The Thistle - Headmaster's Review 2020

THE

Thistle HEADMASTER’S REVIEW

KNOX GRAMMAR SCHOOL MAGAZINE

2020 REVIEW

20

HSC High Achievers

Academic Highlights

Beyond the Classroom

Knox was the top performing non-selective boys’ school in NSW

2020 was a year of achievement and growth

The offerings of clubs and activities continues to grow

Contents Established in 1924, Knox Grammar School offers an innovative approach to education within a caring environment. Knox, a leading Australian day and boarding school, aims to develop children into young people of faith, wisdom, integrity, compassion and courage. Knox is a Uniting Church school and operates three campuses: Knox Prep (K-6 boys), Wahroonga Prep (Pre-K to Year 6 girls and boys), and Knox Senior School (Years 7-12 day boys and boarders).

04 FROM THE HEADMASTER During this unique year, students have responded with tenacity and optimism

ON THE FRONT COVER Year 4 students Jai Ananda and Declan McManus inspect their coded Micro:bit Mars Rover.

KNOX SOCIAL MEDIA facebook.com/knoxgrammar twitter.com/knoxgrammar instagram.com/knoxgrammar vimeo.com/knoxgrammarschool

ACKNOWLEDGEMENTS This edition of The Thistle Headmaster’s 2020 Review was prepared by Eileen Aroyan, Publications Manager, Knox Grammar School.

Proofreading by David Hayes, photography

by Scott Cameron, Nick Stewart, Blue Murder Studios (Cybele Malinowski), Knox staff, students and parents.

DESIGN Stephanie Tesoriero, stephanietesoriero.com

PRINT The Thistle Headmaster’s 2020 Review is printed

by SKS Printing (www.sksprinting.com.au) on ISO accredited Neo Matt. Neo Matt is manufactured using wood fibre from sustainable forests and made from elemental chlorine free bleached pulp.

GET IN TOUCH Knox Grammar School PO Box 5008 Wahroonga NSW 2076 AUSTRALIA Telephone (02) 9487 0122 CRICOS Provider Code: 00399E www.knox.nsw.edu.au

06 ACADEMIC PERFORMANCE Congratulations to the Class of 2020, ranking Knox 19th in the state

2020 REVIEW

10 CURRICULUM HIGHLIGHTS Encouraging critical thinking and problem solving in all units of learning

19 PREPARATORY SCHOOLS Inspiring children to be leaders and global citizens of the future

23 BEYOND THE CLASSROOM Offering opportunities for students to engage in their interests and skills outside of the academic curriculum

FROM THE HEADMASTER

THE LEGACY OF

Servant Leadership

The courage of our students gives me confidence that young people can manifest the best in humanity

MR SCOTT JAMES Headmaster of Knox Grammar School

It’s important to remember that Knox has endured many challenges since its foundation almost 97 years ago. Our community has been tested repeatedly yet never found to be wanting. What defines us across the decades is the courage, creativity and resilience with which successive generations have responded to challenge, rather than the intrinsic nature of these challenges themselves.

Certainly, nobody could have envisioned what was to lay ahead when the new academic year commenced.

2020 has been a year of profound and unprecedented challenges, and our community has responded positively, creatively and cooperatively.

The Class of 2020 has collectively displayed the self-discipline and tenacity to navigate a year of unprecedented changes and uncertainty. Never has a graduating class been called upon to step into the future with more purpose, vision, passion and hope.

Our founding Headmaster, Neil MacNeil, oversaw the growth of the School in the vibrant post war period, through the deprivation of the Great Depression and forward to the outbreak of World War II. Throughout that period, MacNeil often spoke and wrote about a theme which endures to this day and which I believe has provided that solid foundation of a distinctively Knox approach... “optimism”.

Extracts from the Headmaster’s Addresses at the Year 12 Valedictory Assembly and Presentation Day for the Senior School and Knox Preparatory School

Year 12, you have all been influenced by your time at Knox. The person you are today is, to a significant degree, the result of your interactions with the students and staff of Knox and the experiences you have shared.

As a leadership team, you have embodied servant leadership through your actions, successfully identifying points of connection for students in a year when a sense of belonging was more important than ever. Your legacy is showing younger students how to lead, and I believe this is the greatest legacy a leader could leave.

This year required you to be openminded, compassionate, thoughtful, but also strong, courageous, and resilient.

Characteristics of the men who sit in this hall today - each and every one of you is a person of character who will shape a positive future for himself and the wider community.

Boys, you have done an exceptional job providing leadership to the School, and I sincerely thank you.

This year has shown that our school is a unique and vital community with relationships woven together through meaningful connections - between students, students and teachers and teachers and families. Those bonds which have been forged in adversity have only served to enrich and intensify our relationships with one another. It is our community which makes Knox an exemplary school and special place.

Our students have shown that the worst health crisis in memory is no match for a proud and optimistic generation of young men. Indeed, the courage of our students gives me confidence that young people can manifest the best in humanity - and that is a light that will shine for generations to come.

We have inspired each other to live with hope and face the future in the sure knowledge that we will emerge

from this in a stronger position than ever before. We have not simply survived; we have grown together and thrived together during these most testing of times.

I see students who are so much more attuned to the environment and the world. They have a real desire to connect with other people. They are vocal, they are motivated, and they are driven to succeed.

I have always believed that young men can do almost anything as long as they set their minds and their hearts to the task.

Boys, always remember you have experienced a quality of education not afforded to everyone. The challenge for each and every one of you is not to position yourself as better than others because of where you go to school.

Your challenge is to be for others because of where you go to school.

Have a quiet confidence in your belief that you can help others within your community. I genuinely believe you have the opportunity to be one of our greatest generations.

Looking towards the future, Knox will continue to pursue best practice in all the we do, both at an operational and governance level.

I believe our world is filled with promise and I look forward to an exciting 2021 together.

Scott James, Headmaster

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

05

ACADEMIC PERFORMANCE

2020

Higher School Certificate

06

19th

845

47

14

Knox rank in the Sydney Morning Herald Top 100 Schools Report

Total Band 6 (90+) results

Students on the All Rounders Honour List

Students on the Top Achievers List

30

196

90

Students with an ATAR of 99 and above

Students with an ATAR of 90 and above

The median ATAR (ATAR of middle student)

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

ALL ROUNDERS HONOUR LIST (ACHIEVING 90 OR HIGHER IN BEST 10 UNITS) Timothy Allan

Luke Marinaki

Adam Barnes

Daniel Miu

Samuel Biggs

Thomas Otto

Luke Bowers

Rhys Owen

Nicholas Browne

James Riordan

TOP ATAR OF 99.95

Finn Cameron

Harrison Rockwell

Joshua Chen

Luke Schofield

Jason Cheung

Xavier Singarayar

Timothy Leong Jason Lin

William Choi

Ian Tay

Harrison Chow

Ethan Taylor

Alec Cook

Luke Tedesco

Henry Daunt

Mitchell Volk

Rishikesh Deshpande

Damon Woo

Michael Drever

Richard Xue

Jacques du Plooy

Michael Yoong

James Dwyer

Galen Yuan

NSW EDUCATIONS STANDARDS AUTHORITY TOP ACHIEVERS LIST (TOP 20 IN NSW)

Harrison Ferry Lachlan Gee

Business Studies Daniel Lum – 12th Tom Otto – 13th Nimay Kallianpur – 14th

Mathematics Standard 2 Matt Lahoud – 6th Tom McKernan – 8th Mitchell Volk – 13th

William Gibson

Chemistry Jason Lin – 3rd

Mathematics Advanced Ethan Ryoo – 9th Lachlan Gee – 18th

Michael Hitchcock

Drama Oskar Loofs – 3rd Earth and Environmental Science James Stark – 3rd Legal Studies Finn Cameron – 8th Alex Favero – 17th

Mathematics Extension 1 Jason Lin – 1st Timothy Leong – 4th Mathematics Extension 2 Jason Lin – 4th Timothy Leong – 6th

Marcus Goodge Ethan Han Harry Hearder Patrick Hogan Benjamin Jacobson Nimay Kallianpur Justin Kim Timothy Leong Yuxiang Li Jason Lin William Lovell

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

07

ACADEMIC PERFORMANCE

08

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

University Entry CLASS OF 2020

Combined degrees, where students can merge their interests and passion into their qualification while expanding their skillset, was the leading trend for the Class of 2020.

