AnnuAl RepoRt 2011 - The Scots College

The Scots College
Sydney Australia
Annual Report 2011

Scots boys grow into fine men
Table of Contents
Annual Report 2011 3
School Context
College Council
A Message from the Chairman of the College Council
College Principal
A Message from the Principal
College Head Prefect
A Message from the Head Prefect
Community Engagement and Partnerships
Parent and Student Satisfaction
Teacher Satisfaction
The Learning Environment 15
State-Wide Tests and Examinations
Senior Secondary Outcomes
Student Retention Rate
Post School Destinations
Leadership and Governance 27
Access to College Policy
Student Welfare Policy
Student Management and Discipline Policy
Reporting Complaints and Resolving Grievances
Attendance Policy and Procedures: Senior School
Attendance Policy and Procedures: Preparatory School
College Determined Improvement Targets
The Christian Foundation of the College 39
Initiatives Promoting Respect and Responsibility
Financial Strength – Building for the Future 41
Enrolment Policy
Bursaries
Summary of Financial Information
Staff Professional Learning and Growth 23
T-12 Professional Learning Program
Professional Development Activities
Teacher Standards
Workforce Composition
The Scots College
Victoria Road, Bellevue Hill NSW 2023
Phone: (+61 2) 9391 7600
Email: communications@tsc.nsw.edu.au
www.tsc.nsw.edu.au
www.myschool.edu.au

AnnUAL REPORT 2011
School Context
The Scots College is a distinctive Australian school that
defends the honourable traditions, adventures and learning
of boys. Scots is a non-selective Presbyterian GPS boys’
school for day and boarding students from Sydney, New
South Wales and many different nations around the world.
Glengarry, Scots’ outdoor campus in the Kangaroo Valley,
is home to Year 9 boys for two terms each year. All students
board for that semester, completing a rigorous academic
program, integrated with field studies and a challenging
outdoor education program. Glengarry and our extensive
sporting and co-curricular programs provide critical
pathways in the development of young leaders.
Brave Hearts Bold Minds
2011 has seen significant work invested in development of
the BHBM educated philosophy. We encourage our young
men to reflect on the metaphor of a rope with three strands.
One strand represents the spirit they have within them and
acting upon them, directing their faith perspective, values,
and moral compass, and their capacity to carry this spirit
into the lives of those around them. The second strand
represents the word, spoken, written and evident in the
natural laws of the creation, given to them that they might
know the truth through faith, reason and scholarship, and
carry and share this knowledge through all the days of their
lives. The final strand to the rope represents the world. This
is their opportunity to connect with and serve those around
them and to seek to enhance the lives of others. We believe
that the quality of one’s leadership springs from the quality
of one’s heart – the values, virtues, priorities and hopes.
The power and collective aim of the three-stranded rope is to
produce right-heartedness, right thinking, and right action.
We argue that when these three concerns are held together in
synthesis, then our boys should be well prepared to make a
significant contribution to the shaping of Australian society
and culture. With Brave Hearts and Bold Minds – head, heart
and hands engaged – they might become strong, secure,
humble and powerful. As we are reminded in the wisdom
literature of the Book of Ecclesiastes (4:12) ‘a cord of three
strands is not easily broken’.
The Scots College’s quest for excellence in all spheres of
learning, sport, co-curricular, leadership and service is
increasingly evident in our boys’ lives. Our vision for learning
is framed by our Brave Hearts Bold Minds philosophy where
creative and courageous thinking, rigorous and disciplined
learning, and refined character come together in a culture of
high expectations.
Characteristics of the Student Body
Number
Total Number of Students 1785
Number of Indigenous Students 12
Number of Full Fee Paying
Overseas Students
37
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CoLLEGE COUNCIL
A MESSAGE FROM THE CHAIRMAN OF
THE COLLEGE COUNCIL
As we are now well into our five year Strategic Plan, Scots to
the Fore: Brave Hearts, Bold Minds, it is both exciting and
gratifying to see significant progress consistent with the
vision that the College Council has set out in the Strategic
Plan. 2011 has seen challenges overcome and achievements
made as the College has boldly moved forward.
The Strategic Plan provides a well-defined framework
ensuring all operational activity is purposefully aligned
to fulfilling the long term vision and mission of The Scots
College. The activity undertaken at the College in the last
12 months has been an encouraging reminder that we
are indeed part of a community with vision; a community
committed to building a lasting legacy for future generations.
The student population continues to grow, with enrolment
figures increasing again in the 2012 intake. This is a trend
the College has been delighted to see as it demonstrates in a
practical way the continuing importance placed by families on
providing one’s son with a Scots education. In addition to this,
a strong student population brings with it greater opportunity
for the individual, as the College is better positioned to create
new programs, improve facilities and provide a more tailored
approach to the learning of every boy.
With the expansion of the Early Learning Centre (to include
a Transition program for three and four year olds), Boarding
House developments (to improve boarding facilities and
maintain our heritage buildings) and plans under way to
construct a Business Studies Centre, The Scots College is
following planned steps towards its vision for the future.
While it is important to look to the future ahead, it is
also exciting to see the Scots community enjoying these
developments today.
Many of these developments would not be possible without
the unwavering support of the broader Scots community
and I wish to acknowledge the many Old Boys, staff, parents
and Council members who have played a significant role
in seeing these projects come to life. The College is truly
grateful for every contribution made; be it through financial
support or an individual’s time, expertise or advocacy. It is
through the work of many that The Scots College has built a
strong community that makes the Scots experience unique.
This sense of unity is a strategic priority for the College and
we are committed to continually strengthening our culture as
a welcoming, accessible and outward-looking community.
The strength of our International, Indigenous, Bursary and
Community Service programs are testament to the College’s
commitment to creating a diverse student body, consisting of
well-rounded young men who possess a servant heart. These
programs are well supported within the community and
reflect key aspects of our Christian values and Presbyterian
heritage.
The College Council continues to work effectively in the
governance of the College. The work of Council and its
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committees is characterised by a commitment to strategic
planning, financial management and risk management.
The Chairman and members of Council attend a range of
meetings, events and functions and are kept informed
about the College through the work of Council’s committees
and regular reporting by the Principal. We have in place a
balanced Council with a diversity of strengths that reflects
the differing backgrounds and qualifications of its members.
In addition, we are grateful for the support of the members
of all sub-committees of Council that allow us to access the
valuable expertise that exists in the wider parent body of the
College.
I wish to acknowledge the Christian leadership, vision and
achievements of our Principal, Dr Ian Lambert. It has now
been five years since the appointment of Dr Lambert as
Principal of The Scots College and we continue to appreciate
the valuable contribution he is making within the community.
We look forward to working further with Dr Lambert in
coming years; with a focus on achieving strategic priorities to
enable our vision for the future to flourish.
College Council 2011
By delivering world-class boys’ education through the
provision of excellent programs and facilities within a
distinctive and supportive community, we can confidently
move forward knowing that we have a strong College in 2012
and beyond.
Philip Mitchell
Chairman of Council
“The strength of our International,
Indigenous, Bursary and Community
Service programs are testament to the
College’s commitment to creating a diverse
student body, consisting of well-rounded
young men who possess a servant heart.”
5

