Every day your son has access to a significant amount of up-to-date resources, facilities and technology to help him achieve to the best of his abilities. Throughout his journey at Scotch College he will interact with purpose-built design spaces that allow his teachers to teach in flexible and innovative ways along with using technology integrated into these environments to capture, project and visualise information from a range of sources. In addition to this, the College has modern and progressive libraries which are there to support him in his pursuit of knowledge, love of reading and ultimately prepare him for a world beyond the College.

The following sections describe in more detail the services that Scotch College has available for your son today. In addition to this resource, a full knowledge base complete with instructional guides covering the technology programmes and many ‘how to’ tutorials for basic technical support can be accessed at the following link https://ask.plcscotch.wa.edu.au

Amanda Ritchie

Amanda Ritchie

ILT Integration Specialist

Junior ILT

In the Junior School the College dedicates a significant amount of resources and time to ensuring that your son is provided with the best technology experiences that would shape and ensure that over the next decade of education he is comfortable and capable of traversing a technology-rich world in which he lives.

As part of Scotch College’s programme he is introduced and exposed to a controlled environment of technology use. Your son will be guided on the ways to use technology appropriately and efficiently. The Junior School programme slowly over each year allows for a greater sense of self control and by the time they reach Year 5 they become full administrators of their computers which in turn brings them to a level of maturity in the way they use technology.

With all aspects of the Junior School technology integration programme, support and assistance is provided to families with information evenings, special guest presentations and access to dedicated teachers who strive to ensure your son is ready for a technology-rich world in which he will live.

FAQs

Expand/Collapse All

What devices are used in the Junior School?

Kindergarten and Pre-Primary boys use a class set of iPads. These are in a ratio of one iPad between two boys. Boys use these on their own and with other boys when working in a group. The iPads are also used at Bush school to capture video and pictures of their learning and for the ELLA French programme.

Years 1 to 4 boys use iPad Airs.

Year 5 boys use 11″ Macbook Air laptops.

The boys have their device for two years and then rollover to a new device.

Why 1:1 for Junior School?

The development of the 1:1 iPad and laptop programme in the Junior School classrooms has seen an increased focus on using the iPad and laptop as a creation device, as opposed to content-consumption device. This means the boys use the device to show their learning, rather than play games.

Teachers provide opportunities for the boys to choose the way they demonstrate their understanding of concepts. During summative assessments, students can choose the iPad tool (app) that suits their purpose such as creating and editing movies, brainstorming knowledge through mind-mapping apps, creating multimodal presentations and generating picture collages to demonstrate understanding.

iPads are used during Mathematics lessons, where boys can record the way they solve a problem. By using a combination of manipulatives, pen and paper, they can use the iPad to capture their methods for devising a solution to the problem.

We are ensuring 21st Century learning for our students with our 1:1 device programme.

Effective use of the iPads and laptops have:

  • increased independent and self-initiated learning among students
  • increased student motivation and active engagement in learning
  • improved teachers’ capacity to plan for and meet individual student needs
  • led to an improvement in student learning outcomes
  • extended students’ learning beyond the classroom

The boys have amazing support structures to help them manage their devices. We have the 1Degree staff to assist the students and teachers directly when issues arise. The 1Degree station is situated in the Junior and Middle School Library and is open between 8am and 4pm.

Which apps do you use?

The Junior School iPads have a few key “creationary” apps that are used often so the boys can choose the tool to best show their understanding. Edmodo, Popplet, Explain Everything, Keynote, Book Creator and iMovie would be the most used apps on the Scotch iPads.

Edmodo has been an invaluable app for teachers to facilitate the sharing of student work. It has also resulted in learning extending beyond the classroom walls where the teacher and students can interact when outside the classroom. This has led to many students independently researching images and information at home and sharing this content with the class on the Edmodo page to help others learn.

iMovie has allowed the boys to demonstrate their understanding of the central idea in a fun and creative way. The boys work collaboratively to plan the content and structure of their iMovie prior to the filming. The boys are always engaged and excited to show their knowledge in a professional and creative way. The final products are entertaining and demonstrate the individual learning that has taken place throughout the unit of inquiry.