TERTIARY COURSES 2020 04 Agriculture 24 Architecture, Design, Construction 51 Arts (including Film, Policing, Music, Advanced Studies)

110 Business (including Accounting, Actuarial Studies, Commerce, Economics, Finance)

The Business sector also continues the trend at Knox, with courses in the Arts and Engineering being of interest for further study and career aspiration. Science, IT and Medicine and health related courses have always been popular choices in recent years. It is worthy to note the increase of offers in Sport related courses compared to previous years.

162 Combined

(including Law, Arts, Business, Education,

(including Journalism, Media, Digital Media, Social and Political Sciences, Creative Arts, Public Relations, Advertising, Marketing)

06 Education 40 Engineering

The four Sydney-based universities are still the preferred places for study in 2021 with UNSW the most popular choice for this cohort.

The Class of 2020 actively took part in applying for early entry as many universities introduced direct entry into courses during early offer rounds. A total of 31% of offers received by students were via various early entry programs including Schools Recommendation Scheme (SRS) and direct early entry programs (eg. Macquarie University’s Leaders and Achievers and Western Sydney University’s HSC True Rewards). It is interesting to note the increase in the number of offers given to students directly from universities, with students applying for and securing early course offers.

Multiple course offerings from universities was also the focus for the Class of 2020.

A total of 46% of students received multiple offers across the various UAC offer rounds, including SRS, highlighting the mindset of choice when considering their career paths.

Overall, 90% of students from the Class of 2020 received an offer from UAC, which highlights the value of higher education in giving students the skills they need for future success.

Science, Engineering, IT)

24 Communications

29 Information Technology (including Data Science, Computing)

01 Law 34 Medicine and Health Related (including Biomedical, Nursing, Occupational Therapy, Paramedicine, Physiotherapy, Podiatry, Vision Science)

24 Science (including Forensic, Biotechnology, Food Science and Nutrition, Human Sciences)

17 Sport (including Exercise Management, Business)

526 offers in these disciplines

UNIVERSITIES 2020 14 ACT (Australian National University, University of Canberra)

08 Australian Catholic University 07 Fee-paying colleges 115 Macquarie University 31 NSW Regional (Charles Sturt University, University of Newcastle, University of Wollongong, University of New England)

138 University of NSW 110 University of Sydney 94 University of Technology Sydney 09 Western Sydney University 526 offers from these institutions

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

09

Curriculum HIGHLIGHTS

SENIOR SCHOOL

ENGLISH

At Knox, we are committed to providing an exciting, challenging and enriching curriculum through which students develop creative, critical thinking, problem solving and leadership skills in a variety of contexts.

Source: Knox Grammar School Strategic Direction 2018-2022

A highlight from the English department in 2020 was the staff pivoting to acquire the requisite skills to function in an online teaching-learning environment almost overnight. Technology was the key in this challenging year with staff having to teach the entire HSC English course via Zoom. Google Classroom was also used to run online Assessment Tasks such as Essay Writing, Speeches and Multimodal Tasks.

English staff worked collaboratively to re-image the resources used in a normal, physical classroom into ‘bite sized’ online modules for the boys and a lot of Think-Pair-Share was used.

This required students to work together to problem solve as they shared ideas and discussions with their peers. The break-out rooms in Zoom supported this strategy really well to ensure sustained engagement in the virtual platform during off-site class learning.

Critical thinking is embedded in the programs of the department from Years 7-12. Based on Glen Pearsall’s presentations, the students have been encouraged to reflect on the processes of learning and apply their ‘new’ understanding to their work.

The English course by the nature of its underlying human philosophy, provides the students myriad opportunities to explore and understand the human condition across times and cultures. The range of texts studied and the Research Tasks on contextual influences allows the students to have a better understanding of value systems and history of a culture.

MUSIC Any sort of public performance requires bravery and strength of character. Likewise, the art of providing constructive feedback for a peer can be a delicate thing. We train our Music students to show character in the way they think critically about their feedback and the feedback they give to others.

MATHEMATICS Mathematics and numeracy is foundational to many interdisciplinary quests. Knox mathematics students encounter and enjoy rigorous preparation that can be applied in many varied contexts. This year, invited students have again taken part in competitions and activities run by The Australian Mathematics Trust. Critical thinking is at the core of these events with students required to synthesise knowledge and skills in order to attempt write solutions to complex problems.

During off-site learning, Mathematics was delivered via document projectors, writing digital tablets, Zoom meetings and Google Classroom resources and activities. The rapid upskilling of the teachers was professionally undertaken and coordinated through staff meetings to ensure that all teaching staff were able to deliver the syllabus and assessment competently.

The successful delivery of the new Stage 6 syllabuses in Mathematics Advanced, Extension 1 and Extension 2 was a highlight of 2020. School based assessment included a mathematical research and investigative task in which Extension 2 students performed spreadsheet tasks to model real life scenarios involving integral calculus.

We congratulate Fredy Yip (Y10) who achieved the highest honour that can be bestowed on a high school mathematics student by being selected in the Australian Mathematical Olympic Team which competed at the 61st International Mathematical Olympiad (IMO), held online from St Petersburg, Russia in September. His performance at the IMO makes Fredy the best high school mathematics student in Australia and indeed the 22nd best young mathematician in the world!

Mathematics is a wonderful tool to enable leaders make informed and objective choices to influence many areas of life. Students leave Knox with an exceptional working ability with mathematics.

This year, the Music Department maintained a ‘business as normal’ approach to our classes.

Practical lessons used the breakout rooms in Zoom to organise students into smaller masterclass groups. Students performed their solos to their groups and engaged in a constructive feedback process. Accompanists pre-recorded all backing tracks for the boys to use at home. Year 7 students usually perform a vocal solo at the end of Term 2 and, this time, boys sang from home and uploaded video footage of their performances with pre-recorded backing tracks.

Music lessons are very hands-on with the department preferring the practise of playing music as a means of learning how it works. All classes engage in group and solo performance lessons, whether on an instrument learned outside of school, or on classroom instruments such as xylophones, keyboards and guitars.

The many group tasks that students engage in throughout the year is an important way for them to think collaboratively and take on leadership roles. When working on a group performance there are many roles to fill including determining the tempo, counting the ensemble in, stopping the rehearsal if things aren’t right and someone who needs to identify what is or isn’t working. These skills are important in all fields of learning and working.

A highlight from 2020 was the Year 8 performance assessment. Normally a group task, boys created multi-layered video footage of themselves performing all the parts alone including some home-made drum kits comprised of pots and pans from their home kitchen!

SCIENCE Technology was at the forefront of Science classes this year with the new iSTEM course being delivered to an eager groups of students. The iHub provided Virtual Reality experiences for Science with boys being able to explore the world around them.

The collaborative work from staff to film experiments, provide interactive lessons, and share online resources was brilliant.

Stage 4 Science used a skateboard simulator to explore energy transformations and then designed a rollercoaster that applied the concepts covered. Google Classrooms were utilised with a significant increase noted in the usage of data loggers and smart gates as in the Year 10 ‘On the Move’ physics program. Feedback for different assessment tasks were collated using Zoom recordings which allowed for specialised comments from different markers.

The Australian Science Olympiad Exams continued to challenge students in Years 10 and 11 across Biology, Chemistry, Earth and Environmental Science and Physics. This year, a total of 29 papers were sat with Knox boys achieving nine High Distinctions and eight Distinctions. Special mention to Ethan Ryoo (Y11) who sat all four papers and was able to achieve a High Distinction in each.

