Principal, Andy Müller and Selena Palmer, Chairperson of the Foundation Committee,
are excited to announce our Giving Day, raising funds for our Community Service Scholarship.


/ Junior School


What are we grateful for?  This question is a daily element of the Resilience Project for students from Prep to Year 5. It was also asked at last week’s Year 2-5 House meetings and from these meetings, the individual responses were linked as chains to symbolise the bonding within each House as well as collectively across the Junior School.

The Term 1 House Captains shared this at today’s Easter Service on the Elphin Campus.

Best wishes to all Junior School families for a happy and safe Easter break before we return for three days next week to finish Term 1.

Lachie Wright
Head of Junior School


Vacation Care

The Vacation Care program will run Monday – Friday, from 8:00am to 6:00pm daily, from Monday 12 April to  Monday 26 April. This is based on the Elphin Campus (Erina St entrance).

Registration is open to current College students from Early Learning to Year 6.  Full details of the program and the registration process are online or available from the OSHC room in the Early Learning Centre.

Lachie Wright
Head of Junior School


This year saw an outstanding 104 entries showcasing an enormous amount of creativity and planning from so many of our Junior School students. Thank you to all entrants who spent numerous hours over the weekend to build these amazing LEGO creations but also thank you to all students and staff who took the opportunity to come to conneXions to enjoy these creations.

It is with great pleasure that we share with you the results of the 2021 LEGO competition. The overall winning LEGO creation by Hamish Quill will go into the Tasmanian Brixhibition competition to compete with other students across Tasmania who participated this year.

Prep/Year 1

3rd place – Milla Walduck – Milla’s Zoo
2nd place – Jesse Cooper
1st place – Maddie Pike – My House

Year 2/3

3rd place – Shayur Sadhabiriss – Sweet Land
2nd place – Lucy Kershaw – Brixton Café
1st place – Sebastian Noonan – The Colourful Tower of DOOM

Year 4/5

3nd place – Issy and Hannah Markham – Our Dream House
2nd place – Riley Goninon – The Wreck
1st place – Hamish Quill – NASA HQ

Overall Winner for 2021 – Hamish Quill – NASA HQ

Miranda Creak

Bitlink visits

For the last 18 months, teacher Andy Prideaux has been helping a local company, Bitlink, develop a brand new Inquiry-based coding curriculum linked to the Australian Curriculum and using the theme of the Internet of Things – think Alexa, Google Home, automated agricultural watering systems etc…

The project is entering the final stages of development and so this week, the team from Bitlink came to Scotch Oakburn College to run a workshop with Year 4 Prideaux and to donate 14 Micro:bit kits to the Elphin Campus to enable us to access the lessons that have been created. They guided the class through the first few sessions and everyone had a great time.

We are one of few schools to have received these kits at this first stage.  A great opportunity to be involved in.

Lachie Wright
Head of Junior School  


Sydney Opera House workshop

Last week, Year 4 students worked in class groups to dial in live to the Sydney Opera House and participate in a storytelling workshop. This adventure style workshop required students to solve a mystery by inventing the story of who stole the Silver Shadow – and in fact, what the Silver Shadow actually involved. As a class group, students collaboratively built a picture of the suspect, by interviewing a bystander and using the objects contained in evidence boxes to piece together the location of the mystery. Working across other schools also helped develop our learnings around improvisation, play building and storytelling. Each adventure was unique!

Kylie Brewster


Bebras Computational Thinking Challenge

Congratulations to all Year 3-5 students who took part in the Bebras Computational Thinking Challenge for 2021. Over 31,000 students around Australia took part in this online event. Our teams showed much enthusiasm and enjoyment as they worked together to solve the range of online problems. The Challenge focuses on collaborative problem-solving skills along with critical and logical thinking capabilities.

