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KNOX GRAMMAR SCHOOL

Headmaster’s Report 2012


Headmaster’s Report 2012

CONTENTS // 02

From the Headmaster

06

School Leaders

07

Academic Performance

Extracts from the Headmaster’s Address at the Years 7-11 Presentation Day held on 5 December 2012 in the Great Hall The Four Corners Program has been followed up with a number of media stories which are all based on hard educational issues. Again national radio took up the issue of Teacher Quality with our teacher-in-residence Phil Beadle, four national papers have outlined our Positive Education and Global Education Programs which are all linked to improved student outcomes. Just last week Knox was invited by the Federal Government to explain our systems as a case study for national consideration.

10 Staff 11 Curriculum 19

Outstanding Student Works

25

Life at Knox

32

Performance of Excellence

Knox Grammar School is a leading Australian day and boarding school for boys. Knox, a Uniting Church school from Years K-12, aims to develop, within a caring environment, young men of faith, wisdom, integrity and compassion. Knox opened in 1924 and today offers an outstanding range of educational and development opportunities.

Occasions like today enable us to celebrate the achievements we have had, the friendships we have enjoyed and be thankful for all those opportunities which add to and enrich our lives in so many ways. The year 2012 saw a completely settled school in the physical sense. For the first time in seven years only the sounds of busy, active boys filled the campus; the sounds of excavators, cement mixers, electrical saws and hammers were gone and in their place stood this gleaming new building and impressive entry way - peace at last.

acknowledgements This edition of The Headmaster’s Report was prepared by Janet Naylon, Print Publications Manager, Knox Grammar School. Design and print management by ARTSPEC Brand Engagement, www.artspec.com.au Acknowledgements – proofreading by David Hayes, photography by Paul Wright, Michael O’Farrell, Cybele Malinowski, Knox staff, students and parents. The Headmaster’s Report is printed by an ISO accredited printer.

Knox Facebook and Twitter Stay in touch with the latest from Knox via social media. Like us at www.facebook.com/knoxgrammar and follow us at www.twitter.com/knoxgrammar.

The HEADMASTER’S REPORT / 2012 | 2

But for some of us, we knew that there would be more noise about Knox Grammar School. For all the right reasons, we were to become the focus of a very noisy national educational debate on the way to improve education in Australia. With our consent, the ABC’s Four Corners Program was given complete access to the School to discover for themselves what Knox has been doing and why our structures and the programs are leading examples for all schools on how to improve the quality of education in Australia. The Four Corners Program was titled Revolution in the Classroom and since its airing on national television has been used as a key discussion starter on significant issues like: • School autonomy; • Teacher professional development; • Student outcomes; and • Ways to improve the performance of all Australian schools.

Behind all these programs and stories is a talented team of teachers committed to research, best practice and the enhancement of the Knox journey for our boys and with the greater aim of making an informed contribution to the education debate in our nation. Through our leadership, Knox has provided almost 30 educational seminar days involving thousands of teachers from schools around the country in the following areas: • Positive Education; • Evidence-Based Coaching in Education; • The Rite Journey; and • Leadership and Management. Increasingly local expertise in educational matters has been supplemented with international presenters who are partnering with Knox. These included: • Alan November from Harvard University, a world authority on the use of technologies as teaching/learning tools; • Jim Knight, Director of Instructional Coaching from the University of Kansas; • Phil Beadle, the United Kingdom’s leading teacher educator, presented on the Learning Revolution in Teaching Creativity; • Jenny Fox Eades from Cambridge presented on applying Positive Psychology in Schools; and finally • Professor Robert J Vallerand, an acclaimed psychologist and expert on Motivation from the University of Quebec, Montreal, Canada. Our focus on developing the capacity of our teachers has seen student achievement improve significantly in all domains. The 2011 HSC results saw a continued rise in performance and the 2012 NAPLAN test results have likewise seen additional improvements on pre-existing high levels of


Headmaster’s Report 2012

performance. As we move forward it is our continued quest to not only maintain these levels of student outcomes but to take every opportunity to improve every student’s outcomes even further. Knox Mentoring Undoubtedly, the most significant new initiative implemented this year has been the Knox Mentoring Scheme based on the science of positive psychology. Almost three years in development and with the commitment and training of staff, a new program based purposefully on the growth, development and wellbeing of our boys was launched.

through our community service, sports, cadet and student leadership opportunities.

coaches from around Australia and across the world.

Forgiveness, mercy, gratitude, sense of purpose, faith, fairness, authenticity and genuineness find expression through our spiritual education and extensive social justice programs.

Likewise, our Performing Arts programs through the Knox Academy of Performing Arts have grown with expanding opportunities and nationally recognised success.

Student wellbeing goes hand-in-hand with student engagement and positive student engagement delivers successful outcomes in all areas of endeavour. There is no denying that student engagement is exceptional and the successes, whether at personal, class, team, group or school level are consistently high.

New structures, support personnel and programs have enabled boys and mentors to begin the journey of creating those strong and enduring relationships which will build capacity and provide skills and strategies to deal with the ups and downs of life, to reframe the disappointments, determine solutions, identify strengths, value and build upon them and focus on a flourishing life.

The continued drive for academic achievement which, when measured at HSC level saw the School’s overall rank in 2011 rise for the seventh straight year to 27 out of 700 schools in NSW and NAPLAN test results demonstrate at Year 3, 5, 7 and 9 levels shows that achievement is higher than state schools and higher than independent schools both state-wide and locally.

So much of what can be achieved is related to the value we and others place on our key character strengths and then developing these further. In order to develop our character strengths, opportunities and programs need to be available.

This is the core of our work but the true strength of our school is its commitment to a balanced and enriching educational experience at the highest levels. Supporting and giving life to our core academic work are the many co-curricular opportunities.

Personal character strengths like zest, enthusiasm, perseverance, creativity, ingenuity and curiosity are developed and encouraged through our extensive academic programs. While character traits like citizenship, teamwork, loyalty, leadership, self-control and self-regulation come

Physical development through individual and team sports reflects the breadth and depth of interests of today’s generation. The Knox Sports Academy is now maturing, developing relationships with universities and sporting groups, refining its structures and attracting some of the most experienced and talented

Global Education But what has also grown significantly in 2012 has been our academic engagement at the global level. It has long been a goal of mine to ensure that, where possible, students must understand that we are part of a global community and that they and our nation need to develop working relationships with young people of all cultures. For too long we have focussed on European/Western cultures and ignored the wide world around us, much to our great loss. So this year we have undertaken a number of initiatives to engage our boys with our world. Having our boys see beyond Sydney and Australia and comparing themselves to others is a significant experience to help us understand what it takes to work in a global community and to become a global citizen. Our initiatives to do this are many and include: • The Knox global writing project – WeWrite2connect was launched in November. Already schools from the United States, India, Malaysia, Italy, Japan, Sweden, Canada, Scotland, New Zealand, Indonesia, South Africa and Australia have joined the project. Boys from Years 2 to 10 English and Science classes are involved in the project. The connections made with more than 15 countries will The HEADMASTER’S REPORT / 2012 | 3


Headmaster’s Report 2012

be used to launch other projects in all subjects. • The inaugural Knox International da Vinci Decathlon in conjunction with the National Decathlon was held with schools from Washington DC, Boston, Mumbai, Scotland and South Africa competing online against Australian schools. Knox’s Year 7 team came first in the junior national and international competitions and Knox’s Year 9 team came third in the national and fifth in the international events. The 2013 Knox International Decathlon will be held in Milan in September 2013 in conjunction with a Race around the Renaissance competition involving students from five other countries. • The Languages faculty are working with schools from around the world on an Epals project. • The Mathematics faculty entered all Year 7 boys in the International Dot Day. They joined 300,000 students from around the world on 15 September.

The HEADMASTER’S REPORT / 2012 | 4

• Eight of our Year 9 students entered the Schools Global Net Project. They competed against over 140 countries in an event normally dominated by Chinese schools. The team, in the Cyber Fair section, won platinum placing them in the top three in the world. • Harry Rogers won gold in Physics and Chemistry at the 2012 Australian Science Olympiad and will train with the Australian squad in January 2013. A team will be selected to compete internationally. • Knox boys again competed in the International Future Problem Solving Conference in Indiana. They were placed sixth out of 66 international finalists. • This year saw Knox Boys compete in the Model United Nations Competition with Robbie Ferguson selected in the Australian team to travel to The Hague to participate with 4,000 students from over 90 countries. Such global connections can only be to our boys benefit and as we move into 2013 it is our goal that every boy will have the opportunity to work with students around the world with the purpose of gaining greater understanding and empathy.

Working Together - What’s important to boys? As impressive, engaging, interesting and enjoyable as all these achievements and ideas are, it is important to understand what our boys see as personally important to them. Our mentors and our teachers who work so closely with our boys have a very good understanding of what that is but rather than share our interpretation I decided today to quote directly from two of our school’s leaders. Andrew Seton, 2012 School Captain said this at his Leaving Assembly just a few short months ago: “So here we are coming to the end of years of many happy and maybe some sad or forgettable memories and character building experiences which have crafted us into the men that we are today. And many of you may be sitting here at the moment, thinking to yourselves ‘why is he so obsessed about this place, it’s only a school, it’s not supposed to be fun!’ As I said in my first address to you 12 months ago, we sit here today in what must truly be one of the grandest school buildings in Australia. Likewise, the rest of our school, its buildings and its grounds are so very special, and it is a privilege for each of us to come here daily to be educated. However if you take the students out of the buildings and grounds you no longer have


Headmaster’s Report 2012

Awards for Future Problem Solving – Dylan Sherman, Y12 received the E Paul Torrance Youth Award for contribution to Future Problem Solving within Australia and Mrs Anne White was named as a Fellow on the Keith Frampton Roll of Honour

a school. This school is its students. That means each one of us makes up the school. Each boy in this school is the school. Past students were the school but they are no longer.” And just a few weeks ago, our incoming School Captain, Scott Muirhead addressed the School as follows: “Throughout the holidays the prefects and I were contemplating what makes this school great, and how we can continue to grow this. But when we thought of Knox we did not think just about the great results, the strong sporting success, the music trophies or the new buildings. None of us determined these achievements to be the key things that make Knox great. Instead, we thought of all of you, our fellow Knox boys. What I would like to share with you all is pride; a satisfied sense of attachment. And I am not only talking about pride in Knox the educational institution. I’m not only talking about the elegance of the old Main Building, the grandeur of the Great Hall or the majesty of Knox 1. Because the character of Knox is not the buildings, sporting facilities or a long list of past achievements, rather the defining ‘greatness’ of Knox is reflected by every single one of us sitting here today.YOU,WE, are Knox. So when you hear the phrase ‘pride in one’s school, what is truly being said is pride in each other.”

Conclusion The views expressed by Andrew and Scott are echoed through the halls of the School. They are developed by the culture which is part of 21st Century Knox. It is refreshing and heartfelt; it is truly reflective and honestly raw. What is so impressive is that these boys know and feel a deep connection with the people who are here, they understand that just as ‘the Church is its people and not a building’ so too Knox is its people.

And so, to all the boys of the School, Knox boys, as both Andrew Seton and Scott Muirhead have said, you who are Knox, congratulations on a resoundingly successful year.

John W Weeks Headmaster

Here, every day, with the expert guidance, support and care from staff, young boys are growing into outstanding young men exhibiting those longed and hoped for character traits of integrity, compassion, wisdom and faith. To my great team, congratulations on the fabulous work you do to build and sustain this unique culture for our boys to grow and learn in. To our School Council, Knox parents and Old Boys for the work you do so faithfully to support the ongoing programs of the School, please accept our thanks. To mums and dads, my sincere thanks from all the staff for your continued support and faith in us. To my wife Denise, my greatest supporter and adviser, counsellor and confidant to all Knox mums, my sincere thanks.