Stage 6 Science provides inspiration for future leaders by providing opportunities to access real world problems and exploring ways to address them. Biology looks at disease and ecological issues, Chemistry investigates pollution and sustainable resourcing while Physics targets energy usage. Earth and Environmental Science boys learn about the sustainable use of resources in mining and exploration and Science Extension allows students to explore a specific problem and develop an investigation around it.

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

11

CURRICULUM HIGHLIGHTS

VISUAL ARTS New and engaging practical units were created for the online learning phase this year.

Artmaking activities were designed to give students the opportunity to explore the world around them inside their homes and backyards.

Theory studies centred on students exploring their world and topical issues and events that they could relate to. Key areas of focus for both the theory and practical tasks focused on developing skills in creativity, collaboration and critical thinking.

21st Century skills and deep discipline knowledge form part of the key attributes of creativity, collaboration and critical thinking that is embedded into all teaching and learning programs in Visual Arts from Stages 4-6. Visual Arts is preparing global thinkers through the depth of learning program. Students are encouraged to be innovative and imaginative in their works. Their critical thinking skills are developed through the design process as they solve problems while being encouraged to collaborate and work effectively in diverse teams.

Visual Arts builds understanding of the role of art, in all forms of media, in contemporary and historical context and visual worlds. This subject offers students a unique insight into the part that creative visual ideas play in the development of society. Teaching and learning in this area values creativity, collaboration and critical thinking and encourages students to deconstruct the contemporary world around them.

12

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

The introduction of a Stage 5 course focussing on photography, video and digital media has been met with great enthusiasm and dedication. This course enables students to engage in contemporary modes of expression and creative pursuits to develop technical skills and interests in the rapidly evolving ideas, practices and technologies of this art form.

The new Stage 4 Theory Assessment Tasks have also been highly successful, engaging boys through autonomous art making tasks and critical/historical writing activities.

PDHPE In PDHPE, the beginning of each lesson is started by asking the students a critical question. It is written on the board and revisited multiple times throughout the lesson with an answer supplied at the end using the information learnt during the period. This reinforcement allows for the boys to develop their critical thinking skills. Analysis and problem solving of results are also employed during fitness lesson time to further the theory learning in class.

The use of technology in PDHPE has increased this year. In PASS, boys have been learning how to analyse their own skills and movements through the use of Huddle. Breakout rooms in Zoom have also assisted with collaborative group work and problem solving. Videos covering each dot point in the syllabus were recorded to further engage learning. For practical lessons,

a booklet with options full of movement choices were distributed to the boys to undertake at home during off-site learning. Lessons were also on Zoom with the boys excited to watch each other work out.

A highlight of 2020 for the PDHPE Department was to support the Ride with Richter challenge in which the team rode the equivalent of the Tour de France in four weeks. It was a massive challenge which was completed together for a total of 3,470km ‘travelled’ with the help of three stationary bikes set up in the staffroom.

DRAMA

GEOGRAPHY The reinvention of teaching Geography has seen a surge in students attracted to the course with many engaging in the Global Issues content. In 2020 there were two Year 12 classes with 48 students and four Year 11 classes with 69 students; in 2021 there will be four Year 11 classes with 75 students. This is a testament to our teachers in Years 7-10 who have imparted their energy and enthusiasm for the subject to the students who have then decided that Geography is an integral part of their Years 11 and 12 subject selection.

The Geography Department has always engaged strong critical thinking, incorporating it into our curriculum through summative and formative Problem Based Learning assessment tasks. The Years 7-12 Fieldwork Excursion program encourages boys to construct innovative solutions to the issues faced in the real world. Geography affords teachers

and boys to deeply engage with critical thinking and problem solving skills and strategies.

The first half of 2020 was a seamless transition to online learning with the department previously investing time and effort into their Google Classrooms. The department also was engaged in the use of Education Perfect that assisted in the delivery of content and concepts through a user-friendly platform that the boys found easy to engage with.

The very nature of Geography as a forward-looking subject, encompasses the world in which students live and enables them to apply critical thinking practices to real-world problems in the spheres of the environment, socio-cultural elements and economic outcomes in order to develop and create a balance between environmental, economic and social outcomes; tools that leaders of the future will require.

Elective Drama students are required to employ critical thinking and problem solving in all units of learning. As a subject, it is unique in the student employment of kinesthetic, aesthetic, cognitive and collaborative learning processes. Drama continues to provide the only formal classroom training in presentational skills such as public speaking and interview techniques; skills that are essential for any student contemplating a leadership role in a range of professional contexts.

Following the recognition of a Knox student coming first in the state for HSC Drama in 2019, the largest cohort of HSC Drama students ever at Knox (48) achieved a record 19 Individual Performance nominations for OnSTAGE, the NSW Education Standards Authority showcase for exemplary HSC Drama works. The selection of a student for Theatre Reviews in this showcase; School Captain Nick Reynolds, was the fourth year in a row that a Knox student has been selected for this honour. This is an unprecedented achievement in NSW Drama.

Other outstanding achievements in Drama include the Year 7 House Activity Day’s Connections Performance Competition which was triumphant with over 360 students in their 12 houses presenting compelling theatrical interpretations based on poems emphasising the School value of courage. We also acknowledge the students involved in Theatresports and offer our congratulations to the Junior Team that came third in the Theatresports State Final.

In 2020, Drama created a performance initiative between Knox and students from King’s High School for Girls in Warwickshire, United Kingdom. In two live performance link-ups, six boys performed with the girls in a series of Shakespearean scenes. It is anticipated that a digitally linked performance of a play involving Knox with the schools from the United Kingdom, India, New Zealand and America will take place in 2021.

CURRICULUM HIGHLIGHTS

2020 has certainly provided real life context for students to be aware of including how to stay adaptive to changing local, national and international situations

AGRICULTURE Students have continued to be inspired through diverse and unique learning experiences focussing on best practice within the agricultural industry.

At the forefront of many boys’ minds this year have been the use of SmartShepherd collars. Years 9 and 11 boys were provided guidance from Anthony Shepherd of Sheep Matters as to the use of these bluetooth collars for the mixed flock of breeding ewes and their newly born lambs. Data was gathered in class around mothering ability as well as weight gain and breeding objectives. Ultimately, the technology allowed decisions to be made by students that will influence stock on the ‘Ag Plot’ for many years into the future.

The boys’ critical thinking and problem solving skills are often used to tackle the myriad of agricultural production, processing and marketing situations which are referenced at the ‘Ag Plot’. Class work often reflects current trends and boys are involved in managing the constant tussle between sustainability, regeneration and the intensive Agriculture production.

2020 has certainly provided real life context for students to be aware of including how to stay adaptive to changing local, national and international situations. Lessons have been busy with boys addressing, discussing and planning ways to overcome the observed impacts on the food and fibre supply chains. Whilst learning at home, students were provided with kits of seeds and propagation materials along with instructions on how to self-direct practical experiments.

This allowed them to continue to engage, learn and explore the syllabus contents and practical requirements of their course. Further online learning opportunities included students using interactive programs such as Farming Simulator 2019 and Minecraft to create and manage their own farming enterprises.

TECHNOLOGY AND APPLIED STUDIES This was the final year of implementing the new Stage 4 Australian Curriculum for the TAS Department with the official introductions of Agriculture, Engineering and Digital Technology into the Stage 4 syllabus. The introduction of Stage 5 Engineering provided boys with an opportunity to develop a keen interest in Engineering from Year 9. Stage 5 Engineering students learnt about alternative energy and the current energy climate as well as how structures and materials affect products.

Years 9 and 10 have continued to refine their design thinking skills by producing considered solutions for a variety of projects including Minimalist Lighting units, Controlled Arm system, and Metal Folding Shovels. These problem solving approaches continue in the Years 11 and 12 courses. Students apply critical thinking to define problems, prototypes and explore solutions while drawing on a range

of knowledge such as formulae to resolve forces, the scientific method to test design outcomes and code to construct interactive user interface systems.