Can my son add apps to his iPad?

The Scotch iPads are managed devices, meaning that only the teachers choose the apps they wish the boys to have on their devices. These apps are pushed to the school device when they come onto the school wireless network. This means that the iPads all have the same number of apps and importantly all the apps are teacher approved and age appropriate.

What can I see on my son’s iPad/laptop?

The iPad/laptop is a window into your son’s classroom – the camera roll will have photo and video evidence he has taken of his work and his learning. Apps such as Keynote and Popplet will have brainstorms, explanations and presentations for parents to unpack with their son.

Edmodo – Virtual classroom – a window into your son’s day.

Often when parents, at the end of the school day, ask their sons how their day progressed, they hear that the day was “fine”, “good”, or when asked what he did today, be told “not much.” The Junior School teachers can guarantee that this is not the case.

The iPad or laptop the boys take home each night gives parents a window into their son’s classroom. With apps such as Edmodo, parents can see the inquiries, activities and assessments their sons have been working on during the week.

Edmodo provides a secure online learning platform where teachers and students can collaborate, share content, and use educational apps to supplement in-class learning. This private learning environment is managed by the teacher. It allows students to interact with only other students and teachers added to the class at the teachers’ discretion. Edmodo provides a safe and easy way to support learning within and beyond the classroom and helps boys develop important skills in a digital environment.

Parents can see the various Edmodo classes their son has joined and see the type of inquiries and work they are doing in class. They can access files, images, links and resources provided by the teacher. Parents can log in as their son on any device to see the online Edmodo classrooms at any time.

How is 3D Printing used in the JS?

3D printing in the Junior school offers excellent opportunities for boys to develop their creative thinking, problem-solving abilities and have the opportunity of seeing their ideas built into a physical entity.

The process can occur as an immersion activity, as a modelling process during investigation, being a component of the presentation stage or even as an action after the inquiry process has been completed.

The benefit of the current 3D printers is that they are portable and can be taken into class to show the boys the process of how the printers take their designs and layer them into the 3D render. This is an important part of the process to help the boys understand how to ensure that any design they make needs to be supported by the 3D printer and how support structures can be used to help to have a successful 3D print.

One example of 3D printers in use:

In Year 1 the boys work on the ‘How we express ourselves’ unit with the central idea of: ‘Stories communicate a message and may evoke emotions’. As part of the unit, boys look at the structure of narratives and the development of characters and settings. The boys are given the opportunity to design a 3D character using their Makers Empire app and then they watched their characters come to life via the 3D printers. The boys then developed a story, which they filmed on their iPad. As the final summative assessment, the boys write a story about their character and publish it in an e-book format.

Is there any robotics in the curriculum?

Sphero

Sphero is an app-driven programmable robot. It fuses programming with mathematics and science. It is an effective way to introduce science, technology, engineering and mathematics (STEM) into the Junior School in a challenging and engaging manner. Sphero is programmed from the iPad. The robots are used to engage in a series of activities that will teach the boys programming concepts while extending their mathematical and collaborative skills.

Subjects covered using Sphero

  • Math: Percentages, division, geometry, and patterns
  • Physics: Speed, time, and distance
  • Computer Science: Programme flow, variables, conditionals, and reading sensors

An example lesson:

The boys use Sphero to discover the linear relationships between time, speed, and distance. They learn to programme Sphero to move at a particular speed for a particular amount of time, and then measure how far it has travelled. They use division to find the relationships between time, speed, and distance. Once the boys have understood the basic concepts of time, speed, and distance using the Sphero more mathematical concepts can be explored.

Lego EVO

 

Coding

Coding clubs are run in Year 5. Beebots and Probots are used from Kindergarten to Year 2. Spheros are used in Years 1 to 4. Swift programming is used in Year 4. Scratch Junior is also used in the Junior School.

How is Minecraft EDU used to extend the learning in Year 5?

Minecraft EDU (the customised, educational version of Minecraft) is an amazing virtual learning environment that enhances creativity and facilitates learning through discovery.

Minecraft EDU encompasses many areas of the curriculum; Mathematics, English, Science and the Units of Inquiry. It also addresses the domains of digital citizenship, critical ICT literacies and provides the boys the opportunity for creative work, teamwork and cooperation.

