A lot happened over the term break.  Principal Andy Muller shares some of the details.


/ Junior School

Book Week

Children’s Book Week for 2020 will be celebrated in Primary Schools around the country in October – from the start of term in Tasmania. ‘Curious Creatures – Wild Minds’ is the theme for this year and all students across the Junior School (Early Learning to Year 5) will have a learning focus linked to an author of books for their own age group.

Book Week is one more opportunity to support, encourage and broaden children’s enjoyment of literature in conjunction with their reading skill development. At the Junior School, conneXions will have feature displays to inspire young readers and conneXions staff, class teachers and Literacy teachers will all be seizing this opportunity to promote reading-based learning experiences for students.

Lachie Wright
Head of Junior School



The Junior School House Athletics Carnival this year will be held over two days and will be at Scotch Oakburn Park. This will enable compliance with COVID protocols while maximising participation opportunities for all students and allowing spectators to attend.

On Thursday 15 October the Year 4 and 5 events will run from mid-morning until 2.30pm, and on Friday October 16 Year 2 and 3 events will run from mid-morning until 2.30pm.

Parents and friends will be able to attend on each day and we anticipate that total numbers at the Park will be comfortably within the permitted 500 person limit. All persons attending will need to sign a COVID Safe-Entry form and details of the process for this will be advised at the start of Term 4.

Full details of the program of events for both days will be distributed earlier in the week of the Carnival.

Lachie Wright
Head of Junior School


End of Term

All Junior School classes finish the term on Friday 25  September. The Junior School reception closes at 4.30pm and After School Care at 6.00pm on the same day. Before School Care (7.30am), the Junior School reception and all classes (8.45am) resume on Monday 12 October. Students can arrive for classes from 8.20am as usual.

During the holiday break, the College’s Penquite office will be open in normal business hours and the Junior School can be contacted via this office if needed. The Vacation Care program runs from Monday-Friday (except for the Public holiday 8 October) from 8.00am – 6.00pm daily.

Lachie Wright
Head of Junior School


Summer Uniform

All students should wear summer uniform from the commencement of Term 4. This includes hats which are required to be worn for recess and lunch breaks as well as outdoor learning activities. The Elphin Campus has good shade cover (both natural and artificial) but students are encouraged to bring sunscreen to school for use as and when needed.

Lachie Wright
Head of Junior School

Year 1 meet Bollygum author

Students in Year 1 Jones have recently been engaged in a study of an Australian picture book regarded as a modern classic –  Bollygum, written and illustrated by Garry Fleming.  Students took delight in investigating the elements of narrative writing by exploring the concepts of character development, setting and story structure.  They also enjoyed learning many new things about the Australian bush as depicted in the story.

Yesterday they were treated to a virtual meeting with Garry who kindly gave up his time to chat to them about the story behind Bollygum and answered their well composed and confidently delivered questions.  Students maturely discussed concepts and ideas and they were thrilled to learn the answer to one of their questions – that there is a Bollygum 2 in progress!

Catherine Scott


/ Middle School

Year 8 Subject selection 2021

Last week parents of current Year 7 students received a communication with a link for their child’s Year 8 (2021) subject selections.  Please complete these as soon as possible and if you require assistance please do not hesitate to contact Middle School Reception.

Julie Kemp
Head of Middle School


Year 7 Dean and Nance Education Outdoors experience

On Monday and Wednesday this week all Year 7 Dean and 7 Nance students had a one-day Education Outdoors experience in the Trevallyn Nature Reserve.  The students made their way from the Hoo Hoo Hut to Aquatic Point, stopping for morning tea at the Trevallyn Dam.  They learnt about the flora and fauna of the area, with an emphasis on the use of plants for medicinal purposes.  After a picnic lunch at Aquatic Point, the students engaged in teambuilding initiatives and were required to use their problem-solving skills to build a stretcher from rope and logs.

Julie Kemp
Head of Middle School


Year 7 Youth Mental Health First Aid Training

Over the past two weeks, all Year 7 students have participated in Youth Mental Health First Aid workshops presented by an external organisation Mind Your Head.  The students engaged in various scenarios and received information about seeking support from a trusted adult when they are concerned about a friend.  The workshops have been well received and considered a valuable learning experience by the students and staff.