Cutting edge technology is always at the forefront of the TAS Department within the ongoing and continued use of a variety of technologies such as 3D printers, laser cutter, robots, Micro.bit Bitbots, drones, and flight simulation.

Students across many of our subjects are exposed to a variety of local, regional and global issues where they are asked to create holistic solutions that have minimal environmental impact and make a positive change to the stakeholders. Cadet Tech is run through our department where students lead the way in creating solutions for the Cadet unit when on their Annual Field Exercise. These solutions include a GPS beacon for automatic location tracking and harbour lights for night time safety around campsites.

Students apply critical thinking to define problems, prototypes and explore solutions while drawing on a range of knowledge

16

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

FINANCE AND LEGAL STUDIES The outstanding results from the 2019 HSC cohort including 1st in the state for Legal Studies (Michael Glover) and 2nd in the state for Business Studies (Will Anderson) are a testament to the excellence, hard work and collaborative teaching and learning that is taking place within Finance and Legal Studies.

2020 has certainly provided challenges and the department was very proud of the resilience and grit demonstrated by students as they adapted to online learning experiences. The COVID-19 pandemic also presented a number of opportunities for our Economics and Business Studies students to explore the impact of this external influence on the Australian economy and business sector.

2020 also saw the introduction of the Business and Finance Club. This co-curricular club has been led by Y10 Commerce student Riki Choi. Students work collaboratively to solve complex business problems using financial modelling, accounting principles, and Harvard Business School case studies.

HISTORY The HSC results of the 2019 cohort was a significant highlight for the History Department. Hortin Zheng was 1st in the state in Modern History and Ryan Ng and Austin Thompson were also ranked in the top 20. After achieving 1st in the state in Ancient History in 2012 and in 2007, this result continues the trend of outstanding achievement in this department.

The continued renovation of the History Department area in the Knox Cultural Centre has seen the addition of a large mural. This is the first of a number of similar murals planned for the next few years. In keeping with the theme of other displays in the History area, the intention is to create an engaging and exciting learning space for the boys.

History at Knox has always been seen as a ‘window on the world’ so the teaching has embraced the global competencies. In class, teachers routinely connect historical events to the context in which the boys live. This clearly aids the boys’ understanding of history and also helps them to make connections to the global community outside Knox.

Teachers seek out opportunities to open the boys’ eyes to the possibilities that exist outside their own immediate experience.

In the process, the department hope to help create global citizens who understand their role and place in the world, who are empathetic to those who have less opportunity and tolerant of people’s differences. In this way, we hope to be inspiring the boys to be informed leaders of the future.

In November, Economics and Business Studies students were very fortunate to hear from guest speaker Mr Simon Rothery (Chief Executive Officer of Goldman Sachs Australia/NZ and Chairman of School Council). Mr Rothery spoke to students about how the financial sector has responded to global economic issues as well as how financial institutions assist businesses in sourcing funds and enabling them to achieve their financial management objectives.

The department continues to focus on the integration of key global competencies (collaboration, communication, critical thinking, problem solving and creativity) into the teaching and learning programs as well as developing students’ skills in critical thinking.

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

17

LANGUAGES AND CULTURES As employers seek people with skills rather than knowledge, language learning continues to be essential in helping students build global competency skills. The ability to speak to and understand people in their own language and to recognise and be able to react appropriately to cultural nuances, helps students move between cultures, developing critical thinking skills, problem solving skills and the ability to empathise with other people. The ability to communicate in English and at least one other language, combined with an understanding of different cultures, are essential skills for our globalised world.

There were some changes to the usual programs in 2020 but many still went ahead. Year 9 German students were able to visit the zoo to create a video guide in German as part of their assessment. Year 8 students participated in their annual Cooking Incursion, using language and cooking recipes from the target language country.

This also served as an integral part of the food unit, during which students researched recipes and created videos of themselves explaining how to cook a dish unique to the country.

Year 10 French completed a unit of work on Fairy Tales, resulting in the students writing their own story in French which were then published through the Story Jumper website.

Students also presented their creations to Wahroonga Preparatory Kindergarten students.

During off-site learning, an even wider range of innovative technologies and online platforms were used. Nearpod and EduPuzzle were added to the suite alongside Education Perfect (vocabulary learning), VoiceThread (supporting oral and aural skills) and ImmerseMe (supporting pronunciation and writing). This technology not only served to engage students but also allowed them to access differentiated content and to personalise their learning, making the content more meaningful and relevant.

18

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

WISDOM LIFE FAITH The Wisdom Life Faith (WLF) curriculum prompts students to tackle spiritual, moral, social and cultural questions. Students require critical thinking and problem solving skills on topics such as the ethics of war, the value of compassion and the existence of God. Classroom activities call upon students to collaborate, communicate, and be creative as they consider how they live ethical lives.

The WLF curriculum teaches students about all the major world religions and demands that they appreciate alternate belief systems and cultures.

This provides students with insight on the world around them with our aim to shape proactive global citizens.

WLF and History ran an interdisciplinary unit with Year 10 that looked into Judaism and the Holocaust. This deepened student learning and it was a rewarding professional experience to work collaboratively across departments. Before the move to online learning, some students

were able to visit the Jewish Museum and the Great Synagogue in the city. They listened to the first-hand accounts from Holocaust survivors.

Further to this, some students were able to take a guided tour of Auschwitz through the iHub. It has been an exciting year with the Entrepreneurial Ethics course accredited by the NSW Education Standards Authority. The course aims to place the student at the centre of their educational journey and equip them with the essential skills, competencies and knowledge needed to meet the ethical challenges of a complex world. Next year’s Year 9 cohort of 2021 will be the first students to undertake this exciting learning journey. In order to better reflect the provision of the curriculum, 2021 will also see the faculty change its name from Wisdom, Life and Faith to Religion and Ethics.

CURRICULUM HIGHLIGHTS

KNOX PREPARATORY SCHOOL

A Knox student is: Resilient Empathetic A critical and creative thinker A problem solver An advocate for social justice A global thinker A lifelong learner Source: Knox Grammar School Strategic Direction 2018-2022 THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

19

We set out, at the beginning of this year, to put empathy front and centre in all of our interactions, our plans and our deeds.

We challenged the boys to act with empathy, understanding that it is hard to imagine walking in the shoes of others if we’ve not had experiences that give us a personal understanding of the situations they find themselves in.

We had planned to focus most specifically on life and interactions at school, and then to consider further afield as part of our Knoxigations inquiries. When we set out, we could not have imagined how important empathy was going to be for us all in 2020, and that seeking to understand what people all around the world were dealing with as part of this pandemic year, was going to be at the centre of many of our discussions.

There have been so many highlights this year, across all aspects of the Prep School, in this year like no other, and empathy has played a key role in many of these.

Beginning with our K-2 boys, they were at school for just six weeks before their world was upended and they began learning at home. Their connection to the School is so strong, and comes from their love of learning and their incredible adaptability. Bravo, Kindy!

The work our Year 2 boys completed for their ‘Tinkering Towards Tomorrow’ unit was incredible. Learning how to

20

use the empathy mapping process, the boys sought to understand the needs of those with a disability or impairment, and then designed an arcade game with adaptations that would allow them to engage in the activity, despite their challenges.

As part of their ‘Stories of the World and its People’ unit, Year 3 were charged with designing and running our Prep ANZAC Day Service. COVID-19 presented them with a massive challenge - how will we sing a choral item virtually, when we are all learning at home? Staff worked with the boys to create a truly stunning virtual rendition of the boys singing ‘I am Australian’. The entire service was reverent, stirring and a wonderful tribute to those who fought for the freedoms we enjoy today. Congratulations, Year 3!