COLLEGE PRINCIPAL
A MESSAGE FROM THE PRINCIPAL
As one of Australia’s leading independent day and boarding
schools, The Scots College is a learning community where
academic rigour, personal integrity, humour and hard work
are equally encouraged. We are a school community of high
expectations. At the same time, we are devoted to helping
students develop intellectual, physical, spiritual, artistic
and personal interests. Our strong emphasis on leadership
preparation, constructive service and personal fulfilment
combine to challenge and inspire students to reach new
levels of inquiry, understanding and achievement. Ours is
a rich vision and an equally rich everyday reality.
Through our Brave Hearts Bold Minds philosophy at The Scots
College, we recognise that it takes a universe to nurture a boy,
both in outer form and inner spirit. It takes a universe to educate
a boy, and a universe to sustain a boy’s inquisitive nature.
In building our age-relevant models of learning at Scots, we
recognise the need for a special journey and adventure in the
hearts of young boys and men. In modern western society
many messages designed to reach, inspire, encourage and
protect young men ultimately fail. The reason is simple:
they ignore what is deep and true to a man’s heart, his real
passions, and simply try to shape him up through various
forms of pressure.
Young men need significantly more. They need a deeper
understanding of why they long for adventures and
challenges and have a deep desire to find love and offer love.
They need a deeper understanding of why to be swept up
into adventure is, at one and the same time, an exhilarating
and a frightening thing. All our boys are blessed with special
qualities, skills and sensitivities that need to be fulfilled.
Our College is resourced in such a way that we can open up a
universe of possibility for our boys.
2011 has been a year of challenge, change and achievement.
As we continue our quest to position The Scots College
as a boys’ school with a strong culture of excellence, we
acknowledge the broad base of support that we receive from
our students, staff, families and Old Boys.
At The Scots College we believe leadership should be
prompted through a compassionate commitment to others,
a desire to serve and a vision for human excellence. Our
College’s Christian mission challenges us daily to be
responsive to student’s needs and unique contributions,
and to be proactive in the development of a culture and
philosophy of care. Through the diversity of our programs, we
aim to encourage and unfold, to the fullest extent possible,
the students’ particular and unique gifts and abilities. We
hope that their lives will be ones of constructive service to
their immediate neighbour, to the world and to God.
Central to our efforts to build an intellectual community is
our dedicated faculty and staff team. Through the provision
of academic rigour and personal challenge with a caring
heart, the faculty serves as teachers, coaches, advisors,
mentors and friends. Our staff teams have focussed
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their professional development on the clarification and
integration of key philosophical distinctives into all areas
of learning across the T-12 spectrum. This has provided a
powerful platform for our future growth, improvement and
alignment of focus.
At The Scots College, we believe that the true measure of a
successful education is not the quantity of knowledge that
a student gathers during his school years, but rather, his
capacity to learn and his appetite to know. Intelligence and
knowledge are defined more broadly in this modern era and
excellence is achieved and recognised across many domains.
The quest for knowledge, insight and wisdom is part and
parcel of the life of the one who excels. We plan for and
desire to see young men who are principled, compassionate
and engaged learners striving to maintain a firm grasp of
every aspect of their humanity.
Our collective aim is that our boys and young men will
become confident and well-grounded men of integrity with a
strong sense of identity, values and character.
Excellence at Scots is understood to be something of the
highest quality that sets the standard to be followed and is
something of great virtue and worth. Creativity, initiative,
intelligence, determination, entrepreneurship and
individual and team effort uncovers new ways of living and
sharing and new resources for human experience. These
unique points of focus align to provide a united philosophy
and a common ethos.
It is important to single out the significant work of our
boarding and residential staff at Bellevue Hill and Glengarry.
With the introduction of Assistant Housemasters with
specific responsibility for academic leadership in the
Houses, we have been able to review and improve many
aspects of our boarding experience. Our significant Outdoor
Education and Boarding Program and facilities means we are
a residential community where life and learning continues
seven days a week. Consequently, teaching and learning
continues beyond the classrooms and across our multiple
campuses. For students, there is the opportunity to live with
and learn from classmates from around the nation and the
globe. Their diverse backgrounds and perspectives stem
from more than just geography. We acknowledge and thank
our boarding and residential teams for their care, concern
and nurture of our boys who live away from home.
As we begin the 21st century, our staff continue to teach
young men the value of learning and achievement, service to
others, and respect for the individual. We believe that these
goals can best be accomplished by exposing students to a
wide range of ideas and choices in the context of a rigorous
curriculum and a supportive academic and residential
community. Therefore, we welcome students and teachers
of various talents and backgrounds, and we encourage
their dedication to a multiplicity of pursuits — intellectual,
spiritual, and physical — that will enable them to succeed in
and contribute to a complex and changing world.
In 2011, the completion of the total rebuilding, renovation
and redevelopment of the Mansion Road campus has been a
significant infrastructure improvement in the College.
In many respects, 2011 has been a year where we have
focussed on leadership in middle management and program
review. The ongoing development of the Senior School into
faculties with the appointment of Academic Deans has served
to strengthen curriculum development and delivery, prepare
the ground for comprehensive staff appraisal and professional
development, and establish a cyclical review and evaluation
framework across all dimensions of the College. Our detailed
Operational Plan has served to guide the achievement of our
goals in 2011 around the Key Result Areas identified in Scots to
the Fore: Brave Hearts, Bold Minds, Our Strategic Intent 2010-
2014, The Christian Foundation, The Learning Environment,
Staff Professional Learning and Growth, Financial Strength,
Community Engagement and Partnerships, and Leadership
and Governance.
The Scots College is developing a strong profile across a
broad range of distinctive programs. In 2011 we continue
to be recognised nationally and internationally for our
outstanding Pipes and Drums; large Cadet unit (with more
than 400 boys); sporting strength including the National
Champion Snowsports teams (Prep and Senior School);
Glengarry Outdoor Education Program; academic innovation
and achievement; Pastoral Care; Performing and Creative
Arts; Service Learning; community service and Christian
focus. Whatever their age or level of ability, The Scots
College inspires boys to develop their talents and reach for
excellence in everything they do.
As a leadership team, we have been consciously attempting
to internally align our Strategic Plan with our operational
effort and deliver results. Creating networks, managing
relationships, remaining balanced, and adapting rapidly to
change meant that our Vision, Mission and Values remained
at the core of our general direction, culture and priorities.
7

“2011 has been a year of challenge, change and
achievement. As we continue our quest to position The
Scots College as a boys’ school with a strong culture of
excellence, we acknowledge the broad base of support
that we receive from our students, staff, families and
Old Boys.”
Many wonderful moment by moment adventures and
challenges await our fine Scots boys.
It is also an extraordinary time to be young, and it’s our
challenge to provide an extraordinary education for the
young. The lessons of adventure, risk-taking, courage, selfdenial
and endurance are all important in the preparation
of a balanced and well rounded life. As we prepare our
students in every way possible to be citizens of the global
environment, to be contributors to it and to believe that
they can make a difference, we ensure that Scots is as open
as possible to the world and offers the students a wide
range of opportunities. There is no doubt we live in a time of
incredible excitement and promise.
With the deepest respect, I would like to acknowledge and
thank our Head Prefect, Harry Foxton, and his 2011 student
leadership team for their outstanding leadership this year.
Harry has modelled exemplary leadership qualities such
as dignity, humility, integrity, character and vision and has
inspired a culture of excellence through service. On behalf
of the staff and students, I congratulate the Senior boys on
their leadership and success, and express our gratitude for
everything they have contributed to our community over
many years. The spirit of Scots is alive and well as a result of
their collective legacy.
2011 has been a year of great blessing and achievement.
I thank our broad community for their support and
encouragement and trust that 2012 will continue to
strengthen and affirm our deep commitment to The Scots
College and the education of fine young men.
Scots to the fore!
Dr Ian PM Lambert
Principal
8

COLLEGE HEAD PREFECT
A message from the Head Prefect
At Speech Day last year, 2010 Head Prefect Lachlan Weir
passed on the ‘torch’, challenging us to guard the traditions
of this wonderful College. This year there can be no doubt,
we have done exactly that.
This year has seen the bond between all boys strengthened
further. The ‘band of brothers’ have achieved so much,
including:
• the College’s first win at the Head of the River in 25 years;
• the Boat Club’s first GPS point score championship;
• the 1st XV placing second in their GPS competition with 13
GPS representatives, ten State representatives and four
Australian representatives coming from the 1st XV;
• the 1sts Basketball’s GPS premiership;
• the first ever GPS premiership for the College in Association
Football; and
• Snowsports dominated again, winning both the State and
National championships.
Sport, however, is not everything. The College produced
the State Shakespeare champions, and 11 boys from Years
7 to 10 were awarded High Distinctions in the Australian
English Competition, and 35 High Distinctions in the National
Chemistry Competition.
The successes that we have seen this year should feed
every single Scots boy with a confidence that he can
achieve excellence through determination and hard work.
The rhetoric of the quest for excellence has become a reality.
As Captain of Boats, BJ Edwards, said at the rowers’ send off
this year, “If you think you’ll lose, you’ve lost; if you think you
are beaten, you are; if you dare not take a step out of your
comfort zone, you won’t; if you like to win but don’t think you
can, it’s almost certain you won’t. Out in the world success
begins with a state of mind.”
This state of mind that BJ described is one that must be
adopted by every Scots boy. Whether he is continuing on at
school or leaving, in both worlds success truly does begin
with a state of mind. Cameron Jarvis, Captain of Football, had
this to say three days before the final game against Grammar,
“A few weeks ago we had settled for second, but now if we
come second it will feel like we’ve lost.” What Cameron
said, I believe, summarises the change that this College has
seen in the last few years. When previously second place
would have been a victory, it is now a lost opportunity. I am
sure that you all will remember great highlights from this
year — perhaps the courage of Will Rayner’s try in the last
play of the day against Shore, snatching the day with steely
determination and single minded focus.
This progress has been no accident. On behalf of the class
of 2011, I would like to take this opportunity to thank the
whole College community for their support, our teachers,
coaches and mentors, our parents, and our inspirational Old
10