The Year 5 boys use Minecraft to access the mathematics concepts, create patterns involving fractions and whole numbers, and then record their work using QuickTime. Some of the patterns included

  • cubic numbers,
  • squared numbers,
  • the Fibonacci sequence,
  • doubling, halving etc.,
  • area and perimeter – boys measuring the perimeter and area of their house and then using those dimensions to build ‘Scotch Street’ – a virtual street that includes all the Year 5 boys’ homes.

The main area where we have pre- and post-test information is learning multiplication tables. Year 5 boys create factors and arrays to help them cement their understanding. Evidence collected demonstrates that boys who previously struggled were able to recall their more difficult times-tables with ease by visualising their Minecraft arrays.

Year 5 boys were also motivated to work during their lunch break and create stories in Minecraft – the pick your own adventure type stories with paths.

Minecraft EDU has been incorporated as one of the many Year 5 teaching tools over the last year and has been very successful in motivating boys to create some fantastic work. The Year 5 boys will also tell you Minecraft EDU is fun!

Do the boys collaborate with the local and global community?

As a PYP school, our boys will utilise a variety of iPad and laptop resources to enhance their unit of inquiry in the classroom and allow for greater communication between other schools. Some of the apps used:

  • Edmodo for communication and a shared virtual classroom
  • Explain Everything for reflections on activities
  • Popplet for mind mapping

iPads and laptops give an easy way for Scotch College boys to communicate with other children, which paves the way for further collaboration and networking within the global community.

Managing Laptops and iPads at Home - What are some strategies for effective use?

When a mobile technology like a laptop or iPad is brought home, a number of interesting challenges arise, particularly when you have wireless internet access. The effective management of a mobile learning technology in the home is an important discussion to be had.

Parenting in the 21st Century is challenging. Here are some suggestions for managing learning technologies at home:

  1. iPads, laptops and other learning technologies should be used in the open spaces of the house, typically the kitchen table. Problems with inappropriate use of technology can often be circumvented if you have the opportunity to occasionally glance at the laptop or iPad screen while moving around the house. In particular, do not allow internet access from the bedroom.
  2. Teachers do not allow students to Google on Safari without strict supervision on the iPads. Ensure that safe searching is turned on if your son must search.
  3. http://www.safesearchkids.com is the Google search engine which can be used on iPads and laptops if you want your son to search for something.
  4. Junior School teachers have noticed a lot of boys are on YouTube at home. Please be aware of how easily the boys can navigate away from the original video. Our recommendation is that YouTube viewing should be done with an adult present.
  5. Negotiate essential activities first. Once these are demonstrated, an appropriate reward can follow.
    • What is your homework for tonight?
    • Can you show me where you are up to?
    • What will it look like when you are finished?
    • How long will that take?
    • How about you show me when you get that done.
    • It is okay to say ‘no’ and put the devices away.

In the middle years your son’s use of technology increases with greater emphasis on personal use and organisation while using the devices. This is a critical time for your son to develop good habits of organisation along with modifying and adjusting the use of technology at home and at school.

Within the classrooms he will be using his laptop each day when necessary at the teacher’s instruction. Often this would be between two to four hours, however, this depends on the nature of activities and the teacher’s discretion relating to how they feel the students are best taught the current concept. As part of this process he will be guided on how to conduct research online and most importantly when and how to create assignments that are not always in written formats but could be in video or audio forms.

Examples of technology use within subjects include the use of the online application Class Craft in Year 7 to gamify the teaching and learning in the room. Students earn experience and points as an individual but also as part of a collective whole based on activities set by the teacher.

In Indonesian and French the use of the online application Quizlet enables teachers to create self-assessed and self-paced activities that allow language to be taught through a mix of media.

Complementing this is the movement towards digital textbooks as these online environments have become more interactive and offer students a greater number of resources to access anytime and anywhere. While not all resources are provided digitally they can all be accessed digitally by parents and students through the online Learning Management System, Seqta.

