. Perfectionism, female gender and parental pressure are risk factors.

When the consequences of not doing well are emphasised (“if you fail your exams you won’t get a good job”), it’s not helpful for teens. It is important to keep things in perspective.

The Australian Tertiary Admission Rank (ATAR) has long been the primary selection tool used by universities, yet many also offer early entry places and alternative entry pathways. This means students who do not achieve the ATAR they were expecting still have plenty of opportunities to pursue their chosen career.

Parents can support their teens by talking with them about taking time to connect with friends and family, emphasising the importance of calm and consistent study, and by not catastrophising about their teen’s future. Parents who stay calm about exams will have teens who are more likely to do the same.

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Kylie Wolstencroft
Director of Wellbeing – Penquite