Boys. In particular, I would like to thank Dr Lambert for his
visionary leadership and his challenge to continue to strive
for excellence. The sense of confidence and growth is all
pervasive.
At the start of the year, the Prefects set goals to build College
spirit, to build a sense of pride and a commitment to service.
Each Year 12 student set his own individual goals for his HSC
year. As we, the Class of 2011, leave the College, we now
have the opportunity to refocus and set goals for our lives
beyond Scots – goals that will enable us to become men
of honour, men who will make a difference in the lives of
others. I wish you all the very best in whatever you choose
to do, and I hope that you will always reflect on what it is to
be a Scots boy, and always value your time at Scots and your
association with the College.
“The successes that we have seen this
year should feed every single Scots boy
with a confidence that he can achieve
excellence through determination and
hard work. The rhetoric of the quest for
excellence has become a reality.”
To the boys of the College I encourage you to continue to
build on what has been achieved this year and continue to
strive for and redefine your definitions of success, both for
yourself and for your College. I wish you the very best.
Scots to the fore!
Harry Foxton
Head Prefect 2011
11

Community Engagement and Partnerships
Parent and Student Satisfaction
The most valued aspects nominated by the 2011 Year 7 and 12
parents were:
The College is committed to listening to the views and
expectations from parents and students and commissions
independent annual surveys on a wide range of related
educational topics.
The feedback from parents and students assists the
College with operational and strategic planning and with its
determination to continually improve its value proposition
and the quality of educational experience offered to
students.
In 2011 a total of 247 parents and 270 students from Years
7 and 12 completed the surveys, providing views on such
areas as meeting expectations, satisfaction, Christian
life at the College, academic performance, pastoral care,
co‐curricular, sport, key learning areas, teaching, boarding,
communication, administration and leadership, facilities
and parent engagement.
A selection of top level findings from parents and students is
detailed to the right.
Year 7 and 12 Parents
Warm embracing community that values diversity
Observing son’s development into a confident young man
Son’s friendships
Accessible, inspiring and understanding teachers
Balanced, boy-focused education
College values
Academic Program
The respect for each student regardless of ability
Year 7 and 12 Students
Strong friendships
Challenging academic program
A good all-rounded education
Enjoyable co-curricular activities
Glengarry
A good sports program
Relationship with the teachers
The Scots community
Source – extracts from Parent Survey 2011.
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In addition to specific performance feedback, parents and
students provided open ended responses on a number of
areas relating to College life.
The following extracts are ‘open responses’ from parents and
students on what they value about Scots.
2011 Year 7 and 12 parent quotes in relation to what they
valued about Scots:
“Always striving to do better from an educational,
administration and sporting aspect. I like the history and
pride the College instills in the boys. The College teaches
respect for themselves, peers, educators and those less
fortunate. I do like how the College does not ‘settle’
and continually looks to improve and stay ahead of the
game academically.”
“I am proud to be a Scots parent – its values and traditions are
similar to the ones I was brought up in the UK to respect. The
parents are welcoming and there is a family atmosphere about
the College. I have trust in my belief that the College’s aim to
find the area of excellence in my son will be successful.”
“I value the level of care and understanding that not only the
staff but the more senior boys show the new boys.”
“For my sons I value the education they received, the
friendships they made, the opportunities that were open
to them, the confidence they gained, and the academic
and sporting experiences they had. For my husband and
myself, I value the opportunity we have had to develop new
friendships, watch all the boys grow and develop and enjoy
visiting Sydney regularly.”
“I value the tradition. The school provides an all-round
experience for the boys no matter who you are or where you
come from … rich or not so privileged.”
“I value my friendship and learning environment with my
association at Scots as I rely on both to be a happy teenager.
I also value my Housemaster and the school sergeants as they
have helped me. I now have a story on all the teachers that
have helped me. Sergeant Abbot helped me get my stolen
phone back as soon as he heard about it. Mr Potter is a really
nice man to talk to and helps me as much as he can.
Mrs Panas told me about the afternoon study classes that
have helped me focus. Mr Barlow (Housemaster) helped
me earlier this year with a problem, and now I have no more
issues with it.”
“My Housemaster is very nice and helps me out with any
problem I may have.”
“The friendships I have made, the tradition I am part of and
the spirit of the school, which makes me so proud.”
“The thing I most value at Scots is getting a well balanced
education. When I’m older and on my own I will need
everything I’ve learnt to get myself a fine job and to live a good
life. Everything taught at Scots is necessary for this.”
“I value the experiences I gained at both Glengarry and the
College. The friends I have made here and the achievements
that I have made both personally and for the school are highly
valued. I will miss certain teachers who I find are excellent and
know that what they teach will last me a lifetime.”
“I valued the friendships I made with both peers and teachers.
The Glengarry program was also a great experience for me as
well as the camps out of school. The sports and co-curricular
program was also pleasing, the school allowing me to do two
co-curricular that I enjoy.”
“My son has thrived during his time at the College, and as a
parent, Scots has a warm, inclusive, egalitarian atmosphere.”
Some 2011 Year 7 and 12 Student quotes in relation to what
they valued about Scots.
“I am a music scholar so I like my music, but I also highly value
academics as well as sport. I enjoy both cricket and soccer
very much.”
“I enjoy being part of one of the most prestigious schools in all
of Australia and I also feel proud that I go to a school that has
a good sporting and academic program.”
13

TEACHER SATISFACTION
The commitment and professionalism of College staff
is widely recognised within the College community and
reflected in the high quality teaching, learning, co‐curricular
and Pastoral Care programs. Our strategic intent places
a high emphasis on professional growth of staff. A range
of staff welfare initiatives continue to provide support to
teaching staff, generating pride in their profession and
the College.
Detailed surveys are undertaken each year and the Director
of Curriculum and Staffing carefully analyse findings to
support the development of a positive and supportive
working environment for all staff.
A questionnaire is conducted with all new staff following
their initial induction and time at the College to allow
feedback following their first few months. This provides
quality information that is reported to the College Executive
to ensure constant improvement to the recruitment process
and the initial induction as well as continuous support for
new staff.
Once a year, a survey is carried out with all staff regarding
their general satisfaction and view of opportunities
within the College. The level of response has increased
considerably over the last three years with honest and
reliable feedback. Confidence continues to grow amongst
College staff.
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the learning environment
STATE-WIDE TESTS AND EXAMINATIONS
NAPLAN Results
In May 2011, students in Years 3, 5, 7 and 9 completed National Assessment Program Literacy and Numeracy (NAPLAN) tests.
These tests provide information regarding a subset of the knowledge and understanding developed through study of the
curriculum in English and Mathematics. Parents were encouraged to review NAPLAN data in conjunction with College reports
that provide more comprehensive data throughout the year.
While it must be acknowledged that this test profile is by necessity a narrow snapshot of performance in a small subset of
the total curriculum, the data does provide schools with useful information regarding student progress. A continuum of skills
has been defined in each test area. Student performance in each task is matched to a subset of six of the ten bands on the
continuum. This allows schools to track actual growth in performance rather than simply look at each student’s relative rank
within their cohort. Year 3 student results are reported against Bands 1 to 6, Year 5 students are reported against Bands 3 to 8,
Year 7 students against Bands 4 to 9 and Year 9 students against Bands 5 to 10.
15

% TSC Students in the
Top 3 Bands
% NSW Students in the
Top 3 Bands
Year 3 Reading 86 68
Year 5 Reading 80 56
Year 7 Reading 84 55
Year 9 reading 85 50
Year 3 Writing 95 82
Year 5 Writing 77 57
Year 7 Writing 75 47
Year 9 Writing 73 45
Year 3 Spelling 84 72
Year 5 Spelling 74 63
Year 7 Spelling 68 62
Year 9 Spelling 71 56
Year 3 Grammar and Punctuation 84 74
Year 5 Grammar and Punctuation 77 64
Year 7 Grammar and Punctuation 73 51
Year 9 Grammar and Punctuation 78 51
Year 3 Numeracy 86 67
Year 5 Numeracy 87 58
Year 7 Numeracy 90 57
Year 9 Numeracy 93 51
Year 3 Data, measurement, space, geometry 80 61
Year 5 Data, measurement, space, geometry 82 61
Year 7 Data, measurement, space, geometry 86 54
Year 9 Data, measurement, space, geometry 91 53
Year 3 Number, Patterns and Algebra 82 64
Year 5 Number, Patterns and Algebra 82 61
Year 7 Number, Patterns and Algebra 90 60
Year 9 Number, Patterns and Algebra 95 51
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School Certificate Tests
Key to results
Band 6 5 4 3 2 1
Mark Range 90 – 100 80 – 89 70 – 79 60 – 69 50 – 59 < 50
Computing Skills were assessed on a different scale
Highly Competent Mark range
Competent Mark range
80 – 100 50 – 79
Cumulative Percentage
English
Literacy
Mathematics Science Australian
History
Australian
Geography
Proportion of TSC students in the
top 3 of the 6 Bands
Proportion of the students across
the State in the top 3 Bands
97.85 81.79 91.96 80.20 80.21
84.25 47.43 69.03 57.42 57.18
The performance of the Year 10 students in the School Certificate exams was pleasing. When compared to performances
across the State, Scots students achieved more than twice as many Band 6 performances in Mathematics. In Science,
Australian History and Australian Geography, Scots students achieved nearly twice as many Band 6 performances compared
to performances across the State.
Year 10 students also participated in the School Certificate Computing Skills Test. While many of the students have not
undertaken elective courses in Information Technology across Years 9 and 10, computing skills were embedded within all
School Certificate courses. The results for this test are not reported using Bands. 77% of Scots students placed in the highest
category (compared with 52.47% of the rest of the State).
17

