Many factors influence a school’s culture, but something you may not have considered is the influence a boarding heritage has on the overall development of ‘community’ within a school. In the case of The Scots College, Principal Dr Ian PM Lambert believes that that boarders “play an enormous role in the historical and cultural life of The Scots College”.
“Place, as much as time, has governed the lives of generations of Scots boys. The buildings in which boys have lived out their schooldays have become an important part of a Scots education, shaping boys’ experience of the College,” said Dr Lambert.
“Boarding has always held a special place in the life and fabric of The Scots College. In 1893 the College opened with a mere 25 boarders and ten day boys. Today, over 230 boys board on our Bellevue Hill campus and another 200 boys board for two semesters at our Glengarry campus.”
Dr Lambert advocates that boarding builds strong community; that a school’s ability to attract and care for boys from different geographical locations, cultural communities, and educational backgrounds will ensure that it stays at the forefront of education in Australia.
At Scots, boarding is one of the critical components of the College mission, ensuring that the College:
- maintains social and cultural diversity in its student body;
- caters for the increasing demands of academic, sporting and Co-Curricular commitments; and
- meets the needs of metropolitan, regional and international boys well into the 21st century.
The Scots College aims to set itself apart from other boarding experiences by paying close attention to, and planning for, a culture that is held together by the fabric of friendliness, faithfulness and fidelity.
“It is the boarding community that most powerfully provides our boys with a place to be; a place to belong; a place to be led; and a place to become,” said Dr Lambert.
At Scots, five boarding houses accommodate boys in single rooms and small year group dormitory accommodation.
“Our specialist support of Years 5 to 7 boys in Macintyre House focuses on age relevant oversight, care and support. In Years 8 to 10, boys enjoy and thrive in small, intimate dormitory environments. In Years 11 and 12, we aim to accommodate every boy in a single room designed to support their learning needs, study regimes and extended Sporting and Co-Curricular programs,” said Dr Lambert.
In 2010 Scots introduced the specialist academic roles of Assistant Housemaster in every House. These leading members of the College academic team support the Housemaster through the provision of personalised planning, management and academic support for every boy’s learning pathway through the College. This means that the model of care and academic nurture is fully supported by experienced teaching staff members of the College. Every member of a boy’s Boarding House team is a teacher in the school. The Housemaster, Assistant Housemaster, Residential tutor, and non-residential tutors provide care and oversight that follows them from their house to their classroom and back again.
“Our aim is to provide boys with a residential experience that honours the family, is educational in the sense that residential staff brings a family focus, and a community focus into play to ensure boys are respectful, responsible and reliable as a member of their House, the boarding community and The Scots College,” said Dr Lambert.
For more information about boarding at The Scots College, download a copy of our Boarding Prospectus.