The HEADMASTER’S REPORT / 2012 | 5


HR.12 | School Leaders

School Council

Andrew Seton

Edward Falls

Rob Wannan, Chairman Peter Roach, Deputy Chairman John Cooper, Treasurer Susan Conde AM, Secretary Professor Alexander Cameron, Executive Richard Alcock Fiona Balfour David Caspari Dr Simon Longstaff Professor Sheelagh McCracken John Oldmeadow Robyn Robertson Mark Scott AO Geoff Wilson

knox k–12 leadership team Headmaster

John Weeks

Marco van Westing

Deputy Headmaster Professional Learning and Compliance K-12

School Counsellors

David Schofield, Ross Whitfield, Steven Zolezzi ICT Teaching and Learning Integrator Senior

Michael Beilharz DipEd, MEd

preparatory school executive team Head of the Preparatory School

Mark Hemphill

Director of Staff K-6 and K-2 Coordinator

Julie Wiseman (Terms 2- 4) K-2 Coordinator

Robyn Topp (Terms 1-2) Director of Students K-6 Director of Teaching and Learning K-6

Head of the Preparatory School

Mark Hemphill

Head of Enrolments

Martin Gooding

senior school leadership team Dean of Studies

Karen Yager

Dean of Students

John Starreveld

Dean of Co-Curricular and Planning

Paul Knight

Head of Knox Academy of Performing Arts

Charles Hambling

Peter Sherlock

Rev. Peter Robinson

Deputy Headmaster Student Management and Administration, Head of Boarding

Byron Cullen

JUSTIN HO

Chaplain

Peter Ayling

Business Manager

Damian Morris

Glenn McLachlan

Paul Brown

Scott James

William McClintock

Professional Learning and Accreditation Coordinator

Kathy Morelli

Year 3 Team Leader

Catherine Swanson

Year 4 Team Leader

Nicole Morrison

Year 5 Team Leader

Katrina Gledhill

Year 6 Team Leader

Jo Hitchens

ICT Teaching and Learning Integrator K-6

Christine Gray

Learning Support Co-ordinator K-6

Anne Felton

School Counsellor Prep K-6

Hayley Wilton

Sport Coordinator K-6

Sharon Dewar

Head of Knox Sports Academy

Chuck Ardron

Senior School Student Leaders

Senior Master

School Captain

Ross Dinnell

Andrew Seton

Senior Academic Master Stage 4

School Vice Captains

Wayne Inwood

Edward Falls, Marco van Westing

Senior Academic Master Stage 5

Senior Boarder

Andrew Weeding

William McClintock

Senior Academic Master Stage 6

Senior Cadet Under Officer

Phil Harmer Josh McInerney The HEADMASTER’S REPORT / 2012 | 6

Damian Morris

Year 12 Chairman

Justin Ho

Head Prefects

Tom Baker (Academic), Benjamin Cochrane (Chapel and Ignite), Alexander Lennon (Co-Curricular), Hugh Cameron (Houses), Rory White (Social Justice), Dylan Hopcroft (Leadership), Edward Brentnall (Year Groups) Prefects

James Batten, Curtis Bell, William Bickersteth, Angus Bownes, Nicholas Brown, Thomas Buckley, Liam Creeley, Nicholas Dillon, Thomas Drewett, Josef Drewett, Simon Fenech, Jordan Forster, Charles Freeman, Charles Hunter, James Jeffree, Ian Kim, Nathan King, Oliver Knight, Douglas Laurie, Thomas Law, Russell Lee, Benjamin Leighton, William Martyr, Oliver McCully, Hugh Percival, Nicholas Pittman, Callum Reid, Michael Rowley, Lawrence Sequeira, Dylan Sherman, Elliot Smith, James Stanwell, Matthew Sulicich, Thomas Wilkins, Sean Williams, Nicholas Wynne

Preparatory School Student Leaders School Captain

Peter Sherlock Vice Captain

Josh McInerney Social Justice Captain

James Taylor

Social Justice Vice Captain

Jack Gutmann

House Captains

Nick Astridge, William Hordern, Sebastian Naef, Alistair Nicholls, Andrew Uen House Vice Captains

Patrick O’Day, James Roffe, Damon Reynolds, Hamish Cole, Aidan Murphy Monitors

Dom Berton, James Burns, Nic Dijohn, Edward Harrison, Max Hodge, James Pegg, Harrison Penn, Max Zagorski


Academic Performance 2012 | HR.12

2012 Higher School Certificate

Percentage of Knox Band 6 (90+) and Knox Band 5 & 6 (80+) results compared to the State Percentage

The 2012 cohort attained excellent results in the HSC. The English and Mathematics results placed Knox on the NSW merit list for the top 100 performing schools in these subjects. The boys’ commitment to study and to enriching and extending their skills, knowledge and understanding was exemplary. Based on the boys’ NAPLAN and School Certificate performances, these results are a credit to them. They have performed as a cohort beyond expectations and are to be commended. Their families and their dedicated teachers are to be congratulated.

Agriculture

The cohort achieved 341 Band 6 results in the HSC and 14 boys were placed on the All Rounders Honour List for achieving 90 or higher in their best 10 units. Congratulations to: Tom Baker, Curtis Bell, Edward Brentnall, Matthew Dong, Charles Freeman, Dylan Hopcroft, Alexander Lennon, Damian Morris, Oliver Nicholas, Hugh Percival, Jason Riley, Dylan Sherman, Thomas Wilkins and Maxwell Wright. To be placed in the first 20 in a HSC course is an outstanding achievement, especially when it is considered that over 74,000 candidates sat for the HSC in 2012. Five Knox boys achieved this prestigious honour: • Curtis Bell 1st in Ancient History

0%

75%

100%

Biology Business Studies Chemistry Design and Technology Drama Earth and Environmental Science Economics Engineering Studies English (Standard) English (Advanced) English ESL English Extension 1 English Extension 2 French Continuers French Extension General Mathematics Geography German Continuers German Extension

• Jo Yanagisawa 5th in Japanese Extension

History Extension

• Daniel Luke 10th in General Mathematics

50%

Ancient History

• Jacob Godbout 1st in Korean Continuers • Charles Freeman 7th in Ancient History

25%

Industrial Technology Info Processes and Tech Japanese Continuers Japanese Extension Legal Studies Mathematics Mathematics Extension 1 Mathematics Extension 2

The information contained within the graph to the right is provided by the Board of Studies and enables us to compare our overall performance relative to all students in all schools across the state. As the table shows, in the Band 6 (90 -100) and Band 5 (80-89), Knox students performed at extremely high levels.

knox band 6

knox band 5 & 6

state band 6

state band 5 & 6

Modern History Music 1 Music 2 Music Extension PDHPE Physics Senior Science Software Design and Development Society and Culture Visual Arts The HEADMASTER’S REPORT / 2012 | 7


HR.12 | Academic Performance 2012

Exhibitions of Excellence

ATAR and University Entry

ARTEXPRESS (Visual Arts) Nominated – Daniel van der Griend, Marco van Westing, Samuel Carden, Lachlan Mackay, Harry Thorn

HSC results are used by the University Admission Centre to calculate the Australian Tertiary Admission Rank or ATAR for students applying for a university place. These ranks are used for entry into university courses. Again, these results are impressive and are provided to the School by our boys. The calculations show that 40% of Knox boys achieved an ATAR of 90+ or higher. The middle ranking boy at Knox has an ATAR of 85.95 which is impressive, and 5% of students scored an ATAR of 99 or higher.

Selected – Angus Bownes, Harry Buisman, Edward Dooley, Alexander Jones ENCORE (Music) Nominated – Jonathon Cho (voice) Tom Grant (guitar) Liam Joyce (cello and composition) Lachlan Mackay (guitar) Nikhil Siva (guitar) Matthew Sulicich (drums) Ed Tong (core and elective composition), Marc Uhlhorn (bass guitar) Max Wright (composition) OnSTAGE (Drama) Nominated – Duncan Koenig (Individual) Jackson Williams (Individual), Andrew Brennan, James Jeffree, Isaac Lee, Scott McLennan (Group) Selected – Isaac Lee (Video) DesignTECH (Design and Technology) Nominated – Thomas Dalyell, Angus Fabian, Adam Gillmore Selected – Mathew Butler - The Buoyant Oceanic Safety System InTECH (Industrial Technology) Nominated – Mitchell Chan

Scholarships Edward Brentnall

Faculty of Science High Achievers Scholarship, University of Technology, Sydney

Over 105 boys achieved ATARs higher than 90 and 11 boys achieved an ATAR of 99.0 or higher which places them in the top 1% of the state. Congratulations to: Curtis Bell, Matthew Dong, Charles Freeman, Alexander Lennon, Damian Morris, Oliver Nicholas, Hugh Percival, Jason Riley, Dylan Sherman and Jo Yanagisawa. Charles Freeman attained the highest result at Knox of 99.9. The following pie charts indicate the areas of study and the universities chosen by the Class of 2012 based on the main round of offers. There is an increased interest in Engineering and Science related subjects, though Business and Commerce continue to dominate as the main choice for Knox boys. Another growth area is obvious in the Arts where boys major in a particular area of interest. University choices are interesting; there is a definite rise in the numbers of students choosing Macquarie University and the University of Western Sydney, suggesting scholarships and bonus points towards courses at these institutions encourage boys to take up these offers. The Universities of Sydney and NSW, however, are still extremely popular choices.

Tertiary Courses 2012

• 2 Agriculture, Agricultural Economics Architecture, Design, Construction • 5  • 13 Arts (including Music, Psychology,

• 33 Business (including Actuarial Studies, Accounting, Commerce, Economics, Finance)

• 6 Combined Law

(with Arts, Science, Commerce)

• 2 Communications, Marketing and Media • 1 Education, Social Studies • 13 Engineering (including combined degrees)

Information Technology • 2  • 3 International Studies • 8 Medicine and Health related (including Optometry, Pharmacy, Chiropractic, Physiotherapy, Biomed Science)

• 10 Science (including Advanced Science,Veterinary Science, Environmental Studies)

• 1

Jacob Godbout

Fine Arts, Liberal Arts, Politics)

Sport, Leisure and Tourism

Computer Science Co-op Scholarship, University of NSW

Damian Morris

Academic Achievement Award Scholarship, University of NSW Dylan Sherman

Dean’s Entry Scholarship, Faculty of Science University of Sydney

universities 2012 • 7

ACT (ANU, Canberra)

• 4

Australian Catholic University

• 2

International College of Management

• 22 Macquarie University • 6

NSW Regional (Newcastle, Wollongong, Charles Sturt, New England)

• 20 University of NSW • 24 University of Sydney * Scholarships known at the time of going to print

The HEADMASTER’S REPORT / 2012 | 8

• 9

University of Technology Sydney

• 5

University of Western Sydney


Academic Performance 2012 | HR.12

National Assessment Program Literacy and Numeracy (NAPLAN)

Knox boys continue to perform well above the national, state and regional standards in the NAPLAN Literacy and Numeracy external tests. The 2012 results were an improvement overall on the impressive 2011 achievement. On average, the mean for Literacy and Numeracy is 50 points higher than the State mean. Our Year 3, 5, 7 and 9 boys continue to perform outstandingly in Numeracy, and all of our boys excelled in Grammar and Punctuation. We are justifiably proud of the upward trend in the NAPLAN results. It is important to acknowledge that at Knox all boys sit the NAPLAN test irrespective of ability. We are not a selective high school and we do not exclude any boy from sitting the test. Percentage of Knox students in Top Bands Compared to the State PercentagE reading

Writing

spelling

grammar & Punctuation

Numeracy

36.3%

28.8%

42.5%

56.3%

45.6%

26.4%

15.9%

30.1%

33.7%

17.7%

+9.9%

+12.9%

+12.4%

+22.6%

+27.9%

Percentage of Knox Students in Band 8

26.5%

18.5%

23.2%

35.1%

32.9%

Percentage of State Students in Band 8

13.6%

8.7%

16.5%

20.7%

15.8%

+12.9%

+9.8%

+6.7%

+14.4%

+17.1%

Percentage of Knox Students in Band 9

29.6%

15.4%

23.1%

31.9%

42.7%

Percentage of State Students in Band 9

11.5%

7.5%

11.9%

14.8%

14.5%

+18.1%

+7.9%

+11.2%

+27.1%

+28.2%

Percentage of Knox Students in Band 10

17.6%

12.3%

12.7%

16.8%

37.7%

Percentage of State Students in Band 10

7.5%

9%

7.6%

7.5%

13.1%

+10.1%

+3.3%

+5.1%

+9.3%

+24.6%

Year 3 2012 Percentage of Knox Students in Band 6 Percentage of State Students in Band 6 Difference Year 5 2012

Difference Year 7 2012

Difference Year 9 2012

Difference

The HEADMASTER’S REPORT / 2012 | 9


HR.12 | staff

School Partnership Initiatives Kempsey Adventist School A 2012 initiative saw Knox and Ravenswood collaborate on a Schools Partnership Program with Kempsey Adventist School on the mid-north coast of NSW. Staff from Knox and Ravenswood travelled to Kempsey to provide workshops, guidance and mentoring to young teachers engaged in programs of teacher accreditation. Many Knox teachers also volunteered to be ‘virtual mentors’ via Skype and email, so that the new scheme teachers from KAS could benefit from the wisdom and experience of Knox staff. Xavier College, Tiwi Islands Another exciting 2012 initiative saw a partnership develop between Knox and Macquarie University where representatives from both institutions visited an indigenous school in Australia’s far north. From 2013, Knox and Macquarie will work together to place a Knox teacher and Macquarie University graduate teachers at this remote school. The best form of assistance we can offer to schools in remote communities with limited resources, are teachers who can make a difference to the educational outcomes of their young people. The first Knox Teacher who will live and work at Xavier College in the Tiwi Islands during Term 1 of 2013 is Georgina Miller from the School’s Economics and Social Education Department. Georgina has had past experience working with indigenous communities and is now thrilled to be pioneering this special educational initiative.We look forward to hearing of Georgina’s experiences.