School Certificate Grades
The College awards School Certificate grades to reflect achievement at the end of Stage 5 (Year 10). The Board of Studies
publishes Course Performance Descriptors that are designed to ‘describe’ performance Bands. Grades awarded by
the College were submitted to the Board of Studies for their approval. The Grades A, B, C, D and E summarise student
achievement with an ‘A’ reflecting an ‘Extensive’ level of performance, a ‘B’ reflecting ‘Thorough’ levels of attainment and
a ‘C’ reflecting ‘Sound’ levels of achievement. A ‘D’ grade reflects ‘Basic’ achievement and an ‘E’ reflects ‘Elementary’
achievement. The choice of a particular grade was made on the basis that it provides the best overall description of the
student’s achievement of the Stage 5 syllabus outcomes.
While performance in the core subjects remains strong, there have also been strong performances in a number of elective
courses.
School Certificate subjects
% TSC students awarded
grades in the top 3 bands
Number of students
English 99 193
Mathematics 84 193
Science 94 193
Australian Geography – 100 hours 94 193
Australian History – 100 hours 92 193
Commerce – 200 hours 96 114
History Elective – 200 hours 96 25
French – 200 hours 100 22
Indonesian – 200 hours 96 24
Latin – 200 hours 100 15
Design and Technology – 100 hours 0 2
Design and Technology – 200 hours 91 42
Graphics Technology – 200 hours 100 10
Drama – 200 hours 100 18
Music – 200 hours 100 7
Photographic and Digital Media – 200 hours 97 35
Visual Arts – 200 hours 97 29
PDHPE – 200 hours 97 193
18

Higher School Certificate Results
In 2011, 169 students completed their Year 12 program with 168 qualifying for university entrance. One hundred and seventysix
of the papers completed by the students of The Scots College were at Band 6 level. Seventy-two Scots boys appeared in
the Distinguished Achievers listings, many with their name appearing in multiple subject listings. Eight boys achieved Band 6
results in 10 or more units.
In all the areas of study the boys’ results were significantly higher than the State averages.
TSC performance relative to the
State (candidature)
% TSC in Band 6 or
equivalent for 1 unit
courses
(% State Band 6)
% TSC in Bands 6 and 5
or the equivalent for 1
unit courses (% State in
Bands 5 and 6)
% TSC Bands 4–6
(% State Bands 4–6)
Chemistry
(44 students)
47.72
(11.04)
84.08
(39.98)
100
(71.8)
General Mathematics
(59 students)
22.03
(7.03)
62.70
(24.26)
83.03
(49.98)
English as a Second Language
(10 students)
30.00
(5.67)
70.00
(32.21)
100
(68.49)
Mathematics Extension 1
(39 students)
66.66
(35.93)
100
(84.47)
100
(97.60)
Physics
(40 students)
20.00
(8.92)
65.00
(36.22)
92.50
(70.96)
Mathematics 2 Unit
(54 students)
20.37
(18.30)
77.77
(51.22)
100
(78.49)
History Extension
(4 students)
100
(25.59)
100
(74.16)
100
(97.62)
Business Studies
(82 students)
14.63
(7.06)
59.75
(31.97)
89.01
(65.20)
Mathematics Extension 2
(20 students)
80.00
(39.23)
100
(91.65)
100
(98.53)
Biology
(21 students)
9.52
(7.89)
52.37
(30.96)
90.46
(60.75)
Two Scots boys were placed third and eighth in the State for Chemistry.
In Drama one student was selected for inclusion in OnSTAGE, the annual exhibition of outstanding HSC Drama Projects,
and in Design and Technology two boys were nominated for Design Tech 2011. In Visual Arts, six boys were nominated for
ARTEXPRESS with three of those boys’ works being selected.
95% of the tracked students were at or above the Value-Added Benchmark. The Value-Added Benchmark is the expected
improvement in achievement for students between the School Certificate and the Higher School Certificate. This was
the equal highest figure recorded in the past four years. Academic growth was strong across the ability range and most
consistent towards the higher end of that range. Sixty-one students exceeded the benchmark by a significant margin while
none were significantly below it.
19

Comparison between TSC and State Band 6 Performances
100
Percentage
80
60
40
20
% TSC
0
Ancient History
Biology
Business Studies
Chemistry
Drama
English as a Second Language
English Extension 2
General Mathematics
History Extension
Indonesian Continuers
Mathematics
Mathematics Extension 1
Mathematics Extension 2
Music Extension
Physics
Studies of Religion 1
% State
Senior Secondary Outcomes
Demand for Vocational Education and Training Courses has remained low. 9.6% of students undertook
Vocational Education and Training as part of their Year 12 studies with 100% of students achieving a Higher
School Certificate.
20

2011 HSC Results
100
100
% Students in bands 4 - 6
80
60
40
20
% Students in bands 4 - 6
80
60
40
20
% TSC bands 4 - 6
% State bands 4 - 6
% TSC bands 4 - 6
% State bands 4 - 6
Drama
Economics
0
0
English (Advanced)
Ancient History
English (Standard)
Biology
English as a Second Language
Business Studies
English Extension 1
Chemistry
English Extension 2
Design and Technology
French Continuers
Drama
General Mathematics
Economics
Geography
English (Advanced)
History Extension
English (Standard)
Indonesian Ancient Continuers History
English as a Second Language
Indonesian Extension Biology
English Extension 1
Business Latin Continuers Studies
English Extension 2
Legal Chemistry Studies
French Continuers
Design and Mathematics
Technology
General Mathematics
Mathematics Extension Drama 1
Geography
Mathematics Extension Economics 2
History Extension
English Modern (Advanced) History
Indonesian Continuers
English Music (Standard) Extension
Indonesian Extension
English as a Second Language Music 1
Latin Continuers
English Extension Music 2 1
Legal Studies
English Extension PDHPE 2
Mathematics
French Continuers Physics
Mathematics Extension 1
Software Design General and Development
Mathematics
Mathematics Extension 2
Studies of Geography Religion 1
Modern History
Studies History of Religion Extension 2
Music Extension
Indonesian Continuers
Visual Arts
Music 1
Indonesian Extension
Music 2
Latin Continuers
PDHPE
Legal Studies
Physics
Mathematics
Software Design and Development
Mathematics Extension 1
Studies of Religion 1
Mathematics Extension 2
Studies of Religion 2
Modern History
Visual Arts
Music Extension
Subjects
Subjects
Subjects
Music 1
Music 2
PDHPE
Physics
Software Design and Development
Studies of Religion 1
Studies of Religion 2
Visual Arts
100
100
% Students in bands 4 - 6
80
60
40
20
% Students in bands 4 - 6
80
60
40
20
% TSC bands 4 - 6
% State bands 4 - 6
% TSC bands 4 - 6
% State bands 4 - 6
Drama
Economics
0
0
English (Advanced)
Ancient History
English (Standard)
Biology
English as a Second Language
Business Studies
English Extension 1
Chemistry
English Extension 2
Design and Technology
French Continuers
Drama
General Mathematics
Economics
Geography
English (Advanced)
History Extension
English (Standard)
Indonesian Ancient Continuers History
English as a Second Language
Indonesian Extension Biology
English Extension 1
Business Latin Continuers Studies
English Extension 2
Legal Chemistry Studies
French Continuers
Design and Mathematics
Technology
General Mathematics
Mathematics Extension Drama 1
Geography
Mathematics Extension Economics 2
History Extension
English Modern (Advanced) History
Indonesian Continuers
English Music (Standard) Extension
Indonesian Extension
English as a Second Language Music 1
Latin Continuers
English Extension Music 2 1
Legal Studies
English Extension PDHPE 2
Mathematics
French Continuers Physics
Mathematics Extension 1
Software Design General and Development
Mathematics
Mathematics Extension 2
Studies of Geography Religion 1
Modern History
Studies History of Religion Extension 2
Music Extension
Indonesian Continuers
Visual Arts
Music 1
Indonesian Extension
Music 2
Latin Continuers
PDHPE
Legal Studies
Physics
Mathematics
Software Design and Development
Mathematics Extension 1
Studies of Religion 1
Mathematics Extension 2
Studies of Religion 2
Modern History
Visual Arts
Music Extension
Subjects
Subjects
Subjects
Music 1
Music 2
PDHPE
Physics
Software Design and Development
Studies of Religion 1
Studies of Religion 2
Visual Arts
21