In addition to these specific instances of technology use your son has access to digital cameras, video cameras, GoPro devices, Maker Space kits and the full resources of the Senior School.

Check out the videos below of some of the tools and ways your son is interacting with technology in the Middle School at Scotch College.

FAQs

Expand/Collapse All

What devices are used in the Middle School?

Your son will be using a MacBook Air 13 inch laptop in the Middle School with 256GB of space to store all his school work. With the laptop your son is also provided a carry case and all backups of his work done on the laptop are completed automatically to a Scotch-provided cloud backup solution called CrashPlan.

Can my son add games to his laptop?

Your son is set to be a full administrator of his laptop and as such he has the ability to add games or any other software. At Scotch College your son is not permitted to install games onto the College provided device as its purpose is for school work.

What software does my son have access too?

Your son has access to a significant amount of software to complete his work and achieve at his best while at Scotch College. Each laptop has access to a portal called ‘Self Service’ in which he can download the Adobe suite of products for creating videos, computer graphics or animations along with access to the Microsoft Office suite.

In addition to this, specialty software for particular courses is provided where required and if your son has suggestions or requests for software he can ask and the request will be evaluated.

What protections are in place for his safety while browsing the internet?

Your son’s privacy and safety while using technology at Scotch College is an utmost concern. The College provides a high speed internet connection that is filtered and monitored during the day to ensure that safe search results are returned to the best of our ability. During his time at Scotch College your son is also educated on being safe while online and how to go about seeking help or assistance if he feels that something is incorrect while browsing.

What can I see on my son's laptop?

Like any laptop your son will store files in folders on the device. We encourage the students to manage and give strategies to organise their work in terms of naming and how to place it. On top of the physical files on his device there will be work that is stored in the cloud – through our Learning Management System (LMS) – Seqta or the school-subscribed Office 365.

Just like you would sit down and go through a workbook, I would encourage you to sit down with your son to go through the tasks he is working on and has completed.
Seqta Learn (our LMS) also gives your son and yourself access to all of the resources your son’s teachers have made available, what homework is expected to be completed and by when, and the assessment details and dates. You can also use your parent ID to access a parent view of the LMS called Seqta Engage (formerly Parent Connect). The process to log in can be found here: https://ask.plcscotch.wa.edu.au/faq/102746.

What is my son's digital diary?

In the Middle School we do not provide a physical diary for the students. There are many number of strategies that your son could be using as a digital diary. Ask him to explain how he keeps track of the work, the due dates and the reminders. The laptop allows many different solutions to the same problems which allows our students to custom fit something for themselves. This may be getting their own physical diary and using that, it may be using the inbuilt structures through Seqta Learn or using Outlook Calendar and Tasks or one of the hundreds of task management applications available through the App Store. As long as your son is using something effectively it does not matter which tool that he has selected.

Is robotics used in the curriculum?

Currently we have a Coding and Robotics course running through Design in Years 6 and 7. This entails learning how to manipulate the Edison Robot using a block-based language called Edware. There is an advanced option of a Python-based language called EdPy for those students that have already started delving into programming. They will also need to build up their robot using Lego to complete the given challenge.

Managing laptops at home

When a mobile technology like a laptop or iPad is brought home, a number of interesting challenges arise, particularly when you have wireless internet access. The effective management of a mobile learning technology in the home is an important discussion to be had.
Parenting in the 21st Century is challenging. Here are some suggestions for managing learning technologies at home:

  1. iPads, laptops and other learning technologies should be used in the open spaces of the house, typically the kitchen table. Problems with inappropriate use of technology can often be circumvented if you have the opportunity to occasionally glance at the laptop or iPad screen while moving around the house. In particular, do not allow internet access from the bedroom.
  2. Negotiate essential activities first. Once these are demonstrated, an appropriate reward can follow.
    ○ What is your homework for tonight?
    ○ Can you show me where you are up to?
    ○ What will it look like when you are finished?
    ○ How long will that take?
    ○ How about you show me when you get that done.
    ○ It is okay to say ‘no’ and put the devices away.
  3. Work on building an open dialogue with your son about what he is interested in and working on. This includes social media. You want him to feel comfortable enough to come to you if there is something wrong or he is concerned about what he has seen or shared.