Staff Developments The School welcomes the following new staff who have been permanently appointed or are temporarily replacing existing staff on long service leave, parental leave or other leave. Senior School Aaron Dewhurst, English Teacher/AHOD Stage 6 Filomena Roma, English Teacher Alison Cardinale, English Teacher Trevor Adams, Music Teacher Tara Allen, TAS Teacher Michael Reardon, Geography Teacher Adam Sloan, Physics Teacher Sophie Wade, PDHPE Teacher Soonju Yun, Mathematics Teacher Asterios Zouriakas, Wisdom, Life, Faith Teacher Donna Wallace, Learning Support Teacher The HEADMASTER’S REPORT / 2012 | 10

Lindall Watson, Learning Support Teacher Kate Harrison, Mathematics Teacher (12 month appointment) Rebekah Knight, Mathematics Teacher (12 month appointment) Heather Scott-Young, Mathematics Teacher (12 month appointment) Bruce King, History Teacher (12 month appointment) Michelle Watts, Visual Arts (12 month appointment) Annelise Churchill, History Teacher (Term 1 appointment) Matthew Clagnan, TAS Teacher (Term 1 appointment) Summer Howarth, ESE Teacher (Term 1 appointment) Kim Pearce, ESE Teacher (Term 1 appointment) Elyse Tyler, ESE Teacher (Term 1 appointment) Paul Young, Musical Accompanist (12 month appointment) Prep School Ann Prentice, Director of Learning K-6 Roger Young, Year 5 Classroom Teacher Gemma Knox, Year 4 Classroom Teacher (Term 1 appointment) George Glasson, Year 2 Classroom Teacher (12 month appointment) Mark Ellis, Year 3-6 Visual Arts Teacher Monique Shave, K-2 Classroom Teacher (12 month appointment) Roslyn Patrick, K-2 Literacy Centre Specialist (12 month appointment) Matthew Kentmann, K-2 Visual Arts Teacher (12 month appointment) Adrian van Bussell, K-2 PDHPE Teacher Deborah Oates, Learning Support Teacher Kirsty Henry, Japanese Teacher Vicki Ferrier, Learning Support Teacher (12 month appointment) Julia Tait, Library and Information Services Teacher (12 month appointment) Kate Ryan, Drama Teacher (transfer from Senior School 2013) Maria Thomas, Science Teacher (transfer from Senior School 2013) Support and Operational Staff Yuko Ballinger, Enrolments Administrator Bronson Bullock, Apprentice Greenkeeper Cameron Burke, Assistant Head of House Boarding Stage 6 Angus Fabian, Part-time ICT Trainee Prep School Betty Fowler, Assistant Credit Controller Brodie Gibson, PA to Director of Learning K-6 (Terms 1-3)

Melissa Johansen, Boarding House Manager Stage 5 Mike Kulu, Electrician Katherine Paterson, Clinic Sister Athena Rogers, Fundraising Manager Tracey Sutton, PA to the Business Manager, Executive Officer OKGA and Fundraising Manager Haydn Swinbourn, Adjutant Knox Cadet Corps Rory Williams, Maintenance Manager

Positions of Responsibility 2013 John Gibson, Director of Global Programs Josh Harnwell, School Statistician Brian Sullivan, Head of Boarding/Head of House Stage 6 Ashley Johansen, Boarding Head of House Stage 5 Melanie Taylor, Experienced Teacher Program Co-ordinator Matt Cavallaro, Mentor Team Leader – Year 7 Gemma Granozio, Assistant Mentor Team Leader – Year 7 Phil Shirvington, Senior School Chaplain’s Assistant Ian Bradford, AHOD Mathematics Stage 6 Josh Mulligan, Acting Assistant Mentor Team Leader – Year 8 (Term 1) Geordie Barham, Prep School Chaplain Wade McKechnie, Team Leader – Year 6 Mark Hitchiner, Team Leader – Year 3 Hamish Oates, Fuller Housemaster Vicki Stevely, Haslett Housemaster


CURRICULUM | HR.12

Senior School Agriculture This year has seen significant changes in the Agriculture Department. With the increasing number of students selecting Agriculture as a subject and as a career, Knox appointed Mr Ian Fawbert as the second permanent Agriculture teacher. This appointment has allowed expansion in aspects of the subject and its co-curricular activities. For the first time at Knox, cattle raising has been a year round activity. Boys from Year 10 proposed that raising and showing the cattle should be more than a one-term activity. This exhibition of maturity by the boys saw the two Knox steers along with two Knox Boarder family steers shown at Wingham Beef Week. Knox also participated in the interschool steer competition, in which the Knox steer won Champion Carcass. The largest two steers were grown to almost 500kg and were shown at Scone Beef Bonanza where the boys proudly competed in the cattle paraders and judging competitions. The potatoes, sheep and vegetables all grown by the Year 9 students were very successful with bumper yields achieved. The Year 11 cereal trials showed interesting results based on the experimental design chosen by the students. This allowed discussions on fertiliser and seeding depth and, importantly, human error. All Agriculture students witnessed the Australian rural environment by participating in excursions around New South Wales. Year 9 travelled to Moree and Gunnedah, while Year 10 worked on a cattle property at Gloucester. Years 11 and 12 students travelled to Wellington to witness the marketing of prime lamb and wool. All students seem to absorb considerable information from participating in the on-farm activities.

Christian Studies and Social Justice In 2012, the Years 7-10 Religious Education Program was replaced with the new course, Wisdom, Life and Faith Studies (WLFS). The Knox core values of Wisdom, Compassion, Integrity and Faith, which are in line with the Uniting Church in Australia ethos, underpin this new course.The WLFS framework provides a firm foundation for each individual’s faith, social and emotional development. WLFS aims to develop student skills and understanding to enable exploration, evaluation, reflection and understand their world, so that they can meet the challenges of life with confidence and faith.

Carl Williams, Y9, as Jacob Marley and Callum Mackay, Y9, as Old Ebenezer Scrooge in A Christmas Carol

The course is experiential, challengedbased and reflective and many lessons begin with reflection time, a prayerful stillness and silence and an emphasis that each boy explores his individual faith journey. The learning framework consists of individual and group activities as well as reflective journaling. The content focus is on sacred text, rituals, symbols, stories, worldviews, ultimate questions, advocacy, culture, ethics, and traditional wisdom literature within a Christian framework. This new WLFS course is embedded with an understanding and experience of social justice and service issues. The course also includes exploration of the masculine journey in contemporary society - its traditions, challenges, purposeseeking, meaning and beliefs in order to effectively negotiate and complete the life journey. Topics include ethical decisionmaking with an emphasis on forgiveness, an understanding of pain and suffering within a Christian context, belonging, compassion, faith and belief. A focus for Year 9 is The Rite Journey which aims to develop consciousness, communication, connection and challenge within the context of the Knox/Uniting Church ethos.

Drama Academic Drama in 2012 has continued to both grow in student numbers and flourish in academic endeavour. Drama is on the move at Knox. Year 12 students have enjoyed a very successful year and presented their Individual

Projects and Group Performances to eight external markers and an appreciative audience at the HSC Trial Performance Examination Evening in early Term 3. Prior to the HSC Practical Examinations, HSC students were privileged to work with Old Boy Hugh Jackman (OKG86) in their final preparation. An experience they will not forget. After the HSC Practical Examinations in late August, we were thrilled to learn that the Year 12 cohort had received four nominations for OnSTAGE, a showcase of exemplary HSC works. Knox achieved two nominations for Individual Performances, one nomination for Group Performance and one nomination for Video. HSC students also performed with distinction at the CAS Drama Festival held in the Great Hall. Another performance highlight for the HSC students was the excursion to the Belvoir Theatre to see Death of a Salesman which was one of the texts that they studied for the topic ‘Tragedy’. The two Year 11 Drama classes have created some stunning performances in Dramatic Realism and Theatre of the Absurd and have also been challenged and inspired by their visit to the OnSTAGE performance in early February. Many of these students honed their performance skills in the sold out production of A Midsummer Night’s Dream in Term 2. Year 10 students have produced some complex and didactic performances in the dramatic form of Documentary Drama; reflecting their keen awareness of many contemporary issues which challenge our society. They also practically explored performance contexts ranging from The HEADMASTER’S REPORT / 2012 | 11


HR.12 | CURRICULUM Boys were asked to not only compose their own poems, but also collect poems from other writers that were special to them. The Papercuts program explored wonderful opportunities for a wide range of creative learning from the boys. Boys wrote poetry and shared ideas to produce some wonderful pieces which were published on the Red Room website.

Year 10 students visited the Opera House to see Shakespeare’s Romeo and Juliet

Shakespearean Drama to the complex technical and artistic requirements of Short Film Making. The two Year 9 classes were able to combine their performance experiences in the triumphant and sold out production of A Christmas Carol with their theoretical study of elements of production for Academic Drama. There is infinite talent and commitment in these young Drama students which bodes well for the future of this subject. Drama was also able to contribute effectively to other academic subjects such as Business Studies and Visual Arts as well as the da Vinci Decathlon Competition.

Economics and Social Education The Global Financial Crisis, and now the European debt crisis, has loomed large over the global and domestic economies. With this, the concept of a ‘moral hazard’ (a company being too big to fail) re-emerged. Should governments around the world have spent tax payer money on banks and other institutions on the brink of collapse during the GFC? These issues, and various others, are addressed and discussed within the broad banner of the Economics and Social Education Department in the subjects: Commerce, Business Studies, Economics, Legal Studies and Society and Culture. Furthermore, the Department has continued to meld explicit teaching of concepts with experiential learning. ‘Real life’ tasks, both for class-based and assessment-based tasks have continued to encourage the development of 21st Century skills; including: creativity, problem solving, technological skills and team work. In Commerce this year, students in Year 9 were passionate participants in the Knox Market Days in Term 2, raising around $5,000 for Bear Cottage, Kydz and the Social Justice Fund. Additionally, students involved The HEADMASTER’S REPORT / 2012 | 12

themselves in the ASX Share market game (and related Oral Presentation) along with a Mr Andrew Weeding/Mr Glenn Walker led integrated task on promoting a health drink for optimal functioning.Year 10 Commerce students visited the Justice and Police Museum and the Downing Centre in Term 1. In Semester 2, students formed school issue based ‘political’ parties as part of Parliamentary Club, with elections and sittings of parliament yielding deep learning. Further, the boys heard about political machinations from The Hon. Paul Fletcher MP, Federal Member for Bradfield. The Senior Years (11 and 12) represent the largest teaching and learning component for the ESE Department. Teachers across the four topic areas are committed to making knowledge connections between what is already known, new content and current events in the legal, business, economic and cultural worlds. We aim to promote a curious mind – one that can attempt to find solutions to vexed questions, including companies that are too big to fail.

English The English Department’s year started with a strong focus on developing writing skills for students in Years 7 to 11, with each student producing a portfolio of writing from the term’s activities. Boys found this both challenging and engaging, and their results were positive and encouraging. The visit from The Red Room Company with director Tony Britton and poet Dr Felicity Plunkett enabled further exploration of creative writing in Years 7 and 9, as Felicity Plunkett led students on a journey to uncover their own poetry object through the Company project, ‘The Cabinet of Lost and Found’. In this program, students were asked to select a ‘talismanic object’ which had special meaning to them to use as stimulus for a poem.

During their study of Shakespearean texts, context and ideas, the Year 8 students produced engaging representations to demonstrate their understanding of A Midsummer Night’s Dream, including costume designs, set designs and monologues. Year 9’s study of Shakespeare’s play The Merchant of Venice was integrated into the cross-faculty initiative in Term 3; students investigated Shakespearean times in relation to disease, especially the phenomenon of bubonic plague. This enhanced their understanding of a most interesting period of history and of the play itself. Year 10 students, during their Term 2 study of Shakespeare’s play Romeo and Juliet went to see the Bell Shakespeare’s production of the play at the Opera House. The boys’ discussion and essay writing after this production demonstrated some exciting ideas and authentic engagement with Shakespeare’s themes and context. Dr Plunkett also worked extensively with the HSC Extension 2 candidates. As a former Chief Examiner, she was able to share some dynamic insights into our boys’ Major Works, and to give advice which helped them develop some very strong analytical or creative pieces, as well as to mentor teachers in their teaching of writing strategies. During Literacy Week, our program of assessments for learning included a series of activities and speaking opportunities for boys from Years 7-10, including Library sharing visits, Readers’ Circles in English classes, and literacy discussions during Mentor periods. Our sustained focus on ICT became the framework for students to use their imagination to engage their audience. Students are now using ICT in assessments and presentations across all forms, ensuring that boys’ understanding of imaginative, interactive ways of telling stories, presenting ideas and analysing meaning is developing exponentially.