STUDENT RETENTION RATE
The student retention rate (for example, the percentage of students who completed Year 10 and went through to Year 12) in
this cohort was 93.5%.
Post School Destinations
Southern Cross University 1%
University of Canberra 1%
University of Newcastle 1%
University of New England 2%
Griffiths University 1%
Australian Catholic University
5%
Other
7%
Macquarie University
7%
University of Western Sydney
3%
Australian National University
8%
University of Sydney
35%
University of Woollongong
5%
University of Technology Sydney
11%
University of New South Wales
16%
22

Staff Professional Learning and Growth
OVERVIEW OF THE T–12 PROFESSIONAL
LEARNING PROGRAM
The staff development days held at the beginning of each
term involved all teaching staff. Senior Leadership staff (26)
attended a two day leadership retreat in January. This was
a facilitated meeting presented by Mr Phil Hadridge, IDENK
UK, that was focused on team building and setting of annual
goals and priorities. The January annual staff day program
was also defined and coordinated. The staff professional
development day program was held at the Royal Randwick
Racecourse with more than 350 teaching and administrative
staff in attendance and the formal feedback has been
very positive. The focus of the day was on staff unity and
alignment around the College’s Vision and Mission, staff
professional and personal growth plans, and team goal
setting. These sessions provided ideal opportunities for the
new faculty Deans to lead their teams, explain the operating
principles that will guide their management of team goals
and priorities, and listen to staff ideas and concerns.
The main focus for 2011 involved the development of
the distinctiveness of a Scots education in the context
of the evolving demands of the 21st century. As part of
this exercise, staff from Transition (pre-school) to Year
12 analysed expectations regarding the conceptual
development of understanding in each of the core
disciplines. This process was then incorporated into
teachers’ programs and planning.
All staff attended a presentation in March providing them
with an update regarding changes to Child Protection
legislation and in June providing them with an update in
Occupational Health and Safety legislation. Many staff
were involved in specific Information and Communication
Technology (ICT) workshops throughout the year.
23

Overview of 2011 Professional Development Activities
Course Category Number of Staff Total Number of Staff Days
General Pedagogy
Curriculum 30 45
Executive Conference 2 3
Learning Enrichment 7 10
ICT Conference 4 10
Teaching and Learning 22 50
Thinking Culture
Pastoral Care
Behaviour Management 8 12
Boys’ Education 4 6
Pastoral Care Conferences 5 7
Psychologists’ Conferences 1 8
Youth Mental Health 3 3
Subject Specific Inservices
Business Studies 4 7
Design and Technology 6 10
English 3 6
History 3 7
Mathematics 9 16
Music 3 7
PDHPE 3 6
Science 12 15
VET Training 2 6
Visual Arts 3 8
Music 4 16
PDHPE 2 9
Science 5 7
VET Training 2 10
Visual Arts 7 5.5
24

Course Category Number of Staff Total Number of Staff Days
Workshops
Administration 4 6
Child Protection 1 3
Computing 3 3
Counselling 4 19
Drama 2 3
First Aid 3 6
Careers Education 1 5
Indigenous Program 1 5
Languages 2 10
Leadership 3 4
Library 3 7
Multimedia 4 7
Occupational Health and Safety 10 10
NAPLAN Briefing 2 0.6
Occupational Health and Safety 2 8
School Gardens 1 1
Sport 2 4
Teaching and Learning (Treadwell) 50 35
25

Teacher Standards
Teaching staff who have responsibility for delivering Board of Studies Curricula.
Teaching Standards
Staff having teacher education qualifications from a higher education institution within Australia or as
recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines.
Staff having a Bachelor degree from a higher education institution within Australia or one recognised
within the AEI-NOOSR guidelines, but lacking formal teacher education qualifications.
Staff not having qualifications as described above, but having relevant successful teaching experience
or appropriate knowledge relevant to the teaching context.
No. of teachers
172
7
0
Workforce Composition
The College also employs qualified teachers who teach Transition (pre-school classes), teacher’s assistants, counsellors,
librarians, ICT integrators and Chaplains (25 additional staff fall into this category).
26

Leadership and Governance
ACCESS TO COLLEGE POLICY
Full text relating to Student Welfare, Discipline and
Complaint and Grievance policies is located on the College’s
intranet (Pipeline) and can be accessed by staff, students
and parents of the College. Revisions to any policy are
developed in consultation with staff and final copies of
revised documents are circulated to all staff. Summaries of
policies that are directly relevant to students are published
in the student year book. Copies of all College policies are
provided to the College Council. Parents may request further
information by contacting the relevant Head of Campus, that
is the Head of Preparatory School, Head of Middle Years or
Head of Senior Years.
27

STUDENT WELFARE POLICY
Boys are more likely to achieve optimal educational
outcomes when their learning and wellbeing are closely
linked. The Scots College has a strong Pastoral Care ethos
and is committed to looking after the needs of boys and
nurturing their growth and development within a safe and
caring environment. Effective Pastoral Care promotes a
positive, supportive whole College culture and is a pivotal
element of a creative and stimulating learning environment,
where each boy can feel connected and develop a sense of
his own abilities, achievements and self-worth.
Pastoral Care and student welfare programs are whole College
in nature. The health, wellbeing and safety of students is
managed through a carefully planned T-12 Pastoral Care
Program. Whilst every staff member has a responsibility for
the Pastoral Care of students, specialised Pastoral Care teams
in the Early Learning Centre, Preparatory School, Glengarry
and Senior School campuses oversee a comprehensive and
proactive Pastoral Care and welfare system. Pastoral Care
leaders in each campus work with Housemasters, House
tutors, counsellors, classroom teachers and Chaplains to
implement a Pastoral Care system that fosters the growth of
all students by incorporating the following key elements:
• A strong Pastoral Care ethos and pedagogy to ensure that
each student is encouraged; his efforts and achievements
acknowledged; and potential needs are identified and
effectively addressed.
Weekly Chapel services and Christian studies lessons that
promote the Judeo-Christian values that underpin all aspects
of College living and learning.
• The promotion of positive peer relations through peer
support, leadership and mentoring systems.
• A comprehensive student leadership training and
development program.
• Catering for individual gifts, abilities and needs of students
through the Learning Enrichment, Indigenous Education
and International Students Programs.
The Pastoral Care Program includes formal and informal
elements.
The programs involve activities, presentations and
workshops covering areas such as life skills, mental health,
emotional literacy, student motivation, anti-bullying,
diversity in community, positive peer relationships, alcohol
and drug education, driver education, managing stress and
careers planning.
All staff appointed to the College participate in child
protection screening and training and are issued with
copies of Staff Codes and given the opportunity to discuss
guidelines. All excursions and variations to routine require
full risk assessments to be completed.
• An age and developmentally appropriate Pastoral Care
program with formal and informal elements.
• A range of health promoting policies, practices and
processes that enhance coping and resilience; develop
identity and self-worth; and build socially responsible
lifestyles.
• Daily contact between the House tutor/class teacher and
students, enabling close monitoring and feedback on
performance and progress; and setting up systems of
guidance and support.
• Use of conflict resolution and restorative methods as the
appropriate means of resolving conflict and respecting
individual differences.
28

Policies Changes Made in 2011
Pastoral Care Policy and
Program
Policy reviewed by Campus Pastoral teams and College Leadership team.
Continued refining of merit and demerit system as implemented by new College database.
Training of all T-12 Staff on the Method of Shared Concern. This empirically tested first level antibullying
intervention was reported as very successful by many staff in the months following the
training and induction.
Reduction of tutorial/House period from four to three periods per week.
Adjustments to Senior School Tutor Program with revised approach and focus on cyber safety.
Refinement of pastoral follow up in Boarding with continued extra support structure put in place
to assist Boarders in stressful examination periods.
An annual review took place of the methods of monitoring, reviewing feedback of student
progress and performance using AHL data (Attitude, Home Study, Learning Habits). Adjustments
were made to the weighting of some data and the award of academic recognition.
Review of A Fine Scots Boy: The Positive Behaviour Plan in the Prep School with minor policy
adjustments to the awards system.
An annual review and minor changes were made to the Prep School scheduling of House
meetings, Buddies Program, Peer Support Program.
Specialist Support Services
(Counselling Team)
Annual review of T-12 Counselling and support services led to a fine tuning of the T-12 Counselling
team model to maximise the delivery of optimal counselling services across the campuses.
The Intern School Psychologist Program underwent further development in partnership with the
University of Sydney.
Specialist Support Services
(Chaplaincy Team)
A new Christian Studies program was implemented for Year 12 students.
The Christian Union was expanded, facilitating increased student involvement and leadership.
The Friday night Boarders’ youth group (‘Friday Night Live’) was expanded, providing
opportunities for social interaction and Bible study.
Student Leadership Program
Review of leadership roles across the campuses led to the expansion of leadership opportunities
across the formal co-curricular program.
The Year 6 Leadership Camp and development of a Young Leaders Day for Prep House Captains
was reviewed and refined.
Peer Support Program
Participation of Year 11 students in peer support training was again expanded while the Senior
student leadership team increased the number of activities available for Senior boys to meet and
work alongside Preparatory School students.
29