Julie Kemp
Head of Middle School

Reflective writing

Below is a reflective piece from our Year 8 Odyssey program where students discussed the history of Tasmanian Indigenous people and how students today connect with their natural world. Thanks for sharing your thoughts and feelings through your written word Kulani.

Mark Munnings
Director of Education Outdoors and Sustainability

“Bury Me Here”

Unseen footsteps of six thousand children,
Of the land, the trees and river,
Chanting words left unheard,
In the ashes of the fire.

Their bones were that of stark gum trees,
Grounded to the land,
Uprooted from their only home,
With reaching desperate hands.

A sole survivor floats alone,
On a hidden secret river,
Dark hands clasped in begging stoop,
Her voice begins to quiver.

“I have seen our footsteps,
Loved the land, the trees and river,
Promise me, in the deepest waters,
Bury me right here”.

Kulani Somarathra
Year 8

Inspiring talk from Toby Thorpe

We would like to thanks Toby Thorpe for his inspirational talk on climate change. Year 6 and Year 7 students listened in awe as he shared his amazing story.

Toby is a passionate climate change advocate and through guest speaker appearances encourages future generations to take action. He founded the Tasmanian Climate Leaders Program while still at school and building on this success assisted in leading the Tasmanian Youth Delegation to the United Nations Climate Change Conference in 2018 and 2019.

It was incredibly rewarding to see students engaged in question time and observe a number of students approach Toby afterwards to talk about how they could make a difference within the school and wider community.

Clyde Goosen


Explore Year 8 (EY8) Project

Year 8 student Eve Chugg was recently interviewed by a nationwide horticulture magazine about her EY8 project to create bee habitats down at the Scotch Oakburn wetlands.

Eve’s project aims to help native Tasmanian bees to thrive, as well as raising awareness of the importance of bees to healthy ecosystems and food production. Eve has been building specially designed ‘bee hotels’ for native bees, who usually do not form hives and instead nest inside the hollow stems of plants. Native bees are smaller than the introduced European honeybees and most species do not sting.  Many of Tasmania’s native flowers are specifically adapted to being pollinated by native bees and can suffer destruction when the larger introduced bees attempt to pollinate them. Worldwide, bee populations are on the decline, raising serious concerns for food production. In some parts of the world where excessive pesticide use has eliminated pollinating insects such as bees, farmers have to hand-pollinate fruit trees with paintbrushes dipped in pollen, which is incredibly labour intensive and only around 30% as effective as pollination by bees.

To aid her project, Eve conducted a raffle and has also been selling hand-made honey-covered almonds to raise funds to buy native plants that produce plenty of pollen and nectar for bees, which she plans to plant at the wetlands. David Allen from Allen’s nursery donated over a dozen Tasmanian native plants for Eve’s project and presented them to her at the wetlands. It is great to see that Eve’s project not only benefits bees but has attracted interest and engagement from the wider community.

Mark Hassell
Dean of Students


Year 6 Enter Narnia

In Year 6, our classes regularly come together for team teaching opportunities. It allows our students to strengthen or create new friendships, together with then having the opportunity to work collaboratively with other students in small groups. Year 6 Goosen and Year 6 Auton have been using Term 3 to read as a group the novel The Lion, the Witch and the Wardrobe by C.S. Lewis. Students worked through in small groups on comprehension activities pertaining to the novel, as well as a range of drawing and creative responses. They then watched the movie and analysed the differences between the two. The students together with their teachers created their own Narnia right in their classrooms! Which just made reading and experiencing this magical world even more real.

Fiona Auton and Clyde Goosen


Year 7 Textiles

This semester Year 7 students have been developing many skills in Textiles. They have created design solutions that offer protection, provide transport of materials and that can hide secret information! The joy of observing students using a sewing machine for the first time and creating and producing something they can use is so rewarding.

Julie Heggarty


French Posters

This term, Year 7 French students have completed a unit on Family and Animals. The unit comprised of learning the verb ‘avoir’, animals, adjectives and adjective agreement as well as the awareness of French sentence word order.