The Year 4 ‘Global Changemaker’ unit this year had the big idea, ‘Start small, think big to change the world’. Year 4 empathised with the plight of so many around the world who are struggling in so many ways. Starting small, yet thinking big, they produced a video of

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

CURRICULUM HIGHLIGHTS

the Jerusalema Dance, with the simple yet powerful aim of putting a smile on the faces of those who viewed it. They co-opted the entire Prep School, even the Headmaster! The video of their dance went viral, not only locally but internationally, and smiles were indeed shining as a result. You made the world a better place Year 4 - well done!

The Year 5 Knoxfest Silent Film Festival was another stroke of genius by our resident creatives and tech experts!

Making meaning visually, without words, is really challenging. Our boys now have a far greater understanding of the importance of non-verbal cues and actions that convey meaning - amazing work, Year 5!

The highlight for Year 6 was the Colour Run. My goodness - how much fun it was for the staff to throw colour at boys and for the boys to be literally covered from head to toe. The funds raised contributed to the Year 6 gift to the School, a new flagpole, from which we can now fly the Torres Strait Island Flag. It was an amazing day of fun and excitement!

Our musicians are our superstars, and even during a year where there has been no singing, limited wind instrument playing, and so many restrictions on their regular practice, our boys have risen to the challenges before them. Our choirs learnt AUSLAN, our bands became drummers and our string players rejoiced that their learning could continue.

7am ensemble rehearsals filled nearby suburbs with the sounds of our Knox players - bravo to all of our performers on continuing on unwaveringly!

At Knox Prep, we encourage our boys to lead the way, and to do so with empathy.

All of the experiences we have had at Prep this year have added to the skillset and leadership dispositions of our boys, even when they didn’t realise these were the skills they were acquiring.

Strength, resilience, the ability to communicate effectively using multiple media; collaborating in person, via Zoom or in a myriad of other ways; thinking critically about how to solve problems, with the needs of others in mind.

During remote learning, our commitment was strong and clear - that we would provide as close to a face to face, in person experience as possible - and possible it was! Whilst acknowledging that human connection was harder than it is face to face, we are so proud of our boys and staff; and their incredible work during that time. Our commitment was that the learning would continue, and indeed it did!

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

21

When I hear the children working together to problem solve, collaborate and negotiate, I can see them in their

WAHROONGA PREPARATORY SCHOOL This is an exciting time for Wahroonga Preparatory School as we combine our Reggio Emilia Philosophy and our six Global Competencies to promote deep learning through conceptual inquiry learning and newly created units. Developed in Italy by Loris Malaguzzi, Reggio Emilia values each child as a strong, capable and resilient learner, with wonder and a passion for learning. At Wahroonga Prep, our girls and boys are encouraged to challenge themselves and explore topics of interest to them through inquiry-based learning. This year we have observed the enormous growth in the children’s characters.

Wahroonga Prep offers broad learning opportunities which encourage student engagement and an individual student response that requires critical thinking and problem solving. A recognition of the power and potential of targeted questioning across the curriculum supports students in further developing these skills. Our use of Ron Richart’s Visible Thinking Routines in Teaching and Learning programs has allowed the opportunity for students to develop their thinking.

Teachers have employed open ended, hands-on inquiry investigations in this year’s programs to link learning to real life situations.

This authentic learning can be seen across the Key Learning Areas of Maths, Digital Technologies, Art, Geography and STEAM where students are challenged to think critically and to devise solutions to problems.

Students are given access to a wide range of specialist teachers, beautiful learning spaces, and opportunities in all learning areas.

22

By promoting a culture of excellence in teaching practice, we can ensure every student has the opportunity to reach their full potential in the classroom.

The move to remote learning and the sustained use of technology on the return to campus leant itself to the rapid development of critical thinking and problem solving skills amongst the children.

Year 6 made podcasts in English and created their own board games incorporating coding and using the Micro:Bit in Maths. The introduction of Interdisciplinary Units in Year 1 as part of Science and Geography with a link to Maths and Literacy allowed the children to express their understanding using a variety of mediums including writing poetry, painting, and calculating. Augmented Reality was used in Year 2 to create non-fiction fairytales and this deep learning saw students engaging with texts and images far beyond their age.

There is an emphasis on independent learning at Wahroonga Prep to constantly develop the children’s ability to think critically. Excellence and innovation underpins all our initiatives at Wahroonga Prep. The development of character strengths and an inquiry based learning approach acknowledges the changing world in which we live and the need to remain agile in our response as educators.

Our teaching and learning experiences are innovative, challenging and empowering and dedicated to growing children to become responsible, resilient and adaptable global citizens of the future.

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

future roles working in a team, valuing different opinions and sharing in a respectful way.

Ms Ingrid Gilholme, Wahroonga Preparatory School Teacher

Beyond

THE CLASSROOM

Our Mission: We are committed to being a leading school; highly respected globally for innovation, altruism and a commitment to student and teacher excellence and wellbeing.

Source: Knox Grammar School Strategic Direction 2018-2022

STUDENT LEADERSHIP The creation of the Tartan Army was a significant highlight of 2020. This supporter group was designed to help to create a shared sense of purpose and engagement for all boys across Years 7-12. Members of the Tartan Army stand, sing and celebrate as one. In war cry and humble congratulations, shout and clamour, boys in the Tartan Army are united in their love of Knox and appreciation of mateship. Every single boy, without exception, is welcomed into the Tartan Army with the Student Leadership Team designing the Tartan Army for this purpose.

The work that the Prefect Executive and Prefects did with creating online content and videos leading the School through the first half of 2020 was also noteworthy. Students were regularly encouraged and found new ways to connect with one another through the off-site learning experience. The creation of video content for dissemination to the whole school, in particular, offered student prefects many opportunities to become examples to their peers as well as develop themselves as leaders.

It was encouraging to see the many portfolios meeting regularly via Zoom, as they would on-site, as the School transitioned online. A Google Classroom was also an important tool utilised by the student leaders to stay united in their initiatives and as another way to support one another.

From Term 4 2020, an important change to the Student Leadership program has been for boys to opt-in. That is, all boys now have the opportunity to constantly learn, engage and develop as leaders. Boys have access to current research, presentations and readings on Leadership and are provided with the time and opportunity to reflect, implement changes and define their own leadership purpose at an individual, group and community level. This forms part of the Social Change Model of Leadership Development in the Senior School.

Year 6 students at Knox Prep commenced their leadership training as Peer Mediators for all students in the younger years. The Year 6 Leaders offered daily support to our K-2 students on the playground, facilitating positive play and helping to referee soccer and touch footy games. After their Peer Mediation training, the boys continually displayed impressive leadership skills throughout the school year by modelling excellent behaviour amongst their peers as well as to the other year groups in the School.

Student leadership training initiatives such as these aim to prepare students to lead by example for life.

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

23

BEYOND THEHIGHLIGHTS CURRICULUM CLASSROOM

POSITIVE EDUCATION This year has seen a substantive commitment to educate our student leaders in the key principles of Positive Psychology. Students in Years 10 and 11 volunteered to participate in a seminar and workshop series, where they explored the science and foundational elements of Positive Psychology. A number of experiences and lessons introduced the boys to Positive Education in order to develop their skills and understanding of positive wellbeing. These students were then assigned as Peer Support leaders to boys in Years 7 or 8 with the view that they will mentor them over the coming years.

Staff continue to extend their understanding and practice of Positive Psychology through participation in master classes, depth studies, the Positive Education Practising Certificate

24

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

and research studies. Team members have been investigating and considering how Social Determination Theory and Self Efficacy Theory are embedded in the design of student programs and experiences.

Together with the team from the Applied Positive Psychology Learning Institute, students from across Years 7-12 have been participating in the development of the student wellbeing app. The app is shaping as a tool designed to support the Total Fitness of young people, offering practical tools and tips to promote positive wellbeing on a daily basis.