Year 3

High Distinction

  • Tom Dobson & Henry Bishop
  • Ziggy Wolf, Nashwa Saleh Aljassem & Dezzy Wilson
  • Charlotte Moore, Hamish Cooper & Michaela Kriz


  • Willow Bonham, Georgia Byrne & Gwyneth McLoughlin
  • Mya Derbyshire, Lily Williams & Evianna Workman
  • Bharati Sundaram, Alfie Beaumont & Will Fawdry


  • Ryan Dhanaraj, Harry Allen & Zaaim Raza
  • Sebastian Williams & Thomas Walters

Year 4

Honour Roll (100%)

  • Ellie Walduck, Emma Campbell & Isabella Markham

High Distinction

  • Edie van der Aa, Clarice Kirschbaum & Milla U’Ren
  • Otto Allen, Ted Massie, Moses Lee-Archer & Zac Walters
  • Jasmine Ho, Nicoletta Bakirtzis & Ingrid Mills
  • Riwaj Koirala, Alex Poslon & Henry Chilcott
  • Douglas Hyde, Ewan Burbury & Bowen Yang-Sun
  • Zander Brock, Danielle Hextall & Amelia Verbeeten


  • Sarah Horsman, Audrey Green & Edie Kwan
  • Elizabeth Bartholemew, Poppy Beaumont & Sienna Ziesemer
  • Riley Beecroft, Evan Abbott & Rhys Morse
  • Charlie d’Emden & Deacon Sims
  • Sam Edwards & Hamish Quill


  • Tayah Rigby, Millie Corp & Maeve Dempsey
  • Ellie Toh, Hannah Chea & Meg de Deuge
  • Lucie Ackers, Clementine Dell & Chloe Hassell
  • Ida Eberle, Issy Adams & Poppy Marshall

Year 5


  • Anika Agarwal, Charlie Johnson & Lil Whittle


  • Shiv Kataria, Jessica Muldoon & James Seaman
  • Samantha Strong, James van der Aa & Zachary Vince

Marissa Saville


Hot Dog Day

The Junior School are having a Hot Dog Day on the last day of Term, Friday 9 April.  Hot dogs must be preordered via your My School Connect account by 9.00am Wednesday 7 April.

Hot Dog are $4 each.



/ Middle School

Celebrating Grandparents and Friends

What a wonderful way to begin the Easter long weekend, with Year 6 hosting their Grandparents and Friends in the Middle School.

Today we enjoyed the company of 110 guests as they explored our campus, finding out more about the 2021 learning environment.

For students, it was a wonderful opportunity to host, welcome, encourage and thank their grandparents and/or friends for the support they give them as a learner and as a young citizen contributing to the world.

I wish all Middle School families a wonderful Easter weekend.

Ben Green
Head of Middle School 


/ Senior School

From the Futures Centre

UTAS Health & Medicine Workshops – Year 11 & 12

UTAS are holding workshops across the next few months in Medicine, Paramedics, Medical Research, Nutrition, Exercise Science, Pharmacy, Psychology, Nursing or Laboratory Medicine.  These immersive workshops provide Year 11 and 12 students with an opportunity to explore real-world examples of research, study, and careers in the areas of health and medicine.

Students will work alongside academics and researchers and experience hands-on activities, work through scenarios, and ask questions about career pathways and opportunities.

Places are limited to around 20 students per workshop.

To register and for more information visit


Other events to be aware of this Month:

April –    UCAT Registrations and Test Bookings open for Year 12 students considering applying for Medicine or Dentistry. Register here
April –    Australian National University (ANU) University & Scholarship Applications OPEN NOW & close 24 May
April –     ADF Gap Year, Letz Live & Lattitude 2022 Gap Year applications open
April 4 –   Year 12 Tasmania Police Career Development Applications close 4 April
April 6 –   Tasmania Police Year 11/12 Information and Fitness Practice sessions open for registration. 6 April, 2.00pm and 6.00pm at YMCA Abbott Street Newstead. Email expression of interest to
April 18 – ANU Tuckwell Scholarship applications close this month
April 27 – Year 11 & 12 UTAS Health & Medicine Workshop applications close  – NEW

Teresa Darcy
Careers Advisor / VET Coordinator


Author: Michael Grose


Regularity and routine are the agents of sleep. It takes discipline to adhere to and commitment to making sleep a high priority. Helping kids understand how their body clock works, assisting them to work out their optimal bedtime and putting lifestyle habits in place can help them get the sleep they need to maximise their learning, wellbeing, development and overall performance. Here are some tips to help:

Understand the body clock

Sleep is regulated by a 24-hour body clock that manages the secretion of melatonin to send us to sleep and cortisol to wake us up. This amazing body clock is reset every day when light first hits our retinas. Sleep in late and the clock goes out of synch. When your child works with the rhythms of their body’s 24-hour clock they will give themselves the optimal chance for sleep success.