As part of their assessment on this unit, students were required to get a bit creative and to design a lost pet poster showcasing the linguistic skills that were covered in class.

Stephanie Morris


/ Senior School

Wearing sports uniform

Sports uniform may only be worn to school on days when there is a special program or in some instances, on an excursion.  In this instance, parents are notified as part of the communication.  Other times may include SATIS/NSATIS rostered sports days when teams leave for Burnie or Devonport before lunchtime or when a student has an injury and can’t wear their school uniform comfortably.  Parental communication to the Head of House is required for the latter.  Students are reminded regularly about this and should not wear sports uniform to school as a default option.  We would really appreciate parental support on this matter.

Kate Croft
Deputy Principal / Head of Senior School


Community Collaboration with St Mary’s District High School

This week 17 TCE students excelled themselves at the Valley Campus where they hosted an adventure day for 50 Year 3 and 4 students and their teachers from St Mary’s District School and Fingal Primary schools. The TCE Outdoor Leadership class organised the rotation of activities as part of the requirement for their course. Students who were due to be Round Square Baraza leaders at our Round Square International Conference (that would have started in Launceston today!) were also involved.

The Outdoor Leadership students who led the activities were Theo Ives, Roo Colley, Harrison Lewis, Caleb Thompson, Catherine Bean, Emma Hardwicke, Caitlin Silberberg, Angus Youl and the Round Square Baraza leaders who mentored and guided the Year 3/4 students throughout the day were Alex Phillips, Josie Penn, Hashi Ponnusamy, Giarna Selby, Tahni Dawe-Wright, Tom McShane, Jack Oates-Pryor, Carl Els and Connor O’Sign.

On arrival, students were involved in icebreaker sessions and were all presented with a personalised bandanna that represented their group. Groups were named after a Tasmanian animal, using the aboriginal Palawa names – tara, roonah, tremana, rakana and taraba. Following these introductions, students rotated through five activities including a low ropes course, tree planting, a scavenger hunt, fire lighting and damper-making and a bug hunt.

All leaders demonstrated excellent collaboration skills in organising this event together and the relationship between the schools involved will lead to a solid partnership in the future.

Here are some reflections from two of the Baraza leaders:

Giarna Selby commented: “I would encourage anyone who is given the opportunity to partake in this experience to do so, as it was a wonderful way to connect with younger students from remote areas of Tasmania and to develop my own leadership skills that I can use in the future.”

 Alex Phillips commented: “It is often easy to get caught up in the international side of Round Square with the thrill of exchanges and conferences, and whilst this is undoubtedly a crucial aspect, some of the most impactful activities are those servicing the local community. Of all the events in recent years, I found the day at Fingal to be one of the most rewarding, not just for me personally, but for Round Square’s integration into the school and wider community.”

Community is one of the four key strands of the College’s Vision 2035, and this event provided a great example of community collaboration in action. We look forward to many more partnerships of this nature.

Stuart Walls
College Round Square Representative



/ Junior School, Middle School, Senior School

Author: Michael Grose


Personal problem-solving is an under-rated skill shared by resilient children and adults. First, identified alongside independence, social connection and optimism by early resilience-researchers in the US, the ability to solve your own problems is the basis of a child’s autonomy and self-efficacy.

When parents solve all children’s problems we not only increase their dependency on adults, we also teach kids to be afraid of making mistakes and to blame themselves for not being good enough. As I noted in my book Anxious Kids, this is fertile ground for anxiousness and depressive illness.

So how can we raise kids to be courageous problem-solvers rather than self-critical, low risk-takers?  Here are six practical ideas to get you started:

Turn requests for help into problems for kids to solve

Kids get used to bringing their problems to parents to solve.  If you keep solving them, they’ll keep bringing them. “Mum, Sarah’s annoying me” “Dad, can you ask my teacher to pick me for the team?” “Hey, I can’t find my socks!”  It’s tempting if you are in a time-poor family to simply jump in and help kids out. Alternatively, you can take a problem-solving approach, cuing them to resolve their own problems and take responsibility for their concerns. “What can you do to make her stop annoying you?” “What’s the best approach to take with your teacher?” “Socks, smocks! Where might they be?”