Policies Changes Made in 2011
College Clinic and
Health Care
Continued review of protocols for management of diabetes, anaphylaxis, epilepsy and asthma
took place.
Values Education and
Character Development
Notebook Computer
Environment
Anti-Bullying Policy
Student participation in Senior School Assemblies continued to be increased. Assemblies in
Senior School and Prep School were structured around core values and traditions of the College
with key themes reinforced through linkages to House meetings and year group meetings.
Default web filter settings were reviewed and adjusted across the range of senior age groups.
The Method of Shared Concern was rolled out T-12 across the College as a first level anti-bullying
intervention.
Review of grounds supervision policy continued with changes introduced to strengthen staff
supervision.
Child Protection Policy
Procedure for screening and induction of volunteer staff and external coaches was reviewed and
revised.
Child protection updates and reminders presented at T-12 staff meetings and within staff
induction programs.
Excursion Policy
Review of Interstate and Overseas Tour Policy and revision of guidelines and processes for
proposals and approval of tours. Risk management procedures were reviewed and updated with
new risk identification and treatment plans adopted and rolled out across all activities T-12.
30

STUDENT MANAGEMENT AND
DISCIPLINE POLICY
Student management and discipline at The Scots College
is guided by a strong Pastoral Care ethos and is closely
linked to programs that build and enhance wellbeing,
values and character. The College is committed to fostering
independence in learning and sensible, responsible and
respectful behaviour in its students. It aims to provide
meaningful opportunities and worthwhile challenges for
their growth and development.
Student management and discipline has at its core a ‘Code
of Responsible Behaviour’ which outlines the rights and
responsibilities of all members of the College community.
The Code is framed within a pastoral system designed to
support and nurture personal development and promote
pro-social values, including personal responsibility, social
responsibility, respect for self and respect for others.
A positive behaviour system operates in the Senior School
and Preparatory School to recognise, affirm and reward
responsible behaviour. In the Senior School, a system
of awards and merits are used to acknowledge good
citizenship, service, attitude and conduct. The Preparatory
School has developed A Fine Scots Boy: The Positive
Behaviour Plan linking awards to positive attitude and core
values as a way to build incentive and promote positive
student behaviour.
The College has developed a set of easily understood rules
which are fair, clear and consistently applied. Parental
involvement and support in the management of students
is critical to the success of the interventions and strategies
used. The disciplinary process works to promote the
social, moral and character development of students. All
disciplinary action incorporates procedures based on
restorative justice and the principles of procedural fairness,
including the ‘right to be heard’. The College does not permit
corporal punishment.
The behaviour of all students on formal stages of discipline
is formally reviewed at the end of each term (minimum
frequency of review) by the Dean of Students in the Senior
School or the Head of Preparatory School for T-6 students.
Within the stage system, the emphasis is on pastoral
support with strategies implemented to monitor progress,
provide specific guidance and direction, and to affirm
positive change and improvement. The Head of Senior Years,
Head of Middle Years, Head of the Preparatory School or the
Principal of the College have the right to suspend a student.
The Principal alone has the right to recommend to the
College Council that a student be expelled from the College.
Improvements made in 2011
A key mechanism for monitoring and tracking student
progress in the Senior School, the AHL system (Academic
Effort, Home Study, Learning Habits system), was again
refined through the development and implementation of
benchmarking procedures using grade point averages and
trend data. The system provides Housemasters and tutors
with a structured review and feedback process for each
student.
The role of service and mentoring in the discipline process
was again expanded. Responsible and important roles in
College life were actively sought to enhance the restorative
justice process at the College. Other changes included
regular fortnightly meetings with the Head of Campus for
Senior School students on Stage III of the discipline system.
Student mentors continued to be identified and selected to
provide assistance, support and role modelling.
The disciplinary process is overseen by the Head of Senior
Years, Head of Middle Years and Head of the Preparatory
School or their delegated representatives. A review
process exists to ensure a procedurally fair and unbiased
assessment. A system of consequences includes formal
sanctions which operate on progressive levels and
incorporate after school and Saturday sanctions.
31

REPORTING COMPLAINTS AND
RESOLVING GRIEVANCES
The College seeks to provide an appropriate response to
complaints and grievances, that promotes fairness and
respect, protects privacy and leads to improvements and
confidence in the outcome.
Procedures for dealing with matters of concern identified by
parents and or students will be assessed on an individual
basis.
In all instances, the process of assessing and responding
to concerns whilst developing an appropriate solution or
agreement and maintaining records will be followed.
The complaint and grievance procedures seek to allow any
person who may be negatively affected the right to be heard
and the right to an impartial decision.
The individuals raising the complaint or grievance will be
protected from potential victimisation.
Complaints or grievances related to child protection issues,
harassment or discrimination are covered in separate
policies.
This Policy was reviewed in 2011 and no changes were made.
32

Attendance Policy and Procedures:
Senior School
Attendance Policy and Procedures:
Preparatory School
Students are expected to arrive for all scheduled College
classes/activities.
Rolls are taken each period. The Attendance Office correlates
any record of absence with the lists of students attending
Music lessons or students who may have been at the Clinic.
Students who arrive late to the College are required to bring
a note of explanation (if circumstances permit). Unexplained
or regular lateness will result in disciplinary action.
Students who become ill during the day must report to the
Attendance Office with a note from their classroom teacher.
Requests for Leave
Requests for leave of more than one day must be made
through the campus Head in writing.
Requests for less than one day of leave can be made to the
appropriate Housemaster. If the leave is approved, students
will be expected to sign in (upon their return) or sign out
(prior to their departure) at the Attendance Office. Whilst
leave will be approved for medical appointments, parents
are encouraged to seek times outside of school hours, to
minimise the disruption to the Senior School academic and
co-curricular programs.
Housemasters are informed if a student is absent from a
specific class without permission. They will then investigate
why, amend the records if appropriate and/or take
disciplinary action.
Unanticipated Absences
On the morning of an absence parents or guardians are
required to notify the College Attendance Office by phone
or email before 9:00am. On their return, students need to
bring a note (signed by a parent or guardian) that outlines
the reasons for their absence (e.g. illness). The note is to be
given to the Attendance Office. When a student is absent
on the day or days on which official assessment tasks are
scheduled or due (Years 10 to 12), a medical certificate will
be required to substantiate any absence due to illness.
Students are expected to arrive for all College classes and
activities. The school day begins with an Administration
Class with the class teacher. Students who arrive late or
are permitted to leave early must sign in or out with the
Attendance Office and the appropriate campus.
Requests for Leave
Requests for planned leave are made through the campus
Head and are only granted in exceptional circumstances.
Unanticipated Absences
On the morning of an absence parents or guardians are
required to notify the College Secretary by phone or email
before 9:00am. On their return, students need to bring a note
(signed by a parent or guardian) that outlines the reasons
for their absence (e.g. illness). Such notes are placed in the
student file.
Year Level
Percentage Attendance
Transition 95.4
Kindergarten 94.7
Year 1 96
Year 2 97
Year 3 96.7
Year 4 96.7
Year 5 96.6
Year 6 94.5
Year 7 97.4
Year 8 95.7
Year 9 96.8
Year 10 95.8
Year 11 96.7
Year 12 96
T-12 96.2
33