The sleep-wake cycle for teenagers is delayed by up to two hours. That is, they are sleepy later and awake later than when they were children. Melatonin, which makes them sleepy, is secreted as late as 11.00pm for some young people, which makes the time before bed-time a sleepless zone. Cortisol, the chemical that wakes them up is released at close to 8.00am for many teens. If this is the case, your young person’s brain wants to be asleep when they need to be awake for school.

Stick to sleep recommendations

The Raising Children’s Network recommends between 11-13 hours sleep per night for young children, 10-11 hours for primary school children and 8-10 hours for secondary school-aged kids. As every child is different, you may notice that your child needs more or less sleep than is recommended.

Develop good sleep hygiene habits

  • Start a regular bedtime routine at least 45 minutes out from bedtime to help kids get ready for sleep.
  • Eat and exercise at the right time. Sleep likes a relaxed body and a calm nervous system, so schedule exercise and active movement before mealtimes.
  • Create a sleep sanctuary. Restrict bedrooms to sleep and relaxation quarters and find other places in the house for time out and reflection, school work and active play.
  • Keep bedrooms cave-like. A child’s bedroom should be cave-like – that is, dark, cool and free from electronic devices. Darkness encourages melatonin, which regulates sleep-wake patterns.
  • Get up at a regular time. For optimal sleep, bed and wake up times need to be as regular as possible.

Lifestyle habits that promote sleep

  • Teach your child or young person to put away digital devices at least ninety minutes before bed-time
  • Minimise weekend sleep-ins and limit them to an hour more than usual, to keep the sleep clock operating on a regular basis
  • Encourage your child to go outside every day – take a walk, meet a mate (subject to COVID restrictions) or do an errand
  • Keep homework out of bedrooms, or at least out of beds. The brain associates activity with location, so if kids work while on their beds, it will be hard for them to mentally switch off from their schoolwork when the light finally goes out.
  • Confine caffeine to mornings. Consuming caffeine in any form close to bedtime is like throwing a wrecking ball through regular sleep patterns. The brain needs to calm down rather than be artificially stimulated if sleep is to occur.

Sleep is a critical component of enhancing a child’s wellbeing, learning, development and overall performance. Helping your child to get enough quality sleep will ensure that their brain and body are being used at full capacity.


Kylie Wolstencroft
Wellbeing Coordinator / Registered Psychologist


It is a big day in the Christian Calendar this week with Easter and then the Jewish Tradition celebrates Remembrance Day of the Holocaust.  Here is the schedule:

Friday 2 April
Good/Holy Friday –  Christianity
Commemoration of the suffering and crucifixion of Jesus Christ.

Sunday 4 April 
Easter – Christianity
The resurrection of Jesus Christ following his death by crucifixion.

Thursday 8 April
Yom HaShoah –  Judaism
Yom HaShoah (Holocaust Remembrance Day) is a day set aside to remember the six million Jews who died as victims of the Nazis during World War II and emphasizes respect for human dignity. Observed by many people of Jewish and other faiths.

May you all celebrate our week with love, joy and peace.

Rev Grace Reynolds
College Chaplain


In ‘Limitless Mind : Learn, Lead and Live without Barriers’ (Boaler, 2019), six keys to unlocking our boundless learning potential are explored. One of these is; ‘the times when we are struggling and making mistakes are the best times for brain growth.’

When we are willing to face obstacles and make mistakes in the learning process, we enhance neural connections that expedite and improve the learning experience. The research on the positive impact of mistakes and struggle is emerging from both neuroscience and behavioural studies of high achieving people. Widespread research now shows that mistakes positively contribute to the strengthening of neural pathways which lead learners from beginner stages towards becoming experts in all fields of learning.