Ask good questions to prompt problem-solving

A problem-solving approach relies on asking good questions, which can be challenging if you are used to solving your child’s problems. The first question when a child brings you a problem should be: “Can you handle this on your own?” Next should be, “What do you want me to do to help you solve the problem?” These questions are not meant to deter children from coming to you. Rather to encourage and teach them to start working through their own concerns themselves.

Coach them through problems and concerns

Imagine your child feels they were unfairly left out of a school sports team by a teacher and asks you get involved. The easiest solution may be to meet with the teacher and find out what’s going on. You may or not resolve the problem but in doing so you are teaching a child to become dependent on you.  Alternatively, you could coach your child to speak to the teacher themself and find out why they were left out.  Obviously, there are times when children need their parents to be advocates for them such as when they are being bullied, but we need to make the most of the opportunities for children to speak for themselves. Better to help your children find the right words to use and discuss the best way to approach another person when they have problems. These are great skills to take into adulthood.

Prepare kids for problems and contingencies

You may coach your child to be independent – walk to school, spend some time alone at home (when old enough), catch a train with friends – but do they know what to do in an emergency? What happens if they come home after school and the house is locked? Who do they go to? Discuss different scenarios with children whenever they enter new or potentially risky situations so that they won’t fall apart when things don’t go their way. Remember, the Boy Scouts motto – “”Be Prepared!

Show a little faith

Sometimes you’ve got to show faith in children. We can easily trip them up with our negative expectations such as saying “Don’t spill it!” to a child who is carrying a glass filled with water. Of course, your child doesn’t want to spill it but you’ve just conveyed your expectations with that statement. We need to be careful that we don’t sabotage children’s efforts to be independent problem-solvers with comments such as, “Now don’t stuff it up!”, “You’ll be okay, won’t you?” , “You’re not very good at looking after yourself!”

Applaud mistakes and stuff ups

Would a child who accidentally breaks a plate in your family while emptying the dishwasher be met with a ‘that’s really annoying, you can be clumsy sometimes’ response or a ‘it doesn’t matter, thanks for your help’ type of response? Hopefully it won’t be the first response, because nothing shuts down a child’s natural tendencies to extend themselves quicker than an adult who can’t abide mistakes. If you have a low risk-taking, perfectionist child, consider throwing a little party rather than making a fuss when they make errors so they can learn that mistakes don’t reflect on them personally and that the sun will still shine even if they break a plate, tell a joke that falls flat or doesn’t get a perfect exam score.

As I’ve often said your job as a parent is to make yourself redundant (which is different to being irrelevant) at the earliest possible age. The ability to sort and solve your own problems, rather than step back and expect others to resolve them, is usually developed in childhood. With repetition and practice, problem-solving becomes a valuable life-pattern, to be used in the workplace, in the community and in family relationships.


Kylie Wolstencroft
Wellbeing Coordinator


/ Junior School, Middle School, Senior School

Given that social media is constantly being updated, it is important to have an understanding of what social media is, what are the benefits and what are the risks.  Social media is any online platform that is used to connect with others, to share information and to establish networks.  People who use social media generally upload and share content, such as online profiles, comments, photos, videos and links.

It is an important part of a teenagers life and there are many benefits.  These include connecting with friends and family, having fun, forming friendships with people who share similar interests, engaging in support networks, being creative with photos and videos and some have even reported improvements in mental health and wellbeing.

Unfortunately, there are also many risks associated with social media including exposure to inappropriate content, sharing personal information with strangers, cyberbullying and possible data breaches like identity theft.  You can, however, take steps to protect your child online.  Talk openly with your child/ren about social media, understand the risks and set guidelines as to how you want your child to behave online, as well as how they behave towards others. Know what platforms your child is on and keep up to date with the latest apps that are released.  Understand the risks and teach your child how to manage their digital footprint.  Learn about the social media platforms your child is using and find out if they are age-appropriate.