Geography Geography offers students a challenging and enriching academic environment with contemporary content and the application of state-of-the-art ICT software while allowing boys to gain untold benefits from the many and varied fieldwork excursions offered throughout the School from Years 7 to 12.


CURRICULUM | HR.12 The boys are presented with a wide range of environments and issues to study in the Geography courses. This is reflected in the many different fieldwork locations which are studied, including: • Human impact in Manly for Year 7 students; • The fieldwork site, Calmsley Hill Farm, offered the Year 8 students the opportunity to investigate the changes the development of Sydney has had on the Cumberland Plain Woodland; • Year 9 boys studied the local community through individual investigation for their Research Action Plan; • Year 10 students gained a better understanding of coastal geomorphology and management along the Northern Beaches at Palm Beach and Dee Why;

Pompeii was a highlight for the History Tour group

• Issues of water management in Sydney at Warragamba Dam and Rouse Hill are studied by Year 11 students;

that we have five Ancient History and five Modern History classes in Year 11 for 2013, our largest cohort ever.

• Year 12 students studied ecosystems at risk at Homebush Bay, urban dynamics in Pyrmont and Viticulture at Catherine Vale Vineyard in the Hunter Valley.

Personal Interest Projects are an integral part of the Assessment Program in Years 7 to 10. They provide the boys with an opportunity to carry out research on a topic of their choice and to express their creativity. The boys can choose how to present their work and we have a large selection of models and individual presentations as well as more traditional formats. Some of the boys even get to see their work up on the new TV screens in the History area.

These field work experiences allow the boys to develop a wide range of skills which can be applied in the field, in the classroom and the real world. The Geography Department is also broadening its global horizons with links to Scotland where the classes of exchange teachers Mr Simon Mein and Mr Wayne Inwood had discussions via Skype comparing life in Scotland and Australia. A number of students have taken part in the Asia-Wise competition where they collaborate in teams and then compete online against students from other schools in the Asian region. These global links are beneficial and we will continue to expand the boys’ learning horizons to create global citizens.

History The focus of the History Department is the provision of thought provoking and historically significant material for the students but there is also a commitment that they should have a positive, engaging and enjoyable experience. There is a strong focus on skill development which is taught within the context of innovative and exciting courses. Recent innovations include a new ‘Introduction to Senior History’ course in Year 10. This involves the study of two personalities, Alexander the Great and John F. Kennedy. This course is designed to give the boys a taste of senior Ancient and Modern History. It was very well received by the boys and contributed to the fact

The 6th biennial History Tour took place in December 2012. Yet again, the tour has proved to be very popular; 40 boys from Years 9 to 11 and five staff visited London, Rome, Pompeii, Florence and the battlefields of Belgium and northern France. It was a wonderful experience for the students. As always, the success of the tour owes a lot to the tireless work of Mr Peter Kariatlis and Mr David McKeith.

Languages and Cultures The Languages and Cultures Department has implemented the ‘sustain and gain’ school goal for 2012 in the following ways: Sustain Our elective numbers in 2012 were steady, with our Stage 5 and 6 classes consisting of particularly motivated learners. We enjoy sharing their linguistic journey of discovery and progress. In 2013 we are looking forward to our largest Year 11 numbers in German in the last decade. We continued to integrate technology into our teaching and learning activities, thanks to the motivation and guidance of Mr Andrew Jeppesen. The Term 4,Year 7 Rosetta project based on an alternate reality game was refined and provided a creative and

challenging way for our students to lead into their Year 8 intensive language studies. The Languages Department offered numerous events and excursions to our students which allowed them to connect with languages in the real world, and with other language learners. Highlights included: • Stage 6 speaking skills workshops with PLC, Ravenswood and Roseville College; • Year 10 French Day and Year 9 Japanese Day with PLC; • Stage 5 German Goethe Institute and Löwenbräu restaurant excursion; • Year 9 French excursion to the Alliance Française and Little Snail restaurant; and • Year 7 Languages Day. Knox parents were once again given the opportunity to gain an insight into language learning in the 21st Century via after-school parent German classes in Term 4. These classes have proved very popular over the past three years. Gain This year due to the larger Year 12 class sizes, many lunchtime individual sessions were offered to our Year 12 students which allowed them one-on-one assistance and practice. A number of classes took part in the Language Perfect World Championships in May, with some wonderful achievements. Our students found this online vocabulary learning program very useful and all Year 6-9 Languages students will subscribe to this program in 2013. We continued to strengthen our global connections through the increased number of languages exchange partner schools and participants in 2012. We now have two partner schools in each of Germany, France The HEADMASTER’S REPORT / 2012 | 13


HR.12 | CURRICULUM The Year 11 Music 2 class attended the combined schools’ Australian Music Day at MLC Burwood, an important day of composition workshops. The boys were fortunate enough to work with composers Stuart Greenbaum and James Humberstone, and participated in a real-time exchange of ideas, connected via iPads, with the Sydney Metropolitan Orchestra. Knox has recently purchased a set of JamHub kits as part of a resources update. The kits will allow students to rehearse and record rock band music without the issues of noise or equipment. Students will be able to perform with up to eight rock bands in the same room. Our incoming Year 8 cohort will certainly reap the benefit of the JamHub revolution. Ian Powell, Y10, meeting his exchange family in Japan

and Japan. In May we also hosted visiting students and teachers from a French school. Continuing our contribution to the wider teaching community, Mr Andrew Jeppesen and Mr Richard Winstanley presented some of their teaching innovations at a Teachmeet in Sydney. Andrew also presented at the International Boys Education Conference in Melbourne.

Mathematics A great way to engage students in mathematics learning is to provide context using everyday situations. A range of pedagogies can then bring the underlying mathematics to life, especially with the use of cutting edge technology and resources. Miss Figen Yamaner was described as an ‘awesome teacher’ by Mr Phil Beadle, Teacher-in-Residence visiting from England during Term 3. He observed Miss Yamaner give captivating lessons on the history of numbers using OneNote and graphing software. Prime numbers were brought to life in the reproduction cycles of cicadas! The hit song Gangnam Style was monitored on YouTube to record the growth in number of views over a given time period. This became an engaging graphing exercise for her Year 8 class and an exponential function modelling exercise for her Year 12 class. Miss Elizabeth Ruff gave lessons based on the theme of ‘Melbourne Cup Mathematics’, the perfect springtime context for topics: measurement, rates and probability. Mr John Nelson is an excel software specialist and his lessons on rugby statistics pre and post a major rule change were an important breakthrough for students to see how statistics are used to make important decisions in everyday life.

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Miss Jenifer Tran surveyed students in her Year 9 da Vinci class about their career aspirations after which they needed to research graduate salaries. A study into income tax commitments followed, via the Australian Taxation Office website, which gave students ownership over the concepts underpinning the calculation of income tax payable. Mr Mark Salmon uses a visible random name generator which selects students to answer the questions he poses. His classes quickly make the link to probability and the mathematics of chance. Miss Melanie Lindaya emailed her students a PowerPoint presentation on the geometry of the earth and asked her students to answer questions at home, before they commenced related learning activities in class the next day. This is the essence of ‘Flip Learning’, a pedagogy that teachers are finding effective. Mr Joshua Harnwell’s classes have enjoyed collaborative learning this year. Seated in work groups of five students, each group has a mini portable whiteboard to solve problems together and then present their solutions to the class. The Mathematics Department is dynamic and has increased classroom innovation through 2012, which has enhanced student learning outcomes and engagement in mathematics at Knox.

Music In June the combined Year 11 and 12 Music, Music 2 and Extension students attended the annual HSC Workshops at the Sydney Conservatorium of Music. Here students participated in valuable master classes with expert HSC markers, seeking advice on how best to answer the HSC exam papers, and engaging in composition and performance critiques.

The Music Department is very excited to hear many students will be issued with MacBook laptops in 2013. It will allow these students to make use of the GarageBand program, a recognised sequencing and composition software. Without doubt the most exciting highlight of 2012 was the nomination of seven Year 12 boys for the ENCORE HSC showcase concert. These results are indicative of the boys’ determination and hard work and testament to the focus and dedication of their staff. Congratulations to Mr Gary Monger for his work with the Music 1 class. In the words of Richard Gill: “We study Music because it is innately good. No other reason is necessary. Music has intrinsic benefits which play upon our hearts, minds and souls and take us into realms of the imagination in ways which are unique and in ways which inspire us”.

PDHPE PDHPE offers a range of courses and subjects that challenge and enrich all students.The core PDHPE course offered in Years 7-10 has seen recent changes to the syllabus and we are constantly upgrading the content to keep up with new innovations and technology. A SMART Board has been integrated into one of our classrooms and the students benefit from completing many online and interactive activities and quizzes. In 2012 we continued with delivery of syllabus information via a digital workbook.The students have embraced this new learning opportunity wholeheartedly and have enjoyed completing their lessons on the computer which gives greater access to more up-to-date websites, statistics and resources. The elective PASS Course provides students in Years 9 and 10 with experiences within the sporting culture of Australia.The Year 11 Sport, Leisure and Recreation course was also at maximum capacity and gives the students an insight into coaching and sports management.


CURRICULUM | HR.12 The Senior PDHPE classes continue to grow in numbers and popularity, with many students electing this challenging course. Major excursions included Year 11 PDHPE Outdoor Recreation Camp, Year 10 Elective PASS participation in the School’s athletics championships as carnival officials, a Year 12 excursion to Sydney University to apply some fitness testing principles we have studied and the Years 8 and 9 Annual Dances with Ravenswood School for Girls and Mt Saint Benedict College.

Science The formation of the Science and Titration Clubs have provided opportunities for the boys to participate in a range of Science co-curricular activities. Knox hosted the regional titration competition for the first time where 15 teams from local schools tested their chemistry skills. It is anticipated that this will now be an annual event. Boys completed both Bronze and Silver CSIRO CREST awards in Science Club this year. Year 9 engaged in a student research project ‘The Physics of Sport’. The top 15 students presented their assignment in front of a small audience in Term 3 and Giacomo Rotolo-Ross was awarded first place for his project based on the optimum air pressure for soccer balls. The standard of presentation and the engagement in the process of scientific thinking for all of the boys who were selected was outstanding. The strengthening of scientific inquiry into the Stages 4 and 5 Science programs will continue to encourage boys to develop and test their own ideas and engage in the scientific process. The Year 11 Biology program included a field trip to Chowder Bay to measure the distribution and abundance of Sea Urchins in Sydney Harbour. This was a unique experience where the boys contributed to an on-going monitoring program. Jamie Priest (Y12) attended the National Youth Science forum in Canberra and was selected to attend the international program in Canada during Term 2. He advertised NYSF to the Year 11 students and encouraged a large number of boys to apply for the program and three boys were selected for NYSF 2013. Will North and Ben Moss both presented to St Ives Rotary Club on ‘The Science Experience’ which they had attended at Macquarie University. They were outstanding ambassadors for Knox and their presentation was well received by the audience. The continued support of St Ives Rotary Club in both the Science Experience and NYSF programs is much appreciated.

Technology and Applied Studies Creativity, collaboration and the utilisation of available technologies through project based units of work form the basis of TAS courses at Knox. The latest technologies allow students from Year 7 to Year 12 to demonstrate design skills across a range of briefs presented to them. Analysis of the problem, development of ideas, management of the project, realisation of the solution and evaluation in respect to the Product, Process, Personal and Peer are integrated into each unit of work. Personalisation of the briefs allows students greater engagement with the task and makes these tasks more authentic; a key component to the improvement of student learning outcomes. Computing students are using a wide range of software programs for their project work such as the Robotics unit in Stage 5 IST. Our Stage 6 students entered and were acknowledged for their excellence in a number of Computing Challenges in 2012. The computer building course has again proven a popular activity and the newly formed Computer Club will work in partnership with the University of NSW. Design students are now utilising technologies such as the laser cutter and 3D printer across all stages, from the Clock unit and Laser Cut Desk Tidy unit in Stage 4 to the wide use in Stage 6 for the manufacture of jigs, models, prototypes and final products. This is extending the range of creative solutions and enhancing the quality of finished products. Year 12 HSC Major Projects, a highlight for the TAS Department, were once again displayed in the Great Hall Foyer and acknowledged with nominations received for the DesignTECH display at the Powerhouse Museum as well as the Working with Wood Show.