College Determined Improvement Targets
The College is continuing to establish a common, traditional academic culture of high expectations, respect, courtesy and care among the students
of the College and a common culture of professional practice and effective communications by the staff of the College. The College introduced the
Living History project, a conscious attempt to immerse the boys in their rich heritage by emphasising history and traditions.
Area from Strategic Plan Priorities Achievements in 2011
The Christian Foundation of
the College
The Learning Environment
Improve the culture of
respect within the College
community towards self,
others, sustainable futures
and God
Develop a culture of high
academic expectations
Develop learning and
teaching initiatives
Further develop/refine the
Glengarry Program
Further develop/refine the
Sport and Co-Curricular
Programs
• A revised T-12 Assembly and Chapel plan was introduced.
• A Student Christian Leadership Program was implemented throughout the College
• Year 12 Christian Studies was introduced.
• Counselling services were enhanced.
• Chapel, Assembly, youth groups, Christian Union, prayer, excursions, mission trips and
service learning focused around foundational principles, values, teachings and
expressions.
• A renewed focus on the recruitment of Christian staff was introduced.
• The Scots statement regarding the Scots learner was refined with the incorporation of
the protocols on personalised learning, collaborative enquiry and creativity.
• A K-10 Honours program was reviewed and refined.
• Service Learning visits to Fraser Island and the Solomon Islands took place.
• A T-12 timetable was implemented and academic leadership structures were refined to
support this initiative.
• Develop the classroom culture of curiosity, inquiry, research and encouragement.
Initiatives to share and encourage creativity in the classroom through faculty
celebrations were further developed. Greater opportunities for staff and students to
present workshops at national and international conferences occurred.
• Work commenced towards the development of new systems for accreditation and
registration compliance.
• Scots students attended their first international summer schools at Oxford, Cambridge,
Harvard, Stanford and the Conservatorium of Music in Oberlin.
• The annual review of the HSC results was conducted by an external auditor and
strategies to improve results were implemented.
• The Glengarry Program was reviewed and a new program was developed to be
implemented in 2012.
• A 7-12 Co-curricular Program was reviewed and refined.
• A T-12 Sport development program was refined.
34

Area from Strategic Plan Priorities Achievements in 2011
The Learning Environment
(cont.)
Staff Professional Learning
and Growth
Further develop learning
facilities
Develop a consistent staff
culture
Develop systems to support
the development of quality
teaching throughout the
College
Formalise systems for staff
goal setting
Develop collaborative teams
Develop evidence based
innovative practices
• The refurbished Mansion Road campus of the Preparatory School was opened.
• The ELC ‘Transition Cubs’ project in Foreland House was completed.
• The first phase of the Aspinall House lower floor bathroom, kitchen and student lounge
was completed, as was the upper floor bathroom and single room renovations. The
major bathroom project in Royle House and Housemaster’s residence renovation was
completed. Kirkland House common room and foyer was completed and Fairfax House
kitchen was also upgraded. Air-conditioning units were installed in the Ginahgulla
centre.
• Development and professional discussions regarding our Staff Code occurred.
• Specific staff role descriptions were revised and aligned to the College’s strategic plan.
• The number of staff professional presentations was increased.
• Strong faculty teams and House teams were developed through an appraisal,
reflection, goal setting and cultural expectations program.
• The development of statements of the distinctiveness of a Scots education occurred.
• Professional learning experiences provided opportunities for staff to lead colleagues in
the development of specific ICT skills.
• Development of Fraser Island and Solomon Islands Service Learning opportunities.
Financial Strength Financial management • The Business Office has moved from the Ginahgulla building and is now located in the
Main School building. The move is aimed at facilitating improved communication,
cooperation and alignment of support services.
Customer focus
Strategic marketing
Fundraising
Enrolment and staffing
targets
• Service level agreements were implemented for key Business Office support functions.
• Marcom Services was launched in January as the College’s Marketing Communications
Service Centre. Marcom Services delivers:
▸▸
Online communications (newsletters, emails, websites and Pipeline Newsroom)
▸▸
Promotional materials and brochures
▸▸
Advertising
▸▸
Publications (Lion & Lang Syne, yearbooks, The Scotsman, The Wee Scot and The
Teeny Weeny Scot)
▸▸
Media and news stories
▸▸
Brand management
• Annual specific fundraising projects were promoted.
• Financial forecasting and modelling was introduced.
• Student recruitment strategies and scholarship and bursary procedures were revised.
35

Area from Strategic Plan Priorities Achievements in 2011
Community Engagement and
Partnerships
Community engagement
International standing
International and Indigenous
Education Programs
Partnerships and
coordination
• Significant links were strengthened with outside organisations, particularly with Oasis.
• The College established links with a number of schools in the UK, South Africa, Canada
and the USA to create an International Schools Network.
• The inaugural Scots Summer School occurred in January.
• A clear program of parent, support group and community connection activities
• A white paper was developed that will help guide future developments with respect to
our international programs and reputation.
• The Indigenous Program was enhanced with recommendations regarding future
developments, shaping planning from 2012.
• Parent support group operations were reviewed and refined.
• A whole of College calendar and special events program was devised.
Leadership and Governance Planning • Work continued with the further development of the College’s Master Plan and the
implementation of the current Strategic Plan.
Christian leadership
Leadership capability
Risk and compliance
• The College Council completed governance training programs.
• The College’s leadership structure was reviewed and a new model was implemented.
• College wide strategic and operational reporting structures and systems were
implemented.
Review
• The College commenced a program of strengthening its approach to risk management.
• A program of Executive Leadership Development was implemented that:
▸▸
Enhanced the strategic alignment of its teams.
▸▸
Strengthened the leadership capacity of the College, especially in the development
of the College value of ‘leadership through teams’.
▸▸
Built specific leadership capacity in the areas of Risk Planning and management,
Operational Planning and management.
36

Area from the Strategic Plan Goals for 2012
The Christian Foundation of the College
Strengthen staff, student and community understanding
of Presbyterian theological priorities, values, history and
relevance.
Focus Chapel, Assembly, youth groups, Christian Union,
prayer, excursions, mission trips and service learning around
foundational principles, values, teachings and expressions.
The Learning Environment
Develop a classroom culture of curiosity, inquiry, research
and encouragement.
Share and encourage creativity in the classroom through
faculty celebrations, initiatives and opportunities to present
workshops at national and international conferences.
Staff Professional Learning and Growth
Build strong faculty and House teams through appraisal,
reflection, goal setting and culture expectations.
Build a program of professional trust and growth.
Financial Strength
Grow capacity of the financial team and refine systems that
serve the educational program.
Develop a systematic process of review to identify waste and
improve efficiencies.
• Review, refine and implement the plan to strengthen the College culture of prayer.
• Implement the Living History Project.
• Review and develop a plan to strengthen the College’s existing T-12 Christian Studies
Program.
• Extend and further develop the College’s Service Learning Program.
• Implement a College wide T-12 Values Education Program.
• Focus Chapel, Assembly, Youth Groups, the Christian Union, prayer, excursions,
mission trips and service learning around foundational principles, values, teachings
and expressions.
• Implement strategies to develop the distinctiveness of a Scots education,
embedding collaborative enquiry based learning, creativity and teamwork into
classroom practice.
• Share and encourage innovation in the classroom through faculty initiatives and
celebrations.
• Implement a T-12 writing program.
• Lift academic results across all domains.
• Initiate a program of action research into ICT learning at the College.
• Improve GPS rankings in Rugby, Rowing, Basketball, Cricket, and Tennis.
• Strengthen our focus on learning programs, planning, teaching and learning in the
classroom and feedback to students.
• Create and implement a moderation process around registration and accreditation
expectations.
• Refine professional learning priorities, aligned with teaching standards and the
College’s Strategic Plan.
• Refine the staff reflection and goal setting system across the College.
• Implement the Staff Code – a professional commitment for Scots staff.
• Develop clear ‘stage statements’ regarding expectations at each stage of a
Scots education.
• Establish the College Foundation as an active entity in the College community.
• Complete the administrative move into Aspinall House.
• Establish an excellent service culture and team in all administrative areas.
• Review financial systems and processes.
37

Area from the Strategic Plan Goals for 2011
Community Engagement and Partnerships
Connect parents through communication, support groups,
College events and vision.
Develop a clear program of parent and community
connection activities.
Leadership and Governance
Enhance confidence of College leaders through vision and
culture clarification, and personal and team leadership
development plans.
Focus Council on governance functions that build capacity
to deliver the College’s vision and mission.
• Implement a clear program of parent, support group and community connection
activities.
• Communicate a vision of community engagement in the College community.
• Strengthen the culture of the College through the International and Indigenous
programs.
• Develop a clear national and international profile for the College.
• Develop opportunities to present workshops at national and international conferences.
• Develop clear processes in finance, catering and communications for parent
support groups.
• Implement the College governance leadership program.
• Implement the College risk management system.
• Develop a systematic process of evaluation and review to improve processes, increase
efficiency and minimise waste.
• Implement the College leadership goal setting and reflection system across the
College.
• Implement the College staff leadership development program.
• Embed College planning processes and systems.
38