Some examples of current social media platforms that children are accessing include:

MeetMe: A dating social media app that connects people based on location. Users are encouraged to meet in person.
WhatsApp: A messaging app that allows texts, video calls, photo sharing and voicemails with users worldwide.
Bumble: Similar to Tinder, but requires women to make the first contact. Law enforcement says kids and teens can create fake accounts and falsify their age.
Live.Me: A live-streaming app that uses geolocation to share videos. Users can earn “coins” to “pay” minors for photos.
Ask.FM: This app lets users ask anonymous questions and is known for cyberbullying.
Grindr: A dating app geared toward the LGBTQI+ community based on user location.
TikTok: Lets users create and share short videos. The app has “very limited privacy controls” and users can be exposed to cyberbullying and explicit content.
Snapchat: One of the most popular social media apps in the world, Snapchat lets users take and share photos and videos. The app also lets people see your location.
Holla: This self-proclaimed “addicting” video chat app lets users meet people in seconds. Users have seen racial slurs and explicit content.
Calculator+: Police say this is one of several apps that are used to hide photos, videos, files and browser history.
Skout: A location-based dating app that is supposed to prohibit people under 17 from sharing private photos. However, kids can easily create an account with a different age.
Badoo: A dating and social media app where users can chat and share photos and videos based on location. The app is supposed to be for adults only, but teens are able to create accounts.
Kik: Kids can bypass traditional text messaging features using this app. Kik “gives users unlimited access to anyone, anywhere, anytime,”.
Whisper: An anonymous social network that lets users share secrets with strangers. It also shows users’ location so people can meet up.
Hot or Not: The app lets users rate profiles, check out people in their area and chat with strangers. The goal of the app is to hook up.

If you are concerned about the social media platforms your child is using, encourage them to block and report people who post upsetting comments and content, avoid clicking on pop-ups (which can potentially lead to inappropriate sites), only accept friend requests from people they know and take screenshots if they receive any content that is inappropriate and report it to a trusted adult.

Julie Kemp
Head of Middle School


/ Junior School, Middle School, Senior School

The Department of State Growth contracts school bus services with private contractors throughout Tasmania. As part of its management of contracted services, State Growth is undertaking a review of school bus services to ensure the efficiency of the public transport network.

State Growth is proposing a number of potential changes to school bus routes travelling to Launceston schools via the Glenara Lakes interchange. Currently, there are several buses that travel in from Longford, Perth, Evandale and Ross in the morning and interchange at Glenara Lakes.

Families with students using these services are encouraged to read the information provided on the link below and provide feedback by Friday 18 September via the link given in the attached.

Download and view letter outlining proposed bus changes via this link –   Proposed changes to School Bus Services Launceston (Glenara Lakes) Services



/ Middle School, Senior School

The Middle and Senior School Athletics Carnival is drawing closer with the High Jump trials starting on Monday and continuing throughout the week in the HPEC. The 3000 metre is on next Friday (with Year 9’s completing on Wednesday due to 9Alive). We have had excellent numbers with the unlimited restriction on events and we are currently just finalising numbers and trying to fit everything into the program.

A reminder the event is on Tuesday 22 September (Middle School) and Thursday 24 September (Senior School) from 12noon until 3.15pm.

We have been able to gain access to the timing gates, so will use those for a little more efficiency with races. You may have noted I asked for parent help last week and thank you to the 10 or so who have already volunteered across the two carnivals. We could certainly allocate more for each day for various roles if you are available. Please let me know via email at if you can assist. Next week, I will publish the program and email all of the helpers for their particular roles.

With the array of novelty events, students are encouraged to bring the following equipment:

  • Strap for Three-Legged race (either a stocking or long sock etc)
  • Teddy bear (not too large) to use in the teddy bear race
  •  Some extra-large clothing for the late for school race.

I am also still after any large sacks (16) if anyone has some that could be used for the sack race.

It is wonderful to hear the students talk about the carnival and the different format and the excitement they have around it. Having it at Scotch Oakburn Park will create a new spectacle and one that will add a great House atmosphere.