Visual Arts New technological initiatives were integrated into Visual Arts lessons with the consolidation of the use of iPads into junior and senior classes and digital portfolios in Stage 6. A visiting artist, Gay Bucknall, also ran practical painting workshops in Terms 2 and 3 for the Year 11 and 12 students and the works were displayed at the Visual Art Show. The Annual Visual Arts Show was held in the Great Hall from 2-9 August 2012. Exhibits included a range of student artworks of the highest standard from Year 7 through to Year 12 that showcased the diverse nature of practice of our students. The exhibition included a range of sensitive, innovative and resolved artworks from a group of highly creative young men. The exhibition is also a tribute to the dedication, passion and commitment of the Visual Arts teachers who have fostered and developed this talent. The elective students participated in educational excursions to a variety of public sites, public exhibitions and galleries which included: Sculpture by the Sea, The Art Gallery of NSW, The White Rabbit Gallery, The Museum of Contemporary Art and the Hawkesbury Riverboat. The opportunity to engage with traditional and contemporary artworks enables the students to gain increasing intellectual autonomy, evident in interpretations of their own work and the work of others. The department strives to consistently achieve strong Year 12 results in both practical and theory strands of Visual Arts. This has been achieved through individual tutoring, feedback and developing a strong rapport with the students. ARTEXPRESS showcases the exceptional works from the HSC Visual Arts students in NSW. Nine students Bodies of Work from 2012 were kept aside for possible inclusion in ARTEXPRESS. The HEADMASTER’S REPORT / 2012 | 15


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Preparatory School

Early Stage 1 / Stage 1 (K-2) K-2 boys have been immersed in a range of exciting and enriching activities with a number of open mornings and afternoons. A highlight was the 100 days of school party which featured a Superhero theme. Each class in K-2 has a buddy class from the primary school and their weekly visits are eagerly anticipated. This is a wonderful opportunity for the older boys to share their expertise as they assist with computer skills, filming and craft activities. The Year 1 boys enjoy using technology and making PowerPoint presentations with the help of the older boys while Kindergarten boys are proficient users of iPads and laptops. Excursions continue to be an integral part of the curriculum and provide an opportunity to consolidate learning for young boys. Kindergarten boys dressed as pirates and visited the Pirate School at the Maritime Museum. In Term 3 a study on Australia included a visit to the Sydney Wildlife Park for Kindergarten while Year 1 boys dressed in outfits from the 1800s as part of their excursion to the Old School House at Rouse Hill for their unit on ‘The Way We Were.’ The boys have been involved in weekly dance or movement lessons as part of the PE program. They have created beautiful artworks in specialist art lessons, and enjoyed singing and learning musical instruments. Japanese lessons have been held each week and the boys learn about Japanese culture as well as the language.

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All boys had the opportunity to participate in the Athletics Carnival, Jump Rope for Heart and Book Week activities where the K-2 boys dressed up as their favourite character. As part of the Knox Service Learning project each class in K-2 hosted Senior Citizens from the Wesley Gardens Retirement Village. Each grade has shared part of their learning, involving activities on the computers or SMART Board. The strong emphasis on literacy continued with differentiated programs and grouping strategies to meet the individual needs of students. The boys have worked hard on developing their writing skills particularly improving their descriptive and imaginary writing. Samples of K-2 descriptive writing were featured in an international writing competition. Reading groups, learning to speak before a group and learning to be a polite and effective listener are part of the everyday routine. Numeracy skills are taught through games and problem-solving with an emphasis on hands-on activities and developing a deep understanding of number. The K-2 Centre follows the principles of Reggio Emilia with collaborative learning and a belief in the potential of young people and their uniqueness. Integrated tasks form a part of the K-2 curriculum and the boys have participated in hands-on activities through the Young Einstein program in Science, and Maths Days investigating mass and volume which incorporated activities including Archimedes Bath. There is a strong emphasis on thinking skills and inquiry-based learning.

All K-2 boys enjoy performing and the end of year K-2 concert ‘Hooray for Knox’ held in the Great Hall was a highlight. Featuring two boys dressed as Mr Hemphill and Mrs Wiseman the boys led the audience through a school journey including rap dancing, singing, drumming, dance and movement.

Stage 2 (Years 3-4) Year 3 boys have embraced the inquiry learning opportunities this year through their integrated investigation of communities in HSIE and English. In Knoxigations the boys have researched, designed and presented a variety of projects around the topic of the Olympics in London. Some of the presentations included biographies of famous athletes, models of newly designed Olympic stadiums and discussion papers on ‘Are the Olympics a Fair Contest?’. A unit on ‘Inspirational People’ and the value of one person’s story were investigated through our English novel study unit based on Sadako and the Thousand Paper Cranes. The boys chose a person who is inspirational to them and we created a class wiki to discover how and why people inspire us. In Mathematics, the Year 3 teachers have attended LIEN (Learning in Early Numeracy) workshops to ensure optimum understanding in the boys’ mathematics skills. Year 3 boys have thoroughly enjoyed the aquatics program at the Senior School and the surf education program provided boys with the opportunity to learn about safety at the beach in summer and enjoy a day at the beach to practice the theory learnt.


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Year 3 continues to support ‘The Dish’ program run by St John’s Uniting Church with delicious meals every Friday. Each class has participated once a term to prepare a nutritious meal for the homeless people of Hornsby. We also raised $1,800 through a community fair for children in Tanzania. In Term 1,Year 4 went to camp at Point Wolstoncroft for two days. The boys had a fabulous time participating in outdoor activities such as kayaking, low ropes and rock climbing. It was a character-building experience and an opportunity for the boys to develop new and deeper relationships with their peers. The boys impressed with their willingness to have a go at all the activities and step outside their comfort zones. Year 4 boys researched living conditions in England and Australia in 1788 and then during the Knoxigations program the boys were challenged to design and produce a realistic model of a hut that was utilised by convicts, replicating the available materials at that time. The building phase of the process was quite challenging and the boys did an exceptional job. Year 4 participated in Bush Regeneration as part of the Service Learning program. Each class went to Karuah Oval to work in the Blue Gum High Forest with a volunteer from the local Bushcare program. The boys worked to remove introduced species such as Trad and Wild Violet. Once the area was cleared, they planted a selection of native grasses and groundcovers to regenerate the native bushland. The boys thoroughly enjoyed the experience and should feel proud of the contribution they made to the community.

In Term 4,Year 4 attended the Surf Education program at Manly Beach. The boys had a fabulous day participating in a variety of activities: board paddling, beach runs, dolphin diving, water running and relays. The activities helped to develop each boy’s confidence in the surf and increased awareness of the potential dangers at the beach such as rips.

Stage 3 (Years 5-6) Textbooks and formal learning have been complemented with a series of Knoxigations. Year 5 boys’ investigations centred on designing and building a model of an ecotourism site set in a rainforest and taking on the character of someone who may have lived during the gold rush. In Year 6, the boys completed an in-depth study and analysis of Myths and Legends and also designed a proposed adventure for the intrepid Cas (James Castrission, OKG00) and Jonesy (Justin Jones, OKG00). For Year 5, an overnight visit to Bathurst to experience life on the goldfields in person was an experience that was enjoyed by all. The highlight of the year was perhaps the second annual KnoxFest, the culmination of a term’s work as budding screenwriters and filmmakers. The novels and poems studied throughout the year facilitated a greater appreciation of life in a country where people are free to live, learn and worship as they choose.

Success, with emphases on Resilience and Persistence. A highlight of the year was our association with the girls and boys from St Lucy’s, which formed an integral part of our social justice program; each class enjoyed several opportunities to visit St Lucy’s and assist and play with the children in the classroom and the playground. Participating in these very important experiences saw the boys develop care, compassion and understanding towards others. The boys interacted with a great deal of sensitivity, whilst encouraging the boys and girls to try new games and learn new skills. Year 6 boys have completed Stage 3, and their primary years of schooling with the ability to analyse, reflect, evaluate and synthesise. These skills have been brought about through an integrated approach to planning and programming.Year 6 staff are confident that the boys will take these skills and abilities with them as they enter the next phase of their education in the Senior School. The academic challenges set for the Year 6 boys have equipped them with the willingness to think analytically and creatively about issues around the world and in the immediate society in which they live.

The Year 6 three-day camp to Canberra brought the classroom to life for our experiential learners and the Challenge by Choice camp to Stanwell Tops consolidated our understanding of the Five Keys to The HEADMASTER’S REPORT / 2012 | 17


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Supporting the Curriculum There was a team approach to students transitioning between stage levels. The transition program at Kindergarten entry level expanded to involve individual screening of boys by our consulting Speech Therapists and Occupational Therapist. The Year 6 transition program involved more intensive orientation for boys with specific needs and more informed handovers involving parents and Prep staff to key Senior School staff. The Occupational and Speech therapists at the Senior School supported students in improving their skills. The Future Problem Solving Program continued with astounding success at Senior School level with eight national awards and the opportunity for two teams to attend the 2012 international competition.

Information Services

Learning Support The K-12 Learning Support team has catered for the wide variety of learning needs of students in both core and da Vinci classes. The Senior School welcomed a Stage 5 Counsellor, Gifted Education teacher and new assistant for Stage 6 students. New staff joined the K-6 team and there was more emphasis on using assistive technology to improve the literacy levels of the boys. iPads were used with the younger boys and the laptop program was accessible to all students in both campuses. Ongoing professional development is critical to lifelong teaching and learning. The school counsellors were involved in supporting the positive psychology strategies to assist staff in helping students to fully utilise their strengths to overcome problems. The K-12 Learning Support team created links with outside therapists to explore issues facing our students with literacy needs and social skills. The Prep Learning Support staff attended a series of language and communication workshops which assisted in the understanding of the important role language and speech has on the acquisition of reading. The Macquarie University MultiLit Reading intervention program had a K–10 focus with the introduction of the MINILIT program, a new initiative to focus on early reading difficulties. Trained staff administered the K-10 literacy intervention a few mornings a week and the Prep utilised parent help for the reading fluency part of the program involving Pause, Prompt, Praise strategies.

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The Preparatory School celebrated the theme ‘Champions Read’ during Book Week this year. On the very first K-6 Literary Day, on Tuesday 21 August, the K-6 boys were given the opportunity to purchase a wide range of books for themselves or for donation to the ‘Giving Tree’, which was part of the Service Learning Program. 150 books were given to Jarjum College in Redfern and to remote communities Papua New Guinea. An eclectic mix of authors and illustrators also visited during Book Week. Students in K-4 were entertained by the acclaimed author and illustrator, Jo Oliver. Stage 3 students were captivated by author Oliver Phommavanh. Stage 2 and 3 students were entertained and inspired by the fabulous children’s author Boori ‘Monty’ Pryor. Students in the Preparatory School were also part of the book launch of The Nerdy Ninjas vs. the really really bad guys by Shogun Whamhower, aka John Larkin. Boys were able to share in the final stages of a book coming to life after being a part of the literary journey of writing a book. The Senior Library celebrated Literacy and Numeracy Week with a photographic competition and presentations to students about the value of reading by international rugby player, Nathan Charles (OKG06). The photographs were displayed on the digital signage screens which have been installed outside the library and various other locations around the school. The most significant event in the Senior Library this year has been the planning of a major refurbishment scheduled for the Christmas break. New mobile shelving has already been installed to create a more contemporary look, to allow more group seating and to highlight the book collection

more effectively. During the summer break, the carpet will be replaced, new tables and chairs and lounge furniture will be introduced as well as new computers and screens to help students planning presentations.

Careers The Career Education Department goal is to assist students to develop into responsible lifelong learners and decision-makers through the acquisition of competencies of personal management, work exploration and career building. Our philosophy is based on the career development needs of Knox boys at every stage of their personal and educational development, irrespective of whether their study program develops an academic or vocational focus. Presentations have been made through mentor groups on future study options and in particular the focus has been on continuing the boys’ education whether it is at various universities, private colleges or TAFE. This gives mentors a chance to continue their individual program of Positive Psychology with the Year 11 and 12 boys. In particular, the focus has been on career myths and alternative pathways to university. There has been a continuing interest in TAFE courses in Years 11 and 12, with boys commencing their trade whilst at school. Areas that are popular include: construction, electro-technology and hospitality. Kieren Johnson commenced his school-based apprenticeship in plumbing this year, whilst working towards his HSC. Presentations from over 30 colleges and universities were made at lunchtimes to help boys understand what life is like after school and to explain the changing world of work. All students in Years 10-12 receive a weekly careers bulletin sent to their school email address which encourages them to be more proactive and self-motivated in career planning. These emails provide them with scholarship and cadetship information, early entry schemes at universities, open day information, elite athlete schemes and educational access schemes. This gives the students and parents the opportunity to then come and speak individually at the careers office. Whilst the ‘big picture’ issue of career choice is addressed, we also address the very real practicalities of formal career education with resume preparation and interview skills, and the nature of the workplace.


outstanding student works | HR.12

Technology and Applied Studies

Angus Fabian’s Major Project, DualBench, accommodates two sets of hardware and is intended for computer hardware enthusiasts or reviewers and large corporations who wish to test and compare their product to the competition’s offerings. It was nominated for DesignTECH.

Mathew Butler’s Major Project, a surf lifesaving information device, the BOSS or Buoyant Oceanic Safety System, was selected for DesignTECH. It aims at improving the communication barriers between lifeguards and bathers with both visual and audible communication on a large stable base. The panic button system that is connected to the siren and strobe light is extremely loud and very effective at getting people’s attention. The handles around the base provide stranded swimmers with some support as they wait to be rescued.