Finally, this year saw the introduction of the Student Learner Protocols. Dispositions were selected that were shown to have a positive influence on the development of skills,

understandings and ultimately academic progress and performance. Each of the protocols speak to an aspect of Positive Psychology proven to influence a student’s learner and character development. The protocols have served to shape conversations and student learner goals, with the target of developing skills and traits together with deep knowledge and competencies.

Next Generation Boarding Zoom Stage Meetings were also held as a means of staying connected. The Head of Stage along with Boarding staff and the Head of Boarding met online with boarders to share recorded messages from Year 12 Senior Prefects and staff. These were to motivate as well as encourage one another.

A significant highlight for our Boarding community in 2020 was the opening of the Boarders’ Terrace and Basketball Court area in April. This was highly anticipated by our boys and boarding staff for providing a state of the art multi-purpose outdoor area to enjoy and use in the afternoons and on weekends. As soon as it was opened for use, boys were accessing the deck and barbeque seating area, synthetic grass free play space and, of course, the undercover and floodlit basketball court.

To help continue and build on the relationships amongst the Boarding community, each week during off-site learning, a weekly Boarding email and newsletter was sent out. Included was a Boarder Parent Survey to receive important feedback from parents on their sons’ online learning experiences. This vital information was shared with key academic staff to assist teachers with improving the delivery of the learning experiences for all Boarders, regional and overseas.

Next Generation Boarding seeks to encourage and inspire future leaders. The Cultural Immersion and Diversity Committee (CID) work with staff to discuss initiatives to support the Boarding community. The committee commit to tasks to improve community connections, social justice initiatives and social events.

All Boarders are welcome to be involved.

Finally, it was a fitting farewell held for the Year 12 Boarders on top of the terrace of the Weeks Senior Academy. This night was set up beautifully under lights and we were joined by special guests including the Headmaster Mr and Mrs James, Senior School Executive and Boarding staff.

CO-CURRICULAR ACTIVITIES The Co-Curricular offerings provide opportunities for students to find and develop their key strengths and competencies in many non-traditional ways. Boys interact with students from different year groups, schools and countries which offer connections and friendships outside of their normal surroundings. There are often potential offerings and avenues for leadership as boys discover their passions outside of the classroom.

Cutting edge technology has certainly benefitted the students. One example that has developed skills and interests is the Robotics Club. Students use the latest VEX equipment and the discoveries made within the iHub facility are plenty. Likewise, students participating in Theatresports are fostering relationships with overseas schools through Zoom. Drones continue to assist the Cadet and Tech Crew programs by providing students with skills that will no doubt assist them in future opportunities.

Debating has enjoyed a stellar year with the Knox 1sts crowned joint winners of the CAS Debating Trophy for the fourth time and Knox awarded winners of the CAS Debating Shield. We congratulate Dhruv Hariharan (Y11),

Samuel Druce (Y11) and William Choi (Y12) who made the NSW Debating Squad. Further, Dhruv was selected in the NSW Schools Debating Team and our 9As won the grand final of the online International Schools Debating Championships.

The Year 7 House Connections Day held in Term 4 capped off a marvellous year with Year 7 involved in a full house competition for the first time in 2020. Across two days, boys competed in sport activities, electronic sport competitions and a Drama performance. An Indigenous Cultural Immersion Day rounded out the event with the boys learning and understanding the significance and history of Australia’s first people.

LEARNING ENHANCEMENT Within Learning Enhancement we work with the teachers to support specific learning needs and are able to support them in adjusting tasks.

We assist students who require some individual attention by breaking down a task and helping them to develop their problem solving skills as well as gain confidence.

At the start of 2020 we developed our pupil profile and made this available to teaching staff. The profiles allowed us to further develop the boys’ stories for the teachers. This allows them to differentiate more effectively to meet the boys’ very individual needs.

Remote learning for a lot of students proved very challenging. Learning Enhancement teachers were able to work with students in separate break-out groups within Zoom, allowing boys to work at a pace that suited them. The students grew in confidence as they were able to gain more information in a smaller group whilst being supported by a specialist teacher. Academic Assistant Google Classrooms were also set up.

Students could ask questions relating to any subject and were offered support on how to either ask the question of their subject teacher or were given a scaffold to help them structure answers to the questions set in class.

The Learning Enhancement department aims to be build confidence, allowing students to believe in their own abilities through the use of role models to support them to be successful.

KNOX SPORTS ACADEMY

KNOX ACADEMY OF PERFORMING ARTS Without doubt, the highlight from the Knox Academy of Performing Arts Department (KAPA) would be these extraordinary statistics from the peripatetic and ensemble programs. An exceptional 97% retention rate of KAPA private lessons and 100% continuance of our KAPA Ensemble program during off-site learning saw demonstrated performance outcomes together with overwhelmingly positive parent, student and peer feedback. KAPA staff demonstrated outstanding professionalism, ingenuity, creativity and adaptability in providing platforms for students to continue their instrumental, vocal, musicianship and speech and drama peripatetic tuition.

unusual and unprecedented time in our lives.

Our extraordinarily talented musicians have been successful in maintaining their passion and commitment to their music making. These remarkable outcomes would not have been possible without our collective commitment to our online ‘interactive virtual’ rehearsals.

With more than 580 private lessons and 73 weekly ensemble rehearsals, KAPA was required to shift its conceptual ability, flexibility, adaptability and technological skills to maintain the connection and continuance of boys’ musical engagement. Concurrently, our KAPA Ensemble program, literally and proudly ‘kept the beat going’ and in doing so, provided students with the opportunity to continue their vital ensemble connection, motivation, sense of community, increased wellbeing, musical growth and inspiration through weekly online rehearsals, and dedicated recording projects with shared performance outcomes as performance presentations.

As students continued to learn remotely, KAPA employed some of the following strategies: live interactive rehearsals were aided with pre-recorded backing tracks with staff providing feedback, sectional rehearsals held in Zoom break out rooms, students submitted recordings for feedback and recording projects for every ensemble.

During months of recording, producing, editing and mastering our recorded footage, a ‘select representation’ of approximately 80 recordings in total, have been successfully preserved and celebrated what will be remembered as a most

26

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

2020 Showcase Please click on the QR code to view the KAPA Showcase 2020

Knox Prep Music While it was challenging year, Music at Knox Prep was transformed with online lessons in instrumental music and band/string rehearsals.

Over 200 Prep musicians logged into Zoom for their weekly rehearsals and it was music keeping the boys together as they continued to thrive and share their love of music at home with their families as well as classmates. We even saw boys logging into rehearsals from their parents’ mobile phones whilst in the car - such is the passion for learning music. The opportunity to perform at the 2020 Presentation Day was indeed a fitting finale and a testament to how strong music is at our school with over 500 Prep boys and staff combining with a drum piece that truly finished off the year with a bang!

It has been a year of transition in sport.

A particular highlight was an afternoon where over 300 boys came together on Knox 1 to prepare for the possibility, at the time, of a winter season. With the oval marked up in a grid pattern, every inch was used by the boys who were spaced apart as the Sport Department rolled out a session of training for them. At the forefront of our minds was to keep the boys focussed and healthy despite every possible scenario being thrown in what was a chaotic season.

Once again, Knox boys have prevailed in the CAS Competition with a number of premierships won in 2020. Of significance was winning the CAS and GPS Water Polo Competitions for the very first time.

Congratulations must also go to the following CAS Premiership winning teams: Basketball, Tennis (summer), Swimming, Water Polo, Football, Chess and Debating.

The Sport Department’s transition to online learning was a significant achievement. Online fitness sessions were held which included structured sports training modules. We also maintained an interactive presence with each and every boy across all codes through live streaming on Zoom.

At Knox Prep, the boys participated in the House Swimming, Cross Country and Track and Field Carnivals with great enthusiasm and house spirit. Our swimmers also competed in the IPSHA Swimming and Diving Carnival with outstanding results in the 11 and 12 year age groups with placings in every event contested.

The boys’ determination to be ready for winter sport was outstanding as they continued their training at home. The coaches were impressed with their drive and determination to perform with the year ending well with Term 4 seeing a full round of competition played in the Prep.