Paul McKendrick
Head of Health and Physical Education


/ Junior School, Middle School, Senior School

This week saw schools and social media safety experts warning parents and children to avoid viewing a video on TikTok that shows an American man taking his own life. Unfortunately this has been viewed by a number of our students and the risk of more of our students viewing it is still real. Cyber safety expert Susan McLean, a regular visitor to Scotch Oakburn College, has warned against the use of Tik Tok since its inception. This app is now more popular than Snapchat and children only have to be 13 years old to sign up. We implore parents to work with us and take an active part in educating your children about cyber safety. Here are some sites which you may find helpful.

The flagging of this video is likely to promote some questions around the topic of suicide. The Black dog institute has a very helpful guide to having this conversation. Download it via this link.

Should you have any concerns about your child or require further support and/or information  please don’t hesitate to get in touch with me at

Kylie Wolstencroft
Wellbeing Coordinator / Registered Psychologist


/ Middle School, Senior School

With the Summer Sport season commencing we are encouraging new students to try sailing as their summer sport. Please contact Mr Rob Bastick at for more information.

Sailing takes place at the Deviot Sailing Club and as an Olympic sport, our program is exciting and fulfilling.

Rob Jeffery
Sports Administrator



/ Middle School, Round Square, Senior School

The last few months have been hard on young people. A recent study by UNICEF has shown that navigating the COVID-19 world has increased stress, anxiety and uncertainty among Australia’s young people. They are feeling the effects of the pandemic on their own lives, and are also worried about the impact it is having on vulnerable people around the world. The Ration Challenge gives students the power to do something about it.

Put yourselves in the shoes of a refugee for one week, learn about current global issues, develop empathy for others and feel empowered to make a difference in the world. The Ration Challenge is a powerful, physical learning experience that can be done at home and at school. You will eat the same rations as a Syrian refugee for  3 or 5 days, depending on your age. The money you raise will provide emergency food, hygiene kits and life-saving support for people hit hardest by COVID-19. By sharing your experience, you will help create more empathy and compassion in society.

There has been an excellent fundraising effort so far, but any further contribution from the Scotch Oakburn community would be greatly appreciated.Use this link to the Scotch Oakburn Ration Challenge page to view team members and our current fundraising total.


Alex Phillips & Theo Ives
Round Square Chairs


/ Junior School

Bebras Computational Thinking Challenge

Once again, students in Year 3-5 have the opportunity to take part in the online Bebras Computational Thinking Team Challenge.

This is an international initiative, sponsored locally by the CSIRO and the Australian Government, that is free for all students to take part in.

The challenge promotes the development of problem-solving skills and requires students to break down tasks into smaller components.

Attention to detail is crucial, with not rushing the key to success.

It will be held at a time convenient for each class group at some point over the next two weeks in classrooms. Students’ privacy is maintained through the use of pseudonyms.

Students can access past challenges freely through this link if they would like to.

Marissa Saville
Primary Coordinator


Education Outdoors

Learning in outdoor environments both on and off-campus has continued this term on a ‘day trip’ basis while overnight programs are still on hold due to COVID protocols.

Bush Learning visits to Scotch Oakburn Park Wetlands for Early Learning Erina students and trekking in the Gorge for Prep students have been part of this.

Year 1 had a full-day program at the Valley Campus this week and Year 4 will have a hiking day at Liffey Falls in the last week of the term.

In Term 4 Year 3 will have a full-day program at the Valley Campus on 20 October and Year 2 will walk in the Trevallyn Reserve 30 October.

Full details of individual programs are sent in advance to all families with students in the relevant year group and class teachers are able to provide any additional information needed.

Lachie Wright
Head of Junior School



Junior School House Athletics is on the calendar in September-October for all Years 2-5 students. HPE classes this term have included a focus on athletics skills and House Trials are scheduled at Scotch Oakburn Park during the last two weeks of this term.

On Thursday 15 October the House Carnival will be held at Scotch Oakburn Park. With ongoing COVID-19 protocols still in place, the change of venue for the carnival, in conjunction with a modified program, will allow spectators to attend. Full details on the processes that will need to be followed will be forwarded to all Year 2-5 families shortly.

Lachie Wright
Head of Junior School

Vacation Care

Vacation Care will run from 8.00am -6.00pm each day Monday-Friday (apart from the Public Holiday on 8 October) during the coming two-week school holiday break.