Thomas Dalyell’s Major Project, the TW-Link, an energy efficient suspension linkage system for cross country mountain bikes, was nominated for DesignTECH.

Adam Gillmore’s Major Project, EAS PL8, is an L and P plate holder which provides a quick, easy and reliable way to remove and insert the L/P plates to vehicle licence plates well as minimising the appearance of the holder on the car when there is no L or P plate being displayed. It was nominated for DesignTECH.

Mitchell Chan’s Major Project was nominated for InTECH. The replica Antique Clock was made from New Guinea Rosewood which was sourced from Mitchell’s uncle’s shed where it has sat for more than 20 years. The HEADMASTER’S REPORT / 2012 | 19


outstanding student works | HR.12

English Excerpts from William’s Journal by Lachlan Bird, Y12 (This excerpt was used in the development of Lachlan’s English Extension 2 Major Work, which was set in the 19th century but used postmodern elements to develop themes relating to connections between characters.) It is morning and the sun shines through my window illuminating a letter placed upon the chair. It must be from Father! Picking up the letter, I run downstairs to go outside, “Mother, I got a letter from Father!” I am outside before I hear Mother’s answer. The morning dew wets my feet as I scramble up the oak. Again, I climb to the very top, where I can see everything for miles, all open green fields. My heart beats harder, thump, thu-thump; its irregular pulse aggravates my panting and my chest tightens. My breathing becomes hoarse and my senses impaired. My guttural rasping sounds like the panting of a scuba diver, sounds I can only hear inside my head. I hold a branch tight in fear of falling and listen to my own breathing as it slowly steadies. My heart still sore, I reflect back upon the letter clasped within my hands. Here I can read Father’s letter in peace. Opening up the seal, I recognise his familiar writing covering both sides of the page. My Dear William,

LACHLAN BIRD, y12

It is now more than three months since I last spoke to you by letter, and I’ve suffered on that account; there has not been a day that’s gone by where I haven’t missed you, son. But I know you understand this unwished-for silence of mine, and the difficulties of sending letters from where I travel.You know I love you; I always have and will. I hope you have been happy these past few years and have been able to learn new things and meet new people. I hope you have been well, and your heart has been gentle on you. When you receive this letter I will be in the country districts of India.You would be amazed at the things I have seen: it is like stepping into another world. Here, the people crowd around me in stupefaction, as if they have never seen a stranger before. I have seen gilded and crenelated buildings, magnificent with white stones. Mountains blanketed by snow, and dry deserts with sand thirsty for the sea. However, mostly I travel through tortuous lanes of stamped mud that lead in and out among ramshackle pagodas. My duties take me through many small villages, where men and women are bent down, hard in labour; young mothers distributing scanty meals to hungry children, and lost children subsisting on less; truly penury in its worst shape. I find it hard to leave these villages to their complete destitution; this poverty makes me consider the world I owe to you, and my own incapacity to be there for you. Do keep me in your heart, and always remember me in your weakest moments. I love you, and wish you good health. Love, Your Father Now the tide sinks. The brisk waves that slap my ribs rock more gently, and my heart rides at anchor. I run my fingers along the rough bark, I feel its slopes and textures. An unseen hand draws back the clouds in the sky and I close my eyes. Behold my father. He sits firmly above a large Indian elephant, which sways, lumbering among the crowd of natives below. He is like a king, and the reverent people below see him as a god from another land. He passes me, oblivious to my screams and waving arms. He passes through the village, following the winding path, which only leads to more winding paths and anonymous little streets. I lose sight of him. He is gone and I will never find him.

The HEADMASTER’S REPORT / 2012 | 20


HR.12 | outstanding student works

James jeffree, y12

dillon lin, y11

alex chandler, y11

Pip’s Expectations by James Jeffree, Y12

Journey into Time by Dillon Lin, Y11

of life experience. Into the distance, remnants of the earth’s glow recoiled.

– On reading the Dickens novel Great Expectations

Standing at the edge of reasoning, he saw that the road diverged into two escalades, each with a distinct tremor, sharp and unobstructed; this was a defining moment. Though a fall might be fatal, damned and inevitable, his own personal reality would plunge further. As he looked at the road, he felt vaguely amused by the strange way that time called to him. Never before had time beckoned him on like this. He brushed a hand across his face, seeing the weak pallor of his skin highlighted by a severed ray of scarlet sky. No context had been given at what age he was. Looking for clues, he motioned to the alarm radio, the simplicity of it meant he was close, nearer to his world. He was being pursued, by a being that was not tangible or imaginary. Closer now, his personal existentialism had been challenged by a notion of a ‘sixth sense’.

Reflections running towards me, An empty shell of wealth Falling against the tides of A reality I loathe. The mirror falls; I am alone, Darkness shines within. A cold chill filters hell itself; a pleasant warmth indeed. Temptation brings hope, fire breathing A glimmer of desires. Her chill of decency freezes The hope of a man’s joy. Again alone, the room fills with smoke, A tempestuous wind indeed. A spark sneaks through the fog of light, yet darkness burns again. In the shadow a candle burns, The wax is running thin, Flickering slowly - struggling on, Becoming one with night

Ahead, neither path seemed less corrupt and he met both with a sigh of pained compliance. Eyes closed now, immersed in the luxury of not knowing, pinched by flakes of sensation, knowing he must cherish what little pleasure he remembered. Amidst the white ambience, the faint pitter-patter of memory’s footsteps lulled the scene... Following the retreating rays, he could feel the cool air shifting, moving closer as if cornering him in an intimate aura. Harsh and unforgiving, the doors drew back, ever so gently calling him outside. As though facing the journeys of past centuries, the terrace overlooked a vast plain of memories, each with distinct stories

For all the darkness (but no lack of sensory information), the rust and weeds and plastic all mingled in the air, a wailing wall of scents. Genocide of another creed had sprung about, as though all were aware none were to stop it. It would creep up behind, fingers digging into the redwood, piercing the virgin blood of innocence and youth. Amidst an intrinsic knowledge he felt sheer panic as he accepted what was happening. Time was catching up.

Mornington by Alex Chandler, Y11 The sun rises upwards The waves crash upon the shore Children’s innocence Swinging in her arms The spray rising up to meet her Children’s innocence The warm light bathing, Surrounding her endlessly Children’s innocence Staring off far away The horizon ever there Children’s innocence The moon rises high Darkness falls across the land Innocence is gone The HEADMASTER’S REPORT / 2012 | 21


HR.12 | outstanding student works

Visual Arts

Gateways to our Imagination by Lachlan Mackay was nominated for ARTEXPRESS.

Slumber Wonderland by Harry Buisman was selected for ARTEXPRESS.

The Human Hive by Angus Bownes was selected for ARTEXPRESS.

In Pursuit of Beauty by Marco van Westing was nominated for ARTEXPRESS.

Naturalis adaption et labe (natural adaption and decay) by Alexander Jones was selected for ARTEXPRESS.

An Illusive Perception by Samuel Carden was nominated for ARTEXPRESS. The HEADMASTER’S REPORT / 2012 | 22

An Altered Environment by Edward Dooley was selected for ARTEXPRESS.

Symptoms of Negligence by Harry Thorn was nominated for ARTEXPRESS.

Water: fluidity, motion and abstraction by Daniel van der Griend was nominated for ARTEXPRESS.


outstanding student works | HR.12

Preparatory School CREATIVE WRITING Friends by Harvey Nihill, 5B Friends may prove that you are socially connected, As well as showing that you are highly respected Friends are the petals on a rose, They can also convert to the snot dribbling out of your nose. For you friends are the backbone of your life. Whether fat, skinny, ugly or beautiful They should always treat you with incredible respect And new friends are something that should not be deflected.

Although it was tough, Eating tea, bread, butter and mutton (which was rough) They both wanted gold He was prospecting, For wanted to be collecting, A lot of precious gold. But they were not pleased, With the Chinese, As they were getting more gold. Living in a makeshift shelter, It was very helter skelter, But it was worth it was for the precious gold. But he ran into trouble, And went on the double, As his friend was killed for gold.

Friends are as understanding as grandparents As forgiving as a mother bear to her cubs As encouraging as parents when their child first rides a bike As fun as watching your favourite movie As humorous as a stand-up comedian As caring as a care bear As kind as a shop cashier

He went to court and there was injustice, And his friend was deemed suicidal (a lot of injustices), All this prejudice was for gold.

Friends hold your life together like glue and paper They can evolve into a raging bull But mostly they’re as light-hearted as Jesus They maintain their permanent position in the softest part of your heart Unlike your enemies who succeed in their persistence to stay at the bottom Friends are as sweet as a gummy bear As pleasant as a soaring white dove And they will always be in your heart

The started a Stockade of sorts, And to get their right the diggers fought, In the 10 minute battle caused by the lustrous gold.

Gold Ballad by Austin Thomson, 5B There once was a man, Who was always a fan, Of the precious metal called gold. His name was Hargreaves, Edward Hargreaves, A man from the Golden Coast. He saw an opportunity, A chance for rich immunity, To find a lot of gold. As he saw the landscape, It was as if a plan escaped, From his brilliant, brilliant mind. And he did not waste time, To find the old metal, The malleable metal called gold. There was another man, A man from Ireland, A Land in the UK (never had gold). He came to colony, His brother said “you shall follow me”, Onto the land of gold.

So they burnt down the building that the killer owned, He died in the fire and he got burned, All of this was caused by metal called gold.

Lalor was shot in shoulder, But he hid under a floorboard and was away from the smoulder, He was found and cared for by a woman who wanted gold. The year is Nineteen-Oh-One, The battle has been fought and the rights have been won, Democracy has started thanks to the metal called gold. The ghost of Ewan House by Kiano Ramcharan, 5B Once, there was a house. It wasn’t a special house, but it was filled with secrets. This house was called ‘Ewan House’. It wasn’t a real house, well at least not anymore. Now it was used as a school facility. It had classrooms, sure, but nobody lived there. Well, at least no human… John Smith walked through the school gates to find lush, green, fields, children playing, and adults talking and laughing. “So this is my new school”, thought John. He went to talk with some kids he recognised from Orientation Day before the bell rang. John followed some kids who looked like they were in Year 5 and looked for 5B. He then realised that all

the classes name plates said “6”. Oh no! He had misjudged those kids ages! He went to ask a Year 6 teacher where he was, when he abruptly heard footsteps coming up the stairs. John looked up and down the stairs but saw no-one there. Frowning, he continued down stairs but heard whispers. Wordless whispers. Wordless whispers… getting closer! Thinking he had lost his marbles, John ignored them until they called his name. “John,” said the voice before trailing off. John froze and looked into the eye of a ghost. John screamed and bolted. He ran so fast that he ran into the Principal. “Are you okay?” he asked. “T-there was a g-g-ghost!” exclaimed John. The Principal chuckled and walked away. He waited a few seconds for John to round the corner and made a call, but not before John stopped and peeked around the edge of the wall. “We have a situation,” he said urgently, “somebody knows who we are”.

Through My Window by Mikey Glover, 5B I identify what will occur, Today and Tomorrow. In the sea of grassy hills, The sheep’s mouth like a duck’s bill, The lushes grass plains of green, Alas I see my favourite sheep Dean, I see him through my window of glass, He smells like a freshly mown grass, I touch my window’s slender wood, Ready to dive into an ocean of good. As the wind chimes ting-a-ling with glee, A horse’s ear twinkles like its ready to flee, Clouds of smoke engulf the perspective from nowhere, Collapses and cascades does an undeveloped bear, My atmosphere showers with guilt, As my father steps out of his car robed in a kilt, I savour the resentment of his core as he brandishes a gun, Bombarding the sheep intended for a period of fun. I identify what will occur,Today and Tomorrow.