The Pathways for Elite Athletes (PEAK) program continues to grow each year and build up not only quality athletes, but students with all the tools to handle the many different scenarios that can be thrown at elite sportsmen. Keynote speaker this year, Ben Crowe, gave a wonderful presentation to the PEAK group as well as many more Knox students in Term 4 as he stressed the importance of connection and mindset.

KNOX PREP LIBRARIES This year, the K-2 Literacy Centre found creative ways to transition to remote learning including reading stories to the boys. The boys’ active participation included dressing up and drawing a response to the book read. Years 3-6 students were well equipped with access to our eBook library, databases, World Book Online and Sora, which all supported and enhanced independent and group Knoxigations research tasks.

During Knoxigation research tasks, students have the opportunity to work individually, in pairs, small groups and larger groups, in order to investigate and delve deeper into an area of interest or to solve a problem. These opportunities empower students to develop working relationships and skills, which will be required as they grow and enter a range of working situations in the future. Prep Library staff worked collaboratively with class teachers to support and enhance Knoxigation units. Students were able to access a range of books, eBooks and databases; all of which provided a firm foundation for students to delve further into a unit of inquiry and engage in deep and meaningful discussions.

K-2 Book Week celebrations focused on the Children’s Book Council of Australia Early Childhood category, with students participating in an author visit via Zoom with Aura Parker and dressing up as their favourite book character for the Book Character Parade. Authors Gus Gordon and Tristan Bancks spoke to Years 3-6 students via Zoom and they too enjoyed a Book Character Parade. The teacher swap saw staff reading their favourite book to different classes across K-6. To round out the year’s celebrations, an online bookshop for Literary Day was held with the Knox Giving Tree supporting St Lucy’s School.

The boys were able to continue to participate in the Accelerated Reader Program and the NSW Premier’s Reading Challenge (PRC). This year, we had 99% of boys at the Prep School complete the 2020 PRC - a mammoth effort and a Prep first!

SENIOR SCHOOL LIBRARIES Knox senior libraries were well placed this year to cope with the demands of remote learning and to support students and staff with a variety of quality online resources and services. Both McKenzie and Weeks Senior Academy library portals were redesigned to include: an increase of information databases across a range of subjects and organised by school subjects, access to the digital replica edition of the Sydney Morning Herald and additional printed books, ebooks and audiobooks to download. Staff also suggested films appropriate for Years 7-10 via digital video platform Clickview, with additional titles added to their reading list. Google forms were created for students to request remote assistance

from library staff, a new online program for creating bibliographies and information skills tutorials to revise the skills involved in quality research and using databases were also made available.

Student involvement in the McKenzie Library’s Book Club and Library Committee continued with students being exposed to new books, sharing their ideas about specific titles they had read and enjoyed as well as suggesting ideas for promoting the library and its services.

With the establishment of the Certificate of Global Competency to start in 2021, the teacher librarians have worked on creating online tutorials with a digital badge component. These tutorials can be used by students in their own time, or as directed by their teachers, to gain instruction in skills that would otherwise be presented during class time. This will be a valuable component of library instruction when there are time constraints around tasks or when there may be the need to learn remotely in future. These modules will then be an option for students to include in their statement of attainment towards their Global Competency Certificates.

CURRICULUM HIGHLIGHTS

ICT SUPPORT 2020 was a year full of challenges, not the least of which was moving the School to a fully online remote learning environment.

The Service Desk was tasked with ensuring that all staff had access to the resources they required to ensure the continuation of teaching and learning, moving all teachers onto Google Classroom, rolling out Zoom for video conferencing and deploying extra laptops, monitors and headsets. A remote help desk service was also established to connect to staff and students at home.

ICT INTEGRATION

Senior School

Knox Preparatory School

The Senior School iHub is an innovative learning space that has provided students and staff with the opportunity to develop and learn using some of the latest technologies. Students can imagine or conceive news ideas and bring them to life, from building Virtual Reality environments in Co-Spaces and Unity to programming drones and robots to mimic NASA expeditions to the Moon.

The goal is to help students and teachers become confident and innovative users of technology.

The adaptive use of technology and entrepreneurial approaches demonstrated by the staff and students have led to the development of a range of solutions relating to targeted data-informed literacy and numeracy instruction, as well as the deepening use of digital and design technologies including student-run conferences based around the Micro:Bit. 2020 also saw huge success in the NSW Young Scientist Awards in the Category of Inventions and Innovations with four projects from Knox Prep being selected by the judges as prize-winning projects.

Years 2-6 have been introduced to the Micro:bit; a pocket-sized codeable computer with motion detection, a built-in compass and Bluetooth technology. Students in Year 2 used these to develop working cardboard arcade games and then followed a process called ‘Empathy Mapping’ to modify their game for a person with a disability or impairment. Students in Year 4 used their Micro:bits to build working Mars Rovers seeking out light and water without bumping into obstacles. Students in Years 5 and 6 developed sustainability focussed solutions by selecting the technology most appropriate to their solution and commenced start up marketing campaigns focused on ethical entrepreneurialism and the United Nation’s Sustainable Development Goals.

To inspire leaders of the future, technology is purposefully selected and designed to promote immersive real-world experiences, be adaptable to student interests and provide open-ended challenges to promote individual capabilities at the level each student is ready to learn. The ultimate goal is for students to be adaptable creators of technological solutions who are able to pivot their creative ideas to solve unpredictable situations setting them in good stead to be passionate and creative decision-makers of the future.

28

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

This space continues to provide training in many areas of online learning. Using scheduled Zoom events, staff were offered sessions to enhance their ‘online tool kit’. This training included; advanced Google Classroom, developing screen capture videos using Quicktime, learning to use Zoom’s array of integrated tools and developing interactive and engaging online lessons using Nearpod.

Our Immersive Learning Space (igloo) is a bookable classroom environment that is able to provide students with an experience beyond the traditional classroom walls immersing them into 360 degree learning content. Students enjoy the engaging surround sound and vision that captures their imagination and immerses them into situations as diverse as milk production on a dairy farm, being inside a raging bushfire or flying across the expanse of the Sahara desert.

What we see as fundamental in our quest to build the most exciting school innovation hub in Australia, is the opportunity to empower our students to become lifelong learners. To think critically about topics of interest, to question what they know and to transform their knowledge into meaningful projects. These qualities will form the basis from which our young men develop not only skills in technology, but a continuing passion to learn as they become empathetic problem solvers.

The move to off-site learning has also reinforced the need to have fast reliable internet access and in 2020 we completed the installation of a Dark Fibre Optic backbone linking the three campuses of Senior School, Knox Prep and Wahroonga Prep. The School is now able to roll over all services to any site in the event of any serious disruption of service.

As the demand for internet resources and high quality video and audio increases, over the past 12 months we have replaced the Cisco network of over 400 wireless access points with a new Aruba network leading to faster speeds of the new wireless standards as well as enhanced security and reporting of devices on the network.

This year has caused us to rethink how we could facilitate those regular large gatherings of the community such as assemblies and graduation events. The Audio Visual Team had to adapt quickly and provide multiple streaming services to ensure that we were not only able to continue the learning, but allow the community to join in celebrating student achievements. This was best exemplified by the magnificent Year 12 Valedictory Dinner, ‘Celebration Under The Stars’.

In Term 4, work commenced on replacing the Knox portal with a more modern mobile responsive website that will integrate with the Knox app.

LIFE AT KNOX

THE CADET UNIT “The 2019-20 Cadet year has undeniably been one of the most difficult in the Cadet Unit’s history. The challenges presented this year have undoubtedly tested every member of the Unit, however, it was the response to this test that ultimately defined the year.

Whilst shifting to online training, the Unit continued to provide invaluable experiences for all cadets from Year 9 to Year 12. In conjunction with this, the Unit’s promotions courses moved into an online form, as staff continued to provide exemplary leadership training for cadets. In late Term 3, the Unit resumed its on-site training split between the Knox and Ravenswood campuses.