This program is open to students currently attending Scotch Oakburn from Early Learning to Year 5.

Full details of the program and registration process will be available soon on the College website or can be sent to you from the Junior School Office or Outside School Hours Care Centre on request.

Lachie Wright
Head of Junior School


Morning Arrivals

All families are reminded that morning arrival at school can be between 8.20am and 8.45am. This is the same for each of the designated entry gates around the Campus. Gates open at 8.20am and staff are at each drive-through zone from this time to meet students and bring them into classrooms.

It is important that students are not dropped off prior to 8.20am.  Any family needing an earlier school arrival time is able to utilise the Before School Care option from 7.30am. Registration by the previous day is needed for this and drop-off is at the Erina Street gate.  Full details are online or available by calling the Junior School Office.

While the current COVID-19 protocols for school drop-offs and pick-ups remain in place, parents are reminded that teachers can be contacted as needed via direct email or via the Junior School reception and where needed, meeting times can be arranged.

Lachie Wright
Head of Junior School



/ Middle School

Year 8 DigiTech

Last week the Year 8 Learning in DigiTech students were introduced to a new unit of work exploring drone technology. They have started out by exploring how drones can be controlled and how to operate them. To say that the students were excited to be flying drones in class, might be a little bit of an understatement!

The students are now investigating how can use their coding skills to control the drone autonomously. Future challenges for the students with include flying the drones around a maze, simulating home delivery options using grid references and investigating what the future might hold for this amazing technology.

Rob Bastick


Year 7 Chinese

This term, Year 7 students have been exploring a variety of meaningful topics around food and drink in Chinese lessons. These two weeks, the students were guided to create their individual bubble tea orders in Chinese.

Before filling in the ordering sheet, each student specified how much sugar, big/small cup, flavours for the base and toppings that they preferred. This activity gives them the chance to apply the language they have been learning into everyday life. In week 10, they will have their bubble tea order delivered by Chichi café.

Doreen Liang


Recycle Hub

Have you heard of the Launceston Recycle Hub? Year 6 Dondas had not until they stumbled across it this week in their sustainability research. As a class, they brainstormed how they

could get the word out to the community about this wonderful resource. Amelie and Gemma have designed this advertisement to get the word out.

Meg Dondas


/ Senior School

House Debating Competition

During the last two weeks, senior debaters have been vying for 2020 house debating honours. The competition has been fierce and all debates have been of a high standard and very close.

So far Fox House has two wins, Nance and Briggs have one each. There are still two debates to be completed before the finalists are revealed. Dean v Nance will take place this Friday after school at 4.30pm and Nance v Fox at lunchtime on Monday 14 September.  The final will be shown in vertical tutor group on Wednesday 16 September. Thank you to the House Captains for their help organising teams, the senior debaters for their commitment and time and Ms Helen Dosser for her expert adjudication and support of the competition.

Sharon Beattie
Person-in-Charge of Debating


Year 11 Students Host International Zoom Workshop

On Wednesday 9 September, eight Year 11 students gathered in the Dean Centre to host a Zoom Around the World Virtual Postcard event for Round Square centred around the topic of “Traditions of the World”. Joe Clyde and Shanelle Elliott chaired the event and Millie Duigan, Lucy Chesterman, William Scott, Jordan-May Shepherd, Emily Kilby and Jessica Finnigan led breakout Baraza Discussions to address the topic of Traditions: Are they still relevant?

Students from 14 schools in Australia, Japan, India, Bangladesh, New Zealand, Oman, South Africa and the USA took part, with the US students joining the call at 4am. Participants shared an image that represents a tradition from their part of the world and were then invited by Jo and Shanelle to discuss the tradition during the workshop. Examples shared included Australia Day, the Calle Ocho Festival in Miami, the Celebration of Maori New Year, and the Haka from New Zealand, traditional Indian foods and their significance, Bhangra dancing, Pohela Boishakh (Bengali New Year), Athi Devo Bhava (the story behind ‘Guest is God’), Rajo Parba (a festival celebrating womanhood), Indian Heritage Fairs, Serene South India, the Chariot Festival (Rath Yatra), the Vibrant Colours of Punjab, and a wide variety of festivals from different states and cultures across India.