This means that learning activities shouldn’t always be designed so that everyone is successful. For students (of all ages) to experience growth, they need to be working on and investigating questions and issues that challenge them, thought-stretching experiences that are at the edge of their understanding. Importantly, they need to be doing this in an environment that they know is safe and that encourages mistakes and explicitly makes them aware of the benefits of mistakes.

This last point is critical. Not only should the learning be challenging to foster mistakes; the learning environment must also be encouraging and supportive, so that students experience challenge and struggle as a motivator or incentive. Both components need to work together to create an ideal learning experience.

Learning from and through mistakes also involves being prepared to take learning risks, to ask challenging questions and embrace new problems, to investigate the unknown, to press on when hurdles arise, to practise relentlessly. All this requires self -belief and a growth mindset, both of which can be taught and be learned.  It also requires a learning culture or environment designed to encourage and support all these things. The well-worn Picasso quote is fitting here: ‘I’m always doing that which I cannot do, in order that I may learn how to do it.’

This snippet highlights one small element of our College learning vision, expressed through SOC2035 and its underpinning learner attributes. All of us – students, staff, parents, friends of the College – can utilise contemporary learning research to learn more, to find ways to learn better, and to become better learners. We are seeking the development of ‘limitless minds that enable us to learn, lead and live without barriers.’

For anybody wondering about Boaler’s other five keys to a limitless mind:

  • Every time we learn, our brain forms, strengthens or connects neural pathways. We need to replace the idea that learning ability is fixed, with the recognition that we are all on a growth journey.
  • When we change our beliefs (mindsets), our bodies and our brains physically change as well.
  • Neural pathways and learning are optimised when considering ideas with a multidimensional approach.
  • Speed of thinking is not a measure of aptitude. Learning is optimised when we approach ideas, and life, with creativity and flexibility.
  • Connecting with people and ideas enhances neural pathways and learning.

The more that we think about, understand and ‘live’ these keys, the more that we adopt a ‘can do’ mindset, we will thrive as learners and lift our hearts and spirits. We become more flexible, fluid and adaptable. Our learning is limitless.

Note: Jo Boaler is a mathematics professor at Stanford University and through her print and digital publications, Ted Talks, media appearnaces and work in schools has been a very influential leader in education worldwide over the past decade. Her Youcubed website is a great resource for educators and parents.

Lachie Wright
Head of Junior School



For students to thrive they need to become expert learners. They need to acquire a body of knowledge, skills, attributes and values that enable them to adapt and contribute in an ever-changing environment.

The skills, or capabilities for learning, include the basics of literacy, numeracy and the use of information and communication technology. More than this, they also encompass broader social skills of communication, collaboration and ethical behaviour and the ability to perform in an intercultural environment.

Today, the College is excited to launch a seven-part video series that outlines how Scotch Oakburn College is tackling this subject so that students thrive in the 21st Century.

In our first video, hear from College leaders as they unpack what a Learner Profile is and why it is so important.

Click here to view our first video. A new video will be released weekly for the next six weeks.

Andy Müller


/ Middle School, Senior School

On Tuesday 23 March, Scotch Oakburn College swimmers competed in the SATIS Swimming Carnival in Hobart. On what was a historical occasion with the College winning the Co-Ed Aggregate Shield for the first time since its inception in 1995, 26 years in the making. The College also won the Girls Junior and Girls Aggregate Shields and the Co-Ed Junior Shield. It was a fantastic effort by all swimmers; in particular our relays, which demonstrated the depth of talent across all age groups. Congratulations to all swimmers and to our captains, Wylie Howell, William Gray and Ellie Muller for their excellent leadership throughout the swimming season. Outstanding results are as follows.