In the senior years, your son’s learning journey and its integration with technology shifts and changes as teaching pedagogies adapt to meet our educational goals and as new digital resources are adopted. He will interact with purposefully designed physical and virtual spaces that will support his learning in flexible, innovative and challenging ways.

He will develop his own unique ways of learning beyond teacher-directed instruction to exploration, collaboration with peers and self-learning. He will learn how to seek data and information, how to interpret it, how to extend it and most importantly, how to establish the veracity of what he reads. He will be well prepared for his future.

FAQs

Expand/Collapse All

How can my son access the classroom resources and materials for his learning?

At Scotch College the SEQTA Suite (Teach, Learn and Engage) is used as our Learning Management System (LMS) to provide students with the resources needed for their learning. The subject lessons, documents, media, instruction, homework, upcoming assessments, assessment submissions, release of results and reports, are all available directly from the LMS.

Access to the SEQTA Learn is available anywhere, anytime via a web browser so your son has ready access to resources and materials to help him complete his tasks and his learning. Similarly, SEQTA Engage allows a parent to access the same materials and to monitor their son’s progress.

How does my boy get to do coding?

In the Senior School coding skills are developed through the school’s STEM programme, our WACE programme, and by participation in a variety of clubs. In 2017, the ILT team will begin the after school Code Cutter club supporting a variety of programming languages using various coding methodologies.

How does technology improve teaching in the class?

Through technology teachers can move freely through a class while creating solutions on their devices that are both projected and simultaneously shared with students. Teachers and students can directly interact participating in lessons by sharing devices and resources. The accessibility of shared instruction in the cloud is a significant positive as reported by our students. The wireless projection of class instruction is by AppleTV, but increasingly we are using the Vivi system. Vivi supports the wireless transmission of ultra-high definition media.

What do you mean by a flipped class?

Flipping instruction occurs when learning is better undertaken if the delivery of subject content is interchanged with homework. The learning of content is completed at home via systems and resources, which leaves in-class teaching time free for differentiated one-to-one learning, refining understandings, or for more novel teaching pedagogies.

Teachers source or make instructional vodcasts for teaching, explaining specific details and for creating sample solutions. The videos are constructed via a laptop, iPad Pro, as well as pen and paper with a document camera. Scotch College teachers have created hundreds of vodcasts in this way.

Flipping isn’t just vodcasting. For example, we also flip using Verso, a discussion board that encourages brainstorming and sharing of ideas and viewpoints between the students. When this is undertaken out-of-hours it frees the class time up for detailed discussion, review and refinement of the ideas presented.

What is formative assessment?

We use formative assessment to continuously review the effectiveness of our programmes. Formative assessments inform teachers of an individual boy’s learning, but by analysing the collective results also informs them of their teaching. We use online instruments that enable the rapid (real time) reporting of teaching and learning. The technologies inform the teacher of where they may need to place more emphasis or clarify their teaching, and inform the student of their learning – where they may have a misunderstanding of the subject. The instruments we use include traditional quizzes, but also include flip cards, timed games to match descriptions to keywords etc. These systems provide extensive reporting of student activity but also open the assessments up to gamification, encouraging engagement.

Examples of a formative assessment tools used at Scotch College include Socrative, Kahoot, Quizlet and Quizlet-Live. In the classroom these provide instant feedback on student understanding and if used at the beginning of a lesson can define the content and direction of that lesson. These systems encourage more frequent and often shorter formative assessments so that teachers remain informed of progress in understanding.

Quizlet and Quizlet-Live add a layer of gamification over the assessment process. In Quizlet-Live the quiz becomes a timed game between groups of students. The system encourages collaboration and active discussion between members of the group to arrive at a correct answer. The best performance in the quiz cannot be achieved without peer discussion and collaboration.

What is peer instruction?

When appropriate, we use peer instruction as means to improve the learning experience. The findings of Mazur (MIT) on peer instruction indicate what we already know, that collaboration between students in their learning significantly improves learning and understanding. On occasion students can better interpret, articulate and answer questions by students – using their experience as peers to communicate in the same language, at the same level and having had experienced the same misunderstandings.