The participants also learnt about Japanese Rice Crackers and Kimonos from Japan, Omani Frankinscence and Omani Coffee, Ekushey February (International Mother Language Day) and cultural festivals from Bangladesh and the Filipino culture of Bayanihan (the community coming together to help one another).

Following the sharing of traditions, students were split into Baraza groups (thanks to the wonders of the Zoom platform) to discuss the relevance of traditions before reconvening to share feedback from their discussions. Feedback on the questions of relevance was very varied with many participants feeling that traditions are mostly still very important to the culture that they come from. There were however strong feelings questioning the validity of traditions that caused harm to others. The negative effect of some traditions on the cultures of indigenous peoples around the world was also a common theme, as was the idea that we should embrace more modern traditions as they often represent progress and change that is necessary in our world.

Congratulations to this impressive group of TCE students on an outstanding event.

Stuart Walls
Round Square Representative


Girls AFLW

This week on Wednesday afternoon, 22 committed and enthusiastic girls competed in a friendly AFLW football game with Launceston Church Grammar School (LCGS). All girls played with skill and energy with both teams well matched and determined to support their teammates.

Sincere thanks to the parents who volunteered, your help is invaluable.

Best on the day were Ruby Hall, Harriet Bingley, Ruby Hirst, Ella Nast; Goals, Bingley 2, Green 1, Hoare 1.
Final score: SOC – 4.3-27 to LCGS – 6.5-41

Fiona Taylor
Person-in-Charge Girls Football

TCE Design and Production

TCE students in the Design and Production class are busily working on their major projects as the year draws to an end. Over 20 students have taken on the challenges of designing and making their own creative projects this year with a broad variety of ideas on display in each class.

Design and Production aims to give each student the opportunity to develop solutions to their own personal design challenge. For their major project, they must create a project that they develop from an idea through to a working prototype or complete product. Student research, sketch, analyse and test their ideas as they would do in a real-world design studio then take what they have learnt to create their own solutions.

Students are encouraged to explore multiple technologies as a maker, from simple timber hand skills and metalwork techniques but also combine more recent technologies available to them such as our CNC router, laser cutter and 3D printers. We currently have one student using the ancient technique of steaming timber to bend it for furniture and another using the more recent, computer-controlled router, to complete their projects.

It has always been one of the most satisfying aspects of teaching Design at Scotch Oakburn College because we have the opportunity to see talented young people explore their most creative side. When given the materials, technology and support and an open brief to create, it is always amazing to see what our TCE students in Design and Production can do. As we do every year, we look forward in anticipation to seeing all the completed work from Design and Production early next term.

Stephen Dobson

Amelie does it again!

Under very unusual circumstances this year, our Junior Foundation Oratory was performed in a near-empty Horton Auditorium on Wednesday 9 September.

Each of our five junior speakers were recorded by our capable IT team and their inspiring speeches were live-streamed into the cosy classrooms of all our tutor groups.  Amelie Hughes (Year 9), Hamish Fyffe (Year 9), Jasmine Irani (Year 9), Kulani Somarathna (Year 8) and Charlotte Ball (Year 8) chose topics that were emotionally packed, informative and inspirational.

Our adjudicators, Mrs Helen Dosser and Year 11 students Jack Oates-Pryor and Alex Munro, had to chew plenty of pencils to decide a winner! And our MC, Dean Power (Year 11), kept everyone on track while Lincoln Giasli (Year 7) performed a delightful classic tune on the piano. In the end, there were two runners up: Kulani and Charlotte, and for the second year in a row, Amelia won the Junior Foundation Oratory.  Thanks to everyone concerned, especially Harry Heathcote in IT who handled the live filming brilliantly.

Katie Lester
Person-in-Charge of Public Speaking


9Alive – Thursday 17 and Friday 18 September

A reminder that all Year 9 students will be participating in 9Alive Part Two next week.  Students should refer to earlier communications about departure times and equipment.

Kate Croft
Deputy Principal / Head of Senior School