The HEADMASTER’S REPORT / 2012 | 23


HR.12 | outstanding student works The Bridge by Will Liu, 5B “What the hell happened here?” I asked myself, as if expecting an answer. My voice echoed amongst the ruins of the bridge. The bridge looked like it was ancient, and although it was still standing, the old rivets looked like the rust had chewed them to a thin bolt. But the remnants of ageing also revealed something else, sabotage. Screws were forcefully wrenched out of the bridge and scenes of human destruction were rife. The air was as thick as soup with dust, choking the birds and animals. Splintered glass and wood littered the bridge, waiting to bury themselves into any fool. Chunks of rock crushed had cracked off from the bridge, and crashed into the river. As the dust cleared all that was left was as demolished as a scene from a war. The bridge was impassable and on the brink of collapsing. I stood there, bewildered, speechless and without a clue about what had happened. Had hell been brought to the bridge in the form of an army of soldiers? Or had a squadron of bombers dropped one million fireballs of fury on the bridge? A wave of fear came upon me and I felt nauseous and weak. Wasn’t this the last crossable bridge spanning the river? Had someone purposely decided to siege the city surrounded by the rivers? I staggered up and I shifted rocks this way and that. But as I uncovered rags and an obliterated tangle of metal which was a truck, I realised it was hopeless and simply useless. I stumbled and tripped and fell onto my feet. I howled in frustration but it came out as a hoarse, inaudible scream. But the bridge heard it and it answered with a terrifying moan. The bridge was going to collapse. I stumbled to the end of the bridge in a desperate rush to exit from the huge coffin. A wall of rocks stopped me and I desperately climbed over it. But I did not know that a pit was behind the wall of rocks. I realised when it was too late. I fell like a lifeless doll into the pit shaking my body and sending shockwaves up my spine. I was alive, but only just.

was half-submerged and I desperately scratched at small ridges and footholds. I hauled myself out of the pit and scrambled onto the bridge road, panting and perspiring. But something had to give way as the other rivets, pulleys and internal structure started to buckle. And that something was the bridge. My stomach lurched and turned upside down as the bridge completely dropped and smashed through the water. I swam up to fetch some air but I was forced back down as a tree, the size as a three storey house, fell on me and I was squashed under the tree. I attempted to swim up but more rubble fell. My lungs were screaming for air and I was taking gulps of polluted water. I was choking and I couldn’t move my body. I desperately tried to swim upwards (so much for my swimming lessons) but I was being dragged by my baggy clothes. I would of, and tried, to acknowledge that I going to be dead and to look Death in the face, but I was still panicking and my whole body, now complete depleted of any source of oxygen, was shutting down. I was now fighting the pull of the water, effortlessly dragging me down, and the urge to breathe, as I would just get a nice dose of salty water. But I still breathed, not water, but fresh air. I took a great lungful of refreshing air and I doggy-paddled to the shore. I dragged myself onto the ground, and I nursed my broken leg. The proud bridge, once standing high, was now gone. Gone, lying resentfully in the sandy depths of the greedy waters of the river.

Surreal Portraits and Masks by Year 6

Felix Walsh, 6W

Emmet Perl, 6W

I attempted to stand up but a searing pain in my leg told me that it was broken. A tumble of rocks brought me back to my feet. I realised that I was half-buried alive! I panicked and my heart sped up to 1,000 beats a second. The bridge was now swaying treacherously from side to side. The rivets were strained and were about to pop. And they did. They whizzed out about 100km/h and shot into the water. The connecters, no longer connected, fell and the right side of the bridge, as if in slow motion, dropped straight into the water. I had just noticed the bridge

The HEADMASTER’S REPORT / 2012 | 24

Kye Harbor, 6J

James Frear, 6W


Life at Knox | HR.12

Chaplaincy At the close of 2011 our school chaplain, Rev Will Nicholas, accepted a call to parish ministry at Launceston in Tasmania and left Knox with his family to commence parish ministry in that place. We are thankful for his ministry over the four years he was with us. School chaplaincy continued in our Prep and Senior Schools under the leadership of the Headmaster with the work of James Beasley and Darrel Diener. James’ ministry was focused mainly in the Prep School, while Darrel worked closely with the boarding community. Their positions at the school finished prior to the arrival of the new chaplain in August. During 2012, in the absence of a chaplain, great assistance was offered by members of staff who willingly shared their time and gift to provide spiritual care and assisted with worship in the school. In 2012 changes were made in the way Knox Grammar School supports and nurtures its boys in faith. The new Wisdom Life Faith Studies program was implemented, mentor groups were established for the boys and a whole of school worship was held each week in the Great Hall. Every boy also has a year chapel service each fortnight. All these activities are tied into the Positive Education Program of the school and have been introduced to nurture and encourage our boys to reach their full potential in every area of their lives. Our new chaplain, Rev Peter Robinson, commenced his ministry with us in August 2012. Peter came to us with vast parish and chaplaincy ministry experience. Peter and his wife Vivienne are keen to be part of the Knox community and to offer care and encouragement to our staff and students.

Peter’s background was in farming in the south of the state. A call to ministry led Peter and Vivienne and their young family away from the family farm to theological education and parish ministry. In 2005 Peter was appointed Senior Chaplain for Education and Training with the NSW Police Force. For seven years Peter was based at the NSW Police Academy at Goulburn, ministered to police recruits, police educators and to police officers in the field. This involved teaching roles at the police academy, counselling, conducting worship, visiting police stations, and critical incident coordination and deployment. Peter brings these experiences to the life of this school. Rev Robinson exercises a “ministry of presence”, something he learned in his police work. It’s about being present, being available, and building relationships. Peter is a storyteller who has much to share with the Knox community. 2013 will be an amazing year for School Chaplaincy. Mr Geordie Barham will be moving from his role as a Year 5 teacher at the Prep School to commence fulltime chaplaincy in the school. Geordie will be conducting Christian Values classes for the boys and providing spiritual care for the entire Prep School. Mr Phil Shirvington, an experienced educator and currently a teacher in Wisdom Life Faith Studies, will be coming onto the chaplaincy team at the Senior School. Phil will make a valuable contribution to the spiritual life of the school as he blesses us with his faith, knowledge and wisdom. Knox Grammar is a Christian school which upholds Christian values and we are excited about the future of chaplaincy in this place.

Positive Education 2012 marked the beginning of the Coaching and Mentoring program with the purpose of proactively increasing mental fitness and wellbeing of students and staff. The program will play a crucial preventative role in reducing depression, anxiety and stress within the school. Every student has an individual mentor who has received expert teaching in Positive Psychology, with all staff, including sport coaches, receiving training. The mentors will help students to identify their strengths and set academic and personal goals. To facilitate this process, students will be introduced to activities and exercises which are scientifically proven to increase levels of wellbeing and performance. Through the combination of positive psychology and coaching, mentoring teams will work towards the enhanced wellbeing and optimal functioning of each boy in their care. Members of the mentor teams work closely with boys to help them to develop and flourish as they strive towards their academic and personal goals and journey towards a purposeful and meaningful life. Each of the stages,Years 7 and 8,Years 9 and 10, and Years 11 and 12, has a mentoring team comprising: • Senior Academic Master • Psychologist • Team Leader and an Assistant • 12 Mentors for each year group • Student Administration Officer for each year group, and • Student leaders The HEADMASTER’S REPORT / 2012 | 25


HR.12 | Life at Knox The design and delivery of the Positive Education Program is the most comprehensive of its kind and covers four key areas: 1. Curriculum Development: sharing of ideas between staff and the development of dedicated positive education teaching resources. 2. Training for staff: improved professional development opportunities with internal and external trainers. 3. Community outreach: workshops and seminars continue to be developed for parents, the local community and other schools. 4. Bi-annual conference: a two day conference at Knox featuring presenters from across Australia and the globe is planned for next year. 2013 will see the introduction of the Positive Education Awards scheme, with the purpose of establishing a climate and quality of positive relationships within all areas of the School that promotes wellbeing and engages students in the practical applications of positive psychology and coaching.

Student Leadership The 2012 Prefects started with real energy and dynamism and continued to work positively in their respective roles throughout the year. The completed vision statements are a testimony to their desire to add value to their areas of involvement and responsibility within each portfolio across the School. During 2012, the Peer Support sessions were held once a fortnight during Mentor time and the restructure of the school’s timetable enabled the Peer Support leaders to conduct more effective meeting and activity sessions with their peer support buddies. These sessions have been invaluable in assisting the Year 7 boys to settle into life at the Senior School as well as providing the Year 11 boys with a real opportunity to lead and provide support to the Year 7 boys. The key focus for 2012 has been the review of leadership opportunities for all boys from Years 7 to 12. Following a period of review by the 2012 Prefects, the SRC and in consultation with the Dean of Students and School Executive, it has been decided to remodel student leadership at the Senior School in order to provide greater opportunity for all boys to take on formal leadership roles. Consequently a new leadership model of creating ‘Portfolio Leadership Teams’ is currently being implemented and builds on the success of the initial Prefect Portfolios which were introduced in 2009. The HEADMASTER’S REPORT / 2012 | 26

By expanding leadership opportunities through the creation of Portfolio Leadership Teams boys from across the whole school community will be able to become involved in purposeful leadership activities across a wide range of school activities. The portfolio team structure will provide all boys with the opportunity to take on in leadership roles, to varying degrees and to put into practise the leadership skills that will be taught and modelled through the ‘Learning to Lead – Leadership for Life’ program. The portfolio areas are: 1. Academic Portfolio Leadership Team 2. Boarding Portfolio Leadership Team (BLT) 3. Co-Curricular Portfolio Leadership Team 4. Chapel and Ignite Portfolio Leadership Team 5. House Portfolio Leadership Team 6. Student Leadership Portfolio Team 7. Year Group Portfolio Leadership Team 8. Sport Portfolio Leadership Team 9. Cadets

Co-Curricular Activities Knox is a school that offers an extensive and diverse range of co-curricular activities. These activities offer challenges to our boys both individually and in team situations, leading to a great sense of personal achievement and success in areas beyond the everyday curriculum. The opportunities on offer, the experience gained, trying something new – all this is coupled with self-discipline help to build positive, capable young men who enthusiastically embrace every new opportunity. The Knox da Vinci Decathlon, now in its 10th year, is an annual competition held at Knox which this year attracted more than 2,300 of the state’s sharpest young thinkers – all competing in a multi-disciplinary battle of the minds. The da Vinci Decathlon was developed by Knox to encourage critical thinking, problemsolving and creativity. The competition, which began in 2002 with a few teams from neighbouring schools, has grown and this year became global as at the National da Vinci Decathlon students from the United Kingdom, USA, South Africa, Singapore and New Zealand competed online in real time against Australia’s best. Chess is a game of strategy, calculation, intelligence and instinct, with matches played under powerful pressure. Players develop patience, endurance skills and respect for opponents. This year Knox competed at CAS level as well as in the NSW Secondary School’s Metropolitan North region. Many a friendly lunch-time match is played by the students in Chess Club.

The 2012 Future Problem Solving Global Issues Program inspired students from Years 7 to 11 to pursue their areas of passion.These students are leaders of the future and they research current theory and practice in order to apply it to future global issues and challenges.This has been one of our most successful years at national competition, with three middle division teams and a senior team competing. This year has seen much triumph in the Public Speaking arena. Our Mock Trial team presented well in competition, with Mooting promoting critical thinking and teamwork skills and Toastmasters providing an opportunity for students to build on their personal presentation and confidence skills. The Pipe Band turned out in a revamped ceremonial uniform for 2012 parades commencing with Anzac Day in Sydney. This march featured the return of the Piper’s Plaid, the tartan blanket wrapped over the shoulder of the piper, which really completes the full highland look of the Pipe Band. The band made an impressive statement on Sydney’s streets with four drum majors leading the band; impressive new art on the Bass Drum as well as Piper banners, featuring the school crest, for senior pipers. The competition arm of the Pipe Band has continued to make significant progress and has improved their overall standings in competitions during 2012. The band competed in the Australian Championships at Ballarat during Easter with very pleasing performances. At a more local level, the band was the highest placed school band in the Juvenile element of the State Championships. Social Justice has continued to develop advocacy and involvement is international, regional and local. The inaugural Cambodian Immersion in July and the long term Milne Bay, Papua New Guinea, Service Trip in December provided opportunities for our young men to experience and become advocates for change and sustainability in the developing world.Year 10 students have developed a new regional project for Social Justice at Enngonia in NSW’s far west by supporting isolated indigenous students. The Year 10 Community Service Program continues to provide an opportunity for students to work in the community and support local groups. The ABBOX of Fun Sony Children’s Camp was again hosted by Knox, and this year 25 children with multiple disabilities had four days of great fun cared for by Year 11 students from both Knox and Abbotsleigh. The compassion shown by these young people to the children in their care is truly inspiring. This ‘snapshot’ of co-curricular life at Knox shows the eclectic assortment of opportunities on offer to the boys to fully extend themselves in activities they have


Life at Knox | HR.12 never even thought of. The extensive cocurricular program is popular, rewarding, challenging and a vital component to the holistic approach to education at Knox.