We have tested this methodology in class by having students complete a quiz on their understanding of a topic as individuals. Results and answers remain unseen. Students as groups of three repeat the quiz but can only jointly submit one answer, on which they must agree after discussion and collaboration. The results indicate significant improvement in a group as compared to individual efforts, consistently the group score improved on each individual score (i.e. the better students also did better) and it has been frequently observed that questions answered incorrectly by all members of the group, can be correctly answered as a group (by collaboration they navigate to the correct unknown answer).

How can games assist learning?

The view of gaming is usually that of a first-person shooter and hence there is misunderstanding in the use of games in learning. We primarily use learning resources upon which a gamification layer is added. They are educational tools for which the gaming layer adds enjoyment but more importantly increased engagement. To “win” in these games you have to master the content; learn a technique; develop a skill; argue a position; collaborate; cooperate; manage your time; many of the skills the boys must develop to succeed at school and in the future.

Many of the formative assessment tools have additional gaming layers that can be employed to reward collaboration, reward correctness and speed or encourage deeper mastery of a subject with timed quizzes.

Why does Scotch use eTextbooks?

We live in a world where information and knowledge is growing and changing and where its communication is better achieved by more than the written word. In the Senior School textbooks are often eTextbooks, and these are not just digital copies of the printed version. They include video and audio explanations, quizzes, extension material for deeper understanding and are coupled with websites to provide greater assistance and resources. In some cases, the eTextbook is a website. Publishers are now adding data analytics to these eTextbooks to track to progress of each student’s learning. The goal is to automatically present material and resources to each student based on their individual need.

eTextbooks are considerably cheaper, considerably lighter and since your boy always has his laptop with him, he also has his textbooks.

What other digital resources are used at Scotch College?

Scotch College requires our teaching and learning to be available as digital content as much as possible. In addition to content we use digital resources where possible to assist in our teaching and learning.

The learning management system within SEQTA Teach is used extensively via shared programmes to deliver lesson material and learning resources in a consistent manner for each subject. The programmes in Teach are detailed, with lessons or weeks of lessons complete with instruction, a multitude of resources, including embedded video from YouTube and ClickView, online quizzes and a variety of online materials. This is vital for the anytime-anywhere delivery of teaching and learning.

For Years 9 to 12 students use the digital resource Mathspace to assist their learning and understanding of mathematics. This can be used as prescribed testing or self-paced and is able to check understanding and correctness for quite complex mathematics, including proofs. It provides hints when students have difficulty, including full video solutions and is able to provide questions on a topic until a prescribed level of mastery is achieved. It provides a rich set of data analytics to report back to teachers the individual progress of each boy.

In the Diploma programme the digital resource Kognity is used to supplement texts. Kognity contains high quality subject materials and challenging questions and answers that match the requirements of the International Baccalaureate. Kognity is used by students as prescribed by teachers or as a self-paced resource.

In the Language Acquisition subjects the digital resources Language Perfect and Ecoutez Bien are used. These widely popular web-based resources provide the opportunity to listen, speak and interact with native speakers, as well as worldwide quiz competitions.

How is Office 365 used as a collaborative space?

Office 365 moves the MS Office suite and many other programs into the cloud to support document and resource sharing between students, between teachers and between teachers and students. The ability to access any shared resource at any time greatly facilitates learning. It also facilitates greater collaboration since the resources can be simultaneously edited by several authors. The documents for student group assignments can be developed by the group members with greater ease and simplicity. The use of this cloud based repository enables real-time sharing, greater collaborative interactions and changes to teaching pedagogy to suit.

How does my son get the laptop applications he needs?

The laptop image when issued is preloaded with much of the software he will need for his studies. However additional Scotch licensed software including anything from the Adobe Creative Cloud Suite can be freely accessed and installed onto his laptop using the Self Service application.

Will you need an Apple App Store account?

You will not need a personal App Store account to install or update Apple software that is provided by Scotch. This is all completed through the Self Service application on his laptop.

Scotch College has two separate libraries servicing students from K-12. The Junior Middle Library (JML) meets the needs of all students from Years K to 8 with three teacher librarians and three library support staff. The Senior Library services all students from Years 9 to 12 and has two teacher librarians and one support staff member.