Jed Routley: U13 50m Breast 2nd

Emily Atherton: U13 50m Free 3rd, U13 50m Breast 3rd, U13 50m Back 3rd

Atlan Devin: U14 50m Free 2nd, U14 50m Back 2nd, U14 100m Free 2nd

Sam Mulford: UI14 50m Breast 3rd

Taylor Brock : U14 50m Free 1st, U14 100m Free 1st, U14 50m Fly 1st, U14 50m Back 1st

Mia Irani: U14 50m Breast 1st

John Skipper: U14 50m Fly 2nd

Emily Mitchell: U16 50m Back 1st, U16 50m Breast 2nd, U16 100m Free 2nd

Xavier Nesbitt: U15 50m Breast 1st

Bella Muldoon: U16 50m Free 2nd, U16 50m Fly 2nd, U16 50m Back 2nd

Charlotte Pilsbury-Milne: U16 50m Free 2nd

Lachie Robbins: U16 50m Free 2nd, U16 100m Free 2nd, U16 50m Back 3rd

Amy Muldoon: Open 50m Free 3rd, Open 100m Free 3rd, Open 50m Fly 1st, Open 50m Back 2nd

Boys U14 Medley Relay 1st
Girls U14 Medley Relay 2nd
Girls U16 Medley Relay 1st
Boys U16 Medley Relay 2nd
Girls Open Medley Relay 3rd

U13 Girls Freestyle Relay 3rd
U14 Girls Freestyle Relay 1st
U14 Boys Freestyle Relay 1st
U15 Girls Freestyle Relay 3rd
U16 Girls Freestyle Relay 1st
U16 Boys Freestyle Relay 1st
Open Girls Freestyle Relay 3rd

Jane Gregg
Person-in-Charge of Swimming


/ Middle School, Senior School

Many students from Year 7, 8, 9 & 10 studying Japanese had the opportunity this week to partake in the Japanese Roadshow.

Students were curious to know what they were in for and I think it can be said that all had a good time! There were two main activities, namely, learning the moves to a traditional dance called “Yosokoi” which required students to be courageous and also participating in an “Undookai”, Japanese sports day activities, requiring collaboration.  The dance came about after the depression from World War 2 as a means to encourage and lift the spirit of the Japanese people.  The accompanying “naruko”, clacker like instruments, were a real hit!  Sports Day activities included “tamaire”, throwing little balls into a high basket, “oodama”, a teamwork activity involving huge blownup balls and “dekapan “, a race involving big pants.

Jenny Banbury
Coordinator of Japanese


/ Junior School

Learning in Lemana

What’s beneath your feet?  How has the earth’s surface changed over time due to natural processes and human impact?  Small things Matter. Micro:bits and the Internet of Things.

These are examples of key questions and topics currently under investigation by students in Years 3 and 4 in classrooms in Lemana and The Stables. These starting points are intriguing, engaging and enthusing learners in a range of knowledge building, skill development and learner attribute growth experiences across subject areas from a curriculum perspective  – Humanities, Science, Technology at the forefront. Communication skills (English, Maths in particular) development is an ongoing thread through all of these investigations.

Visitors to classrooms in this part of the school will see many examples of ways in which students are researching, communicating their findings and displaying their learning.

Lachie Wright
Head of Junior School


End of Term 1

Term 1 finishes for all Junior School classes on Friday 9 April. The Vacation Care program commences on Monday 12 April.

In the meantime, the College is closed for the Easter break with no classes on Good Friday (2 April), Easter Monday and Easter Tuesday (5 and 6 April).

A short Easter Service for Years 2-5 students will be held at school on Thursday 1 April.

ANZAC Day (25 April) falls during the school holidays this year. There is no Launceston ANZAC March, but schools and other community groups have been invited to a wreath laying ceremony at the Cenotaph on ANZAC Day. The College will be represented at this by a group of four students from the Elphin Campus and four from the Penquite Campus.

Term 2

Term 2 commences for all students on Tuesday 27 April. Winter uniforms should be worn at all year levels in Term 2.

Hot Dog Day

The Junior School are having a Hot Dog Day on the last day of Term, Friday 9 April.  Hot dogs must be preordered via your My School Connect account by 9.00am Wednesday 7 April.

Hot Dog are $4 each.



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