the christian foundation of the college
The Scots College seeks to be a Christian community
characterised by respect for others, a sense of justice and
compassion, and a spirit of generosity. The College aims
to provide boys with an environment in which they can be
nurtured, challenged and enriched, and to foster within them
a desire to make a positive difference in the lives of others
and in communities beyond their own.
The College’s Christian foundation provides the basis
for valuing diversity, respect for the individual and an
appreciation of the importance of service. The belief that
human beings are created in the image of God builds a strong
sense of respect for self and others and helps shape all
aspects of College life; approaches to teaching and learning,
pastoral care, community service, student leadership,
peer support, affirmation and reward systems, personal
development, sport and co-curricular activities and staff
induction are all given focus by this Christian perspective.
The Community Service programs of the College provide
opportunities for students and staff to connect with the
wider community in a range of contexts, to learn about
and appreciate the qualities and challenges in the lives
of others, develop empathy and a sense of responsibility,
establish practical avenues through which to demonstrate
care and compassion, and build respect within and beyond
the College community. Through these programs, boys
are encouraged and challenged to look beyond their own
circumstances and to the needs of others.
During this past year, the College has supported a number
of projects that are overseen by the Presbyterian Church in
NSW, including the winter clothing and Christmas hamper
appeals of the Presbyterian Social Services committee,
Allowah Presbyterian Children’s Hospital in Sydney, and,
through Australian Presbyterian World Mission, a number of
primary schools in India and Bangladesh.
In addition, the College has continued to support the
Salvation Army’s Oasis project to raise awareness of and
provide help for homeless youth. College initiatives have
included the giving of gifts, organisation of an Easter
lunch at the Streetlevel complex, and the Couch Project
and Sleepout to raise awareness and funds for youth
homelessness. The College has continued its strong
involvement in the Red Shield Doorknock Appeal. Through
student walkathons, mufti days, barbecues and art works;
donations of food, clothing, toys, and other gifts; and visits
by students and staff to various institutions providing
community care, the College has strengthened connections,
raised awareness of needs and contributed positively to the
lives of others. Boys from the Early Learning Centre through
to Year 12 have been involved in supporting and learning
through involvement in these vital community projects.
Within the College campus, groups of students have
taken responsibility for overseeing recycling programs,
the sustainable community garden and classes for senior
citizens to develop computer skills. Further afield, students
39

have carried out research projects on Fraser Island,
with a view to developing a better understanding of our
responsibility to care for the environment. Internationally,
the College community has collected sports equipment
for delivery to schools in orphanages in Ghana, whilst
groups of students have visited and further developed our
links with the Patukae community in the Solomon Islands,
assisting staff and students there in developing skills in the
use of computers, so as to assist in teaching and learning.
The increase in the number and range of Service Learning
opportunities, strengthening of the volunteer work within the
Duke of Edinburgh scheme, and the growth in the Indigenous
Education and International programs have all helped to
foster understanding and respect.
Through its Christian foundation, the College recognises
that there is an inextricable link between faith and one’s
sense of respect and responsibility. As God’s creatures, we
are to appreciate our own worth as well as our obligation to
care for others. As stewards within God’s world, we have a
duty of care regarding the environment as well. Jesus words,
“to whom much is given, of him shall much be required”,
presents a challenge to ensure that our learning is never
for ourselves alone, but is seen within the context of the
obligation to use one’s gifts in honouring God and in the
service of others.
The House system remains vital to the pastoral care program
within the College. A key focus for Housemasters in 2011
was the structured activities within tutor periods. Teams of
Housemasters have identified a range of age appropriate
pastoral activities designed to ‘create conversations’. The
role of the tutor has been enhanced through the provision
of a framework of activities, topics and resources to help
‘stay connected’ and manage the boys through meaningful
dialogue. The sense of belonging engendered through
attachment to a House has been further strengthened
through a broader range of activities within the inter-house
competition and the introduction of House ties.
The use of values-related themes in College Assemblies has
continued and been further strengthened, with students
taking increased responsibility for the performances and
presentations within the Assemblies. Through weekly
Assemblies and Chapel services, students are encouraged
to consider ways in which a Christian World view can inform
and empower all aspects of learning and of life. The College
has continued to refine affirmation and reward systems in
such a way as to reinforce the importance of leadership,
service and citizenship. Leadership training across the
College – including Prefects, Peer Support Leaders, and
Year 6 – has increasingly focused on a Christian model of
leadership that is both transformative and service-oriented.
Within the Christian Union, a number of initiatives have been
introduced to foster student leadership, including student
leadership of Chapel services and Christian lunchtime groups,
regular student delivery of Bible talks within Assemblies, and
students leading prayers within a range of contexts. Seminars
on aspects of Christian leadership are being held regularly for
student leaders within the Christian Union.
“The College aims to provide boys with
an environment in which they can be
nurtured, challenged and enriched, and
to foster within them a desire to make a
positive difference in the lives of others
and in communities beyond their own.”
40

Financial Strength — building for the future
Enrolment Policy
The College intake years are:
• Transition Cubs (3 year old program)
• Transition Lions (4 year old program)
• Kindergarten
• Year 3
• Year 5
• Year 7
The enrolment process for all prospective students
commences with the receipt of the Application for Enrolment
form, together with a copy of certified birth certificate, three
latest school reports, where applicable, and the registration
fee. Families are contacted 18 months prior to entry
regarding the prospective enrolment of their son.
Senior School
All students seeking entry into the Senior School are
required to undertake a pre-enrolment assessment. The
assessment is not selective and is academic year and age
related. Once the results are received, a copy is sent to
parents inviting them with their son for an interview with the
appropriate Head of Campus. It is only after this process has
occurred that an offer may be made.
Preparatory School and ELC
All students seeking entry into the Early Learning Centre
(ELC) and the Prep School are required to have an interview
with the Director, Early Learning Centre (Transition to Year 1),
and the appropriate Heads of campus for Years 2 to 6. It is
only after this process has taken place that an offer may
be made.
2011 Scholarship Process
The College offers Academic Scholarships for Years 7 and 10
only and Music and Drama Scholarships for Years 7 to 11.
Currently, academic candidates register online to sit the
first round of scholarship testing, usually conducted in early
December. Upon receipt of the results, all candidates are
forwarded a copy with an interpretation of the scholarship
data. Selected candidates are invited to attend a second
round of testing, usually conducted in late January. These
candidates are then short-listed for interviews with the
Senior Leadership Team. Scholarships may then be awarded
based on performance in the examinations and interview.
Currently, candidates register online to sit the Music
and Drama Scholarships. After receipt of the results, all
parents are forwarded a copy with an interpretation of the
scholarship data. All Music and Drama candidates are invited
to attend an audition. Music candidates must have achieved
a minimum level of AMEB Grade 5 or equivalent, at a high
standard. Ideally Drama candidates will be able to play either
41

the piano or an orchestral instrument to fifth grade level,
sing and/or dance and have previous experience in Dance or
Music Theatre and demonstrate their dramatic arts ability
and experience in theatre, musicals, film or television.
Scholarships for both Music and Drama may then be awarded
based on performance in the audition and a reasonable level
of academic performance being achieved in the examination.
The College offers general tuition and boarding bursaries
which are means tested and open to all students from Years
7 to 11. All bursary applicants need to apply before 31 May
and submit all financial and supporting documentation.
Following the closing date of 31 May, all bursary applications
are forwarded to the Director of Finance for assessment and,
where applicable, the awarding of a bursary.
2011 BursarY Process
enrolments)
Table of Enrolment Data (NB this table includes pre-school
Year Group Enrolled Now Ffpos Boarder Indigenous
Transition Cubs 2 days 6 0 0 0
Transition Cubs 3 days 7 0 0 0
Transition Cubs 5 days 8 0 0 0
Transition Lions 3 days 4 0 0 0
Transition Lions 5 days 56 0 0 0
Kindergarten 72 0 0 0
Year 1 74 0 0 0
Year 2 74 1 0 0
Year 3 91 1 0 0
Year 4 98 1 0 0
Year 5 118 2 0 0
Year 6 124 2 5 1
Year 7 191 1 28 0
Year 8 182 6 32 2
Year 9 168 4 37 2
Year 10 196 10 48 2
Year 11 182 11 48 4
Year 12 170 9 50 1
Total 1821 48 248 12
42

2011 Recurrent and Capital Income
4%
7%
1%
3%
88%
Other Capital Income 1%
Fees and Private Income 88%
State Recurrent Grants 3%
Commonwealth Capital Grants 1%
Commonwealth Recurrent Grants 7%
2011 Recurrent and Capital Expenditure
6%
7%
5%
11%
Boarding 5%
Education and Curriculum 11%
Salaries and Related 51%
Capital Expenditure & Depreciation 20%
20%
Administration 6%
Maintenance and Grounds 7%
51%
43

The Scots College
Sydney Australia
Victoria Road, Bellevue Hill NSW 2023 | p: (+61 2) 9391 7600 | Principal & Academic Fax: (+61 2) 9327 7584
Administration Fax: (+61 2) 9327 6947 | www.tsc.nsw.edu.au | abn: 86 438 712 994
CRICOS Provider Code: 02287G
TSC P521 imageseven