Primary Years Library Programme

The JML is highly committed to the support of the Primary Years Programme (PYP) by offering programmes specifically in support of the classroom and those that are distinct to allow for inquiry outside of the curriculum focus.

One of our key roles when working with students in the junior years is to promote a love of reading. Scotch College works hard to ensure that your son is able to explore and interact with his imagination through fiction reading. Students often focus on reading within their interest areas first and the library team actively engages each student individually to ensure that he has everything he needs to support his interests.

Complementary to this is the importance of exploring new subjects and genres; your son will be challenged to read outside of his immediate interests and be introduced to non-fiction that expands his understanding of other topics. The exploration of interests through non-fiction reading is a key driving strategy in 2017/2018 as we ensure that students can access age-appropriate resources that complement and diversify their understanding of the world they live in.

In addition to this, the library has a large emphasis on play with students being able to access games, LEGO, makerspace items and 3D printing. The ability of the students to use these resources outside of a learning context is key to ensuring that students are able to explore in unstructured ways and extend their learning beyond the classroom.

Finally, a key focus of the primary years library programme is the commitment to research skills and information literacy when conducting research. In Years 1 to 5, your son is taught how to use the digital encyclopaedias for research (Britannica and World Book), how to begin referencing sources and why this is important. This builds in each year over their time in the Junior School and forms a critical part of the final project in the Year 5 Exhibition.

Middle Years Library Programme

For students in the Middle School the JML builds on the foundations of the Unit Of Inquiry, which explores the personal aspects of students through the PYP. The Middle Years Programme begins to lead students beyond the personal to local and international communities, and it is the library’s role to maintain links to resources delivering differing levels of complexity for your son to access for his classes and his own personal interests.

Students in Years 6 and 7 have a timetabled library period directed by the teacher librarian and the classroom teacher. Both are present in the library while the lesson is delivered and play co-operative roles in the delivery and support of the lesson content. These lessons are based on the scope and sequence to teach students research techniques while encompassing the general competencies that are a part of the Australian curriculum.

Year 8 students do not have a dedicated library period; rather the library is involved in lessons by accommodating requests for research guides which the teachers deliver inside their normal classroom. The boys do have dedicated borrowing periods where teachers bring them to the library to borrow new books and to discuss their reading with the teacher librarian. This represents the start of a change in the operations of the library as this is the same methodology in the Senior Library.

As your son progresses through the library in Years 6 to 8 the following are key areas of development that will be addressed:

• Students understand the difference in primary and secondary sources.
• Students understand how to evaluate sources of information and ensure that only reliable sources are used in assessments.
• Students learn how to navigate the various resources provided at Scotch College in the form of books or academic databases.
• Students, by Year 8, can create a report/essay using correctly formatted APA referencing.

An important role of the library, in addition to the purely academic, is to ensure that students do not see reading as a chore. As the boys progress in age, their commitment to co-curricular programmes increases and reading time comes under pressure, so library programmes have time built in to ensure they are given both occasion and encouragement to read fiction.

Senior Years Library Programme

The Senior Library supports your son in his studies from Years 9 to 12 as his focuses shift to achieving high academic results. The library provides many services to help him achieve his best and these include a comprehensive set of library research guides along with a significant investment in research databases. While traditional non-fiction books are available, the collection for your son is dedicated to what he would study in his courses instead of having a broad general collection. The fiction collection, however, has a focus on senior secondary reading with novels and epic tales being a greater focus for those readers extending themselves beyond young adult fiction reading.

The library space in the Senior School is also very different with booth seating and a more open group work plan. This is complemented by a silent glass room for those times when your son needs a quiet work space. Finally, the library is set up to connect your son to the world with digital signage playing news from various countries’ perspectives. It is a strategic goal of the Senior Library to ensure that your son understands that he is part of a global community and is aware of the international events that may directly or indirectly affect his life now or in the future. The International Baccalaureate terms this International Open-mindedness, that is to be aware of surroundings, aware of other cultures and aware of your son’s place in the world.