Knox Academy of Performing Arts The Knox Academy of Performing Arts (KAPA) expanded the number and range of performance opportunities for all boys with new venues. The Boulevard was the venue for lunchtime performances by the Saxophone Ensemble and heats of the Battle of the Bands.The highly polished and successful cabaret Evening of Noel Coward took place in the KAPA building. Pippin was the first musical in the Great Hall and attracted record crowds. Drama productions, A Midsummer Night’s Dream and A Christmas Carol, had big casts and big audiences. The latter was a joint effort with girls from Years 7 and 8 from Pymble Ladies College. The Battle of the Bands had its largest production to date in the Great Hall and the winners spent two days in a recording studio, courtesy of Sony Music. The Optimo music and instrument management system provided an industry benchmark with visitors from other schools. Some were considering buying and one learning to use the system already in place. KAPA hosted the CAS Drama Festival where students from six schools showed their most innovative HSC performances and videos to Year 11 students. KAPA performed continuously throughout Gala Day and a new Pep Band punctuated games on Friday night as well as Saturday. Eric Dozier, former Director of the Harlem Gospel Choir, took a workshop with students from the Wahroonga area. His Worship Service captivated the school with song, highlights of the Civil Rights movement and a rousing gospel conclusion with call and response from the congregation. It was one of the finest and most moving experiences seen at Knox. With 430 boys receiving private musical tuition we have four bands, two orchestras, two stage bands and an array of Chamber Music ensembles. The Senior School Instrumental ensembles have performed with distinction in the Sydney Eisteddfod, McDonald’s Performing Arts Challenge, the Dickson’s Yamaha Band Festival and Championship performances in the 2012 NSW State Band Championships.

Knox boys in the Knox Symphonic Wind Ensemble toured New York, Los Angeles, Chicago and San Diego in December 2012. Showcase Under the Stars was again a big drawcard, although held in the Great Hall due to impending thunderstorms! The Francis Auditorium held a cabaret of show stoppers with music tutors, Science teachers, teachers from the Prep as well some top HSC talent from around Sydney from the last couple of years. KAPA now offers over 3,500 performance opportunities over a range of performing arts. Wherever possible technical assistance is carried out by students. Knox is emerging as a specialist Performing Arts School within Australia. KAPA’s purchase of a flexible Megadeck staging system has made the variety of performances possible. The decking is also in demand by other areas of the school and is a boon to hirers of the Great Hall.

Knox Sports Academy 2012 saw Knox students able to reap the benefits of a full year using the facilities completed in 2011. The Athletic Development Centre which encompasses strength and conditioning, sports specific training, rehabilitation and mental preparation, has become the core for all our sporting teams and provides support to students who wish to pursue sport to higher levels or sports that Knox does not

cater for. The Great Hall was fully utilised in Term 1 for basketball and provided a venue for both Senior and Prep teams. The Aquatic Centre was utilised by both the Prep and Senior School and the School Swimming Championships were held at Knox for the first time in 30 years. It was also used by many schools and local community and commercial groups for their activities. Athletic development has become the focus for all our sports and students and new programs have been provided to students at both the Prep and Senior School. With the mantra being to develop the athlete and then the sportsman, these programs have been implemented for students who wish to do more than the two weekly trainings and a Saturday commitment. High performance programs have been introduced for some of our sports and more will occur in 2013. An integral part of these programs is the introduction of the Smartabase online Athlete monitoring system. This system is as good as any used by national and international sporting teams and for Knox the benefit is that it can be used by large numbers of students and accessed using smart phones and technology at home or in the field/court. Knox has undertaken an Australian first with the school linking with University of Technology Sydney to investigate ‘Factors affecting Performance in Youth Sports’. This study will assist the school to understand and therefore implement programs accordingly with regards to student maturation, physical fitness and skill acquisition. The HEADMASTER’S REPORT / 2012 | 27


HR.12 | Life at Knox along with our National Archer, Simon Bold and Nationally ranked and representative fencer, Matthew Dall’Asen and our U14 Tennis Team member, Max Purcell. In the Prep School, the KSA has introduced a ‘Fitness for the Brain’ program to provide opportunities for students to start the day off in a healthy way and assist in preparing students for the academic day ahead. KSA has also started an Athletic Development Program based at the Senior School and this program has been well received and utilised by many Prep students. Knox has again had many students selected in CIS representative teams and also many successful teams in the IPSHA competition. Students have enjoyed the new sports of Golf and Fencing. The highlights for 2012 were the relay teams in the PSSA Swimming and our first student in a while competing at PSSA Athletics and coming 4th.

Students, parents, staff and coaches continue to be the backbone of the sporting program. It is the parents who drive their sons to the early morning sessions, pick them up after training or games on a weekend that provides the opportunity for the Knox spirit to occur. It is the enthusiasm, drive and professionalism of the staff and coaches that ensure our students learn the core values and expectations for Knox students. The KSA taught, discussed and highlighted how to cope with the ups and downs of sport and how to respect and value the opposition whilst still playing hard. Despite having to travel great distances and endure playing some very strong teams, Knox entered an U12 and U15 AFL team in southern Sydney competitions.Through their persistence and fortitude Knox will play in a schools competition in 2013 as part of the first AFL schools competition. Golf has seen two teams competing for the Senior School and also just over 20 students participating in the Prep School. Fencing is extremely popular at both the Prep and Senior School with senior students entering their first competitions in 2012.Water polo has improved with five teams participating in Term 1. In the larger sports, Knox has achieved some outstanding successes. The 1sts and 2nds cricket teams have now been CAS Champions for the last five years, the Football 1sts won this year in great style and the Tennis 1sts also won their competition. More importantly though has been the success enjoyed by all students with our Basketball, Cricket, Tennis, Football and Rugby teams enjoying the highest percentage of wins against all CAS schools in the history of the KSA. In our smaller sports, Mountain Biking has been undefeated for the past six The HEADMASTER’S REPORT / 2012 | 28

years; Surf Life Saving and Sailing continue to provide different opportunities for boys who choose these sports. Knox continues to provide opportunities to experience sport in different places with rugby teams going to New Zealand and interstate to Queensland and Canberra as well as to Bathurst and Orange. Cricket has, for the first time, participated in an age development tour to Port Stephens and the swimmers went to Noosa for a camp. In representative sports Knox has continued to have success both within the schools system and outside. The Senior Track and Field team qualified for the National Schools Knockout in Tasmania where they won a silver medal while two students were selected to represent NSW at the National All Schools Track and Field Championships also in Tasmania; Cameron McEntyre won gold and bronze medals. Our Tennis Team qualified to compete in the Schools National Knockout Championships held in Albury where they came 4th. Three students represented NSW at the School Sport National Championships in swimming with Vincent Dai also selected as part of the National Trans-Tasman team and Christian Holman named U14/15 Diver of the Year. We had two students selected in state teams to compete in the National Rugby Championships and nine students have been selected in the ARU Junior Gold Rugby program now based at Knox. Knox has 50 students selected in representative football teams as well as an Australian Futsal U15 team member. Michael Rowley has been selected in the Australian U20 Basketball team and two of our students continue to excel at Baseball. Michael Podbury is the Australian Taekwondo Sparring Champion

The Knox Sports Academy looks forward to continuing development of programs that put Knox in the forefront of research and also sporting success within Australia and look forward to developing these at an international level.

Cadet Unit The Cadet Unit is an old Knox tradition; indeed the Unit is only a year younger than the School itself. Like all the institutions at Knox though, the Unit, is in a constant state of evolution, innovation and transition to meet the challenges of a new century. Many of these changes are incremental but 2012 saw our Cadet Unit complete the first year of what was one of the most dramatic changes of its long history; the inclusion of a Company of female cadets drawn from Ravenswood School. Significant though this change is, it has only improved the balance and diversity of the Unit and has helped it maintain the important role it holds in the life and traditions of Knox. Specifically, the Unit aims to provide a valuable training experience for all boys (and now girls) and structured training programs in physical challenges, leadership and planning for the older boys and girls. As well, the Unit, together with the Pipe Band, regularly provides a public face for the school with a ‘military’ presence at numerous community occasions. For the vast majority of the Cadets, especially those who choose to stay on in the Unit, these aims are certainly achieved. The high retention rates in the senior years are one of the reasons that in Term 4 this year, with the intake of our new recruits, the Unit stood at over 640 boys and girls. Having our recruits start at this time is just one part of a major ongoing restructure of the Cadet year that started back in 2009 with the aim of making the Cadet experience for our boys fit more comfortably with the changing demands of both the academic and sporting calendars.


Life at Knox | HR.12 Other measures of the Unit’s success have included the community response to the major public events of the Unit: Anzac Day, Passing-Out Parade, and the OKGA Parade. Another success was that in Term 3, over 200 boys and, for the first time, girls, participated in promotion courses, providing practical, structured leadership training specifically for the Unit but also for the school. Many were also involved in other courses ranging from First Aid and Communications to Adventure Training over the course of the year. At the end of Term 1 the Unit completed a very successful Bivouac/AFX on the training range at Singleton and into the Brokenback Range. Our female Cadets were involved for the first time and drew praise from all for their enthusiasm and positive attitude. In Term 2, our Drill Squad again won the CAS Cadet Drill Trophy and we narrowly missed out taking the CAS Millskills Trophy at the start of Term 4. The cadet year culminated for the Class of 2012 with a very successful farewell dinner held in KG1 on the evening before the Chapel Service and spectacular Passing-Out Parade under lights on Knox 1.This was a fitting farewell for a group that had provided outstanding leadership for the Unit. A quality of leadership attested to by the fact that our 2012 Senior Under Officer, Damian Morris, was, in November, appointed the Senior Cadet Under Officer for the NSW Brigade, effectively becoming the highest ranking Cadet in the State. Damian will take up his appointment as soon as he completes his HSC. We now have a good compliment of dedicated Officers drawn from both the teaching staff and from outside volunteers. These people are absolutely vital to the continuing success of Cadets at Knox. Like many aspects of the Unit, staffing and the training of staff continues to evolve to fit the changing demands of the times. What does not change though, are the best traditions and qualities the Unit draws from its history and its potential to provide our boys and girls with a very special part of the Knox experience.

Outdoor Education One of the big developments that has resulted in considerable benefits, has been the formal incorporation of Positive Psychology elements into all outdoor programs and the training that has been given not only to our own staff involved in this area, but also the staff of companies we work with. Dr Steve Zolezzi (Head of Positive Education) and Mr Mark Trollope (Head of Outdoor Education) have developed a series of tools and language that can be used to support the boys and the feedback from both students and staff has

been positive, with higher outcomes being achieved for individuals and groups on year group camps.

of what was a significant change in both the physical environment and the culture of boarding are:

In this vain, the Year 10 and 11 boys on our regular and very challenging winter expedition to Tasmania’s Overland Track took part in a study that aimed to enhance the manner in which individuals could illicit states of ‘Flow’. There was a large interest in the results from this and Knox was asked to present at this year’s Outdoor Recreation Industry Conference. Sharing knowledge, practice and ideas has been a key theme this year in Outdoor Education and many links have been made across Australia and even internationally, with schools and universities. This culminated recently with Knox hosting the first NSW seminar for teachers and educators involved in the delivery of Outdoor Education. It was a productive day with a keynote lecture examining neuroplasticity and its development through experiential experiences in the outdoors.

• Unprecedented levels of comfort, privacy, and security in accommodation and associated facilities;

2013 will see 31 boys travel to Nepal to explore the passes and peaks north of Namche Bazaar. Training for this adventure has already started and by the time the group goes they will have followed courses in photography, Nepalese cuisine, wellbeing and the positive self, fitness, expedition skills, meteorology, first aid, equipment and even how to speak basic Nepali! The beginning of the year saw a group of Years 6 to 8 boys and their fathers embark on a parent and son program, as they tackled the six-day ride along the Otago Rail Trail, in New Zealand’s South Island. Not only is this a fun and challenging adventure, but it also gives our busy fathers a chance to spend time with their boys, make memories and affirm their relationships. Outdoor and Wellbeing staff are always present to give a hand and help the smooth running of the journey. Another notable success has been the growing numbers of our boys who have been enrolling and completing the Duke of Edinburgh Award Scheme. This September, we were able to celebrate the achievements of over 100 boys who were recognised for completing various levels of the Award, including nine gold Duke of Edinburgh awards. In a private ceremony at Government House prior to his untimely passing, Hamish Martyr was presented with his Silver Award by the Governor of NSW, Professor Marie Bashir AC, CVO.

Boarding In the past three years Knox has re-shaped the landscape of boarding, resulting in a carefully structured and all-embracing social, academic and personal development experience for its diverse community of boarding students. Among the key features

• An innovative staffing model to maintain a personal, consistent approach and individual attention; • Whole of life programs tailored to the age group and its needs; • Positive education and coaching / mentoring by trained Knox staff; • Use of school facilities and integration of special programs, such as Visual Arts and Design and Technology, to engage, challenge and support boarders; and • High levels of communication with parents, including newsletters three times a term. As Knox Boarding has developed, increased in numbers and matured culturally the School has moved to further integrate boarding into the full Knox, whole school experience. The benchmark Knox Boarding Centre, purpose built and opened in 2010, was augmented in 2011 by the iconic, first school house, Gillespie, in an imaginative renovation which resulted in comfortable single rooms, living areas and relaxation areas, within a heritage building replete with bay windows, balconies and restored original woodwork, ceilings and other features. Gillespie Heritage House, as it is now known, stands as the most loved of all boarding facilities by our ex-boarders, as well as now providing modern, home-style accommodation for the next generations of Knox boarders. Together these two facilities provide tradition, innovation, comfort, privacy