Despite the Passing-Out Parade occurring concurrently at both schools, the Old Guard remained positive in attitude and were thankful for the chance to wear their uniform for one final time,” said Senior Cadet Under Officer Finn Cameron (Y12).

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

29

BEYOND THE CLASSROOM

OLD KNOX GRAMMARIANS’ ASSOCIATION Established in 1929, the Old Knox Grammarians Association (OKGA) exists to maintain connections and a sense of community among past students and to promote ongoing interest in the School. Consistent with its charter to foster the welfare of members and guided by a new President, Rob Johnson (OKG78), and a refreshed Committee, the OKGA had an active 2020.

Many Old Boys volunteered to help others impacted by the pandemic, demonstrating the strength of the community spirit among members.

As the extent of financial hardship among the community became apparent, the OKGA resolved to award bursaries from the Diana Jenkins Bequest. After reviewing the terms of the bequest, the OKGA, working closely with the Headmaster, was able to assist two worthy recipients with bursaries. Further, the OKGA maintained delivery of its fortnightly eNews covering Old Boys’ news.

Former Knox teacher, John Gibson, offered to conduct some online history lessons for Old Boys.

The OKGA also continued to run its Benevolence Program, offering support to Old Boys and their families, in the form of free, confidential consultations with Julie Davis.

With the School unable to conduct the traditional Careers Evening, the OKGA jointly hosted four online Careers events. Nine Old Boys delivered 15-minute presentations on their post-School university and career experience, across the industry domains of Business, Information Technology and Allied Health. Students also heard from two Old Boys with recruitment backgrounds on the LinkedIn platform.

In Term 3, Director of Student Development, Sam White (OKG04) convened a leadership forum for the incoming Prefect Executive for 2020-21.

Sam hosted four Old Boys in a panel discussion on leadership.

At the 2020 OKGA Inc AGM, former School Council Chair, Past Parent and Old Boy, Peter Roach (OKG79) was awarded Honorary Life Membership of the OKGA for his exemplary contribution to the Association.

30

THE THISTLE HEADMASTER’S REVIEW – 2020 ISSUE

CAREERS The introduction of monthly industry specific online career events, in conjunction with the OKGA, has been a highlight this year.

Presenters either studying or working in their industry share their knowledge, experience and personal insights with the students. The online forum allowed a significant increase in student and parent participation as well as a creation of a centralised online space for the event recordings to be accessed by all within the Knox community. The ongoing connectivity between the School and Old Boy network, we anticipate, will continue to develop and inspire leadership potential.

A series of resume writing and interview skills workshops for all Year 10 students has provided students with a hands-on interactive experience in creating their own resume and interview practice. The video seminars have promoted the students’ understanding of the association between subject choices, further education and careers as they explore their options, post school.

This year, video consultations with senior students have allowed them to prepare for cadetship and scholarship interviews. We have also been able to readily connect with students as a year group during mentor time. Transitioning online has also improved the availability for parents to attend career meetings with their son and participate in the career discussion.

Finally, the introduction of the Knox Careers Hub, an online careers resource for students and parents, was developed to assist students’ capability to plan and make informed decisions with regards to post-school options and to enable effective participation in working life. Notifications and messages posted on the Careers Hub has become an important mode of communication to reach out to the Knox community.

Social Justice There have been many stand out initiatives promoting Social Justice across the campuses.

The ‘Civilian Army’ came to fruition during off-site learning with Senior School boys partnering with Member for Ku-ring-gai Alister Henskens SC MP and the Ku-ring-gai Neighborhood Centre to support those who were suddenly unemployed, unwell or isolated. This opportunity empowered them to problem solve and assist in practical ways as they volunteered with frontline organisations in the district.

Two eClubs were started within the Social Justice (SJ) Portfolio in the Senior School to continue the boys’ work of promoting awareness, advocacy and action. The SJ Portfolio met online via Zoom each Friday to discuss projects they were passionate about and what they collectively could support for those in need. An online Google Classroom was also set up for the Boarders to upload photos and reports on how they were carrying out service in their home communities.

The Knox Pipes and Drums connected with members of the community through playing outside local aged care facilities on ANZAC Day.

Another initiative saw the Senior Prefects lead ‘Operation Gratitude’ with boys writing letters of thanks to front line workers. Cards of encouragement and support were also distributed amongst the student body across our three campuses.

Prep Social Justice Leaders organised a Knox Preparatory School Lap-a-thon to raise money and awareness for Headspace. Prep students had 45 minutes to complete as many laps as possible around the Lap-a-thon course (400m) set up at school and were encouraged to seek sponsors to donate money per lap completed or pledge a lump sum donation for their efforts.

The boys completed over 15,000 laps combined and raised more than $13,000 in support of mental health.

The SJ program aims to provide programs where boys learn about human rights and social issues. The skills of public speaking, marketing, organisation, motivating others and building a team are core skills that boys develop as part of their passion projects as they continually build on developing their leadership as advocates for action and change.

Spiritual Life Knox highly values its faith traditions and the spiritual fitness of our students is of great importance. We endeavour to give our students the opportunity to grow in their faith. This year has certainly been a very different year for Knox and the Chaplaincy Team has had to adapt to a whole new way of providing spiritual care in the life of our school.

It was a steep learning curve for the Chaplaincy Team this year in the way of conducting chapels and offering pastoral care. Chapel services had to be pre-recorded and edited, before being streamed online to students in their homes and when students returned to be on campus, into their classrooms. Some of the chaplaincy events also had to be modified or curtailed such as the Gallery Choir, who pre-recorded hymn favourites as accompanying videos that were later played at chapel services.

Senior School CRU is a student-led Christian fellowship group that continued to operate online during off-site learning. Knox Prep and Wahroonga Prep enjoyed video productions featuring ‘Bluey’ the puppet, who appeared in school uniform. Rev Tim and Bluey addressed all kinds of problems and dilemmas that are part of our students’ lives and these are always linked to a bible passage.

Mrs Jen Boulden has been a wonderful addition to the Chaplaincy Team in Wahroonga Prep and Knox Prep. Rev Tim and Rev Peter continue their ministry in worship and pastoral care to the Senior School, the Boarding community as well as the prep campuses.

KNOX PARENTS’ ASSOCIATION The Knox Parents’ Association (KPA) is a wonderful parent body made up of very dedicated and enthusiastic parents with a ‘can-do’ attitude, who wish to contribute meaningfully to the School and understand the value of connecting with community through service. Despite what has been challenging times, the KPA motif of community and connectedness has shone through in 2020.

We can measure the strength of the Knox parent community by the shared attributes of the people in it and the depth of the connections among them. This sense of belonging and interpersonal connection is palpable at our social, community-building and fundraising events and activities.

On Friday 14 February, we welcomed in the new school year with ‘Knox at Home’, traditionally the first official KPA event for the year. The Seniors’ Hall was alive with laughter and conversation. Parents gathered on the boulevard to enjoy the Knox Pipes and Drums perform under the evening sky.

The KPA is fortunate that our funds have been prudently managed for many years, allowing us to continue the tradition of marking significant milestones this year despite the cancellation of all fundraising events. This year we were able to present the Year 6 pennants and medallions as well as the cufflinks to Year 12 boys at the Valedictory Dinner.

We have missed the School immensely in 2020 - the physical surroundings, the socialising with other families at school events, the meeting and making of friends. While most of the KPA events planned were unable to proceed as scheduled - from Gala Day to Year Group Morning Teas to KPA Meetings - there are lessons from the year that was that will stand us in good stead as a parent community moving forward. We are a community and are connected through our shared experiences.

DISCOVER EXTRAORDINARY

Contact Us Knox Grammar School PO Box 5008, Wahroonga NSW 2076 AUSTRALIA Telephone (02) 9487 0122 www.knox.nsw.edu.au