The library offers many services for your son that are all located on the main library website. Here: http://library.scotch.wa.edu.au/services

FAQs

Expand/Collapse All

Where can I find further information about the libraries?

At Scotch the libraries and technology integration teams operate a full knowledge base called ask.PLCSCOTCH. This is an online fully searchable repository of questions and answers with detailed tutorials on how to complete almost any interaction or locate any information relevant to these areas. This knowledge base is also shared with Presbyterian Ladies College, our sister school, allowing your son access to two combined schools knowledge and support.

How can I get book recommendations for my son?

Across each library qualified teacher librarians are on staff to assist you and your son in the creation of a reading list of books that he would like to work through at his appropriate level. Often it takes only one good book to hook your son back into reading but it is the second book and third books that will keep him reading. To get a personalized list of books based on your sons likes simply email library@scotch.wa.edu.au and a specialist will be in contact.

How can I locate the library catalog of books?

You can access the current collection of both print and digital books on offer by heading to any of the library websites located at this link https://library.scotch.wa.edu.au. Once you are on the page you can then search via the catalog menu item or in the search box provided. Remember that the library at Scotch is directly connected to the library at PLC so you son has access to many more resources that will all show up in his searches.

Where can I locate Genre reading lists?

The library generates special genre reading lists for students to browse. These can be located at the following link: https://plcscotch.softlinkhosting.com.au/oliver/home/browse/readingLists

Brad Tyrrell

Brad Tyrrell

Dean of Information and Learning Technology

Learning Space Design

At Scotch College, we are committed to making sure that the rooms and spaces your son uses to complete his education are designed to create the best environment in which to learn. As educational philosophies change and new developments in teaching theory are proposed, the College is dedicated to creating spaces to first trial and then implement these spaces for your son.

As part of this process each teaching space at Scotch College is strategically being evaluated and reviewed as part of an ongoing process of upgrading and maintenance. Through this process all the rooms your son will interact with for instruction will become flexible, adaptable and suit the content and delivery method of the day instead of always in rows and facing the front. While the literature on learning spaces often contains broad statements concerning maximising the adoption of those paradigms of teaching and learning that shift from teacher-centred, content-focused information delivery to the ideal of student-centred active learning, collaborating in the construction of new knowledge, the reality is that didactic teaching has its place and occasionally the learning space must also service its needs.

An example of one of the newly designed rooms your son will interact with and the virtual tour of the Junior Middle School Library and Art Gallery can be viewed below.

FAQs

Expand/Collapse All

How do learning spaces affect student learning?

It is important to understand that the space in which learning takes place can have a profound effect on your son’s level of achievement. Studies have shown that when students are relaxed, have natural light and are free to move, among other things, their learning and understanding is increased. These factors are all taken into consideration when designing and using learning spaces at Scotch College and it is a strategic directive to upgrade and adapt all spaces to create spaces that are better suited to your son’s learning.

How are modern classrooms improving learning?

In modern classrooms, a movement away from a didactic teacher at the front of the room, is occurring making way for a more student-centred flexible space that can be reconfigured to suit the nature of the lesson being taught. In practical ways, your son, in many classrooms at Scotch College, may want to stand at a desk while he is being taught, he may learn better when the classroom is configured in group tables or he may require individual quiet space to achieve at his best. All of these options should and are available at the College and this is what a modern classroom needs to provide.

It is through customised spaces and an environment that can change that improves the learning of students. In addition to this, technology integration into classrooms places a significant role as it allows for groups sharing from laptops, teachers to be mobile in the room and your son the ability to quickly see and experience online environments without leaving his seat. Below is one example of this taking place for your son in the Commerce room at Scotch College.

Why are classrooms changing?

Classrooms are changing because the world in which your son will enter to work is changing. Today group work environments in open planned spaces are more common with companies valuing group work and creativity more than following orders without contributions. Your son needs to be successful in these types of working spaces and while traditional spaces will always be needed and are valued, new work paradigms are what is driving innovation in classrooms.

What examples of new learning spaces are in the school?

Below are just two examples of spaces that have been created for your son at Scotch College, but in all rooms you will see non-traditional setups with plans for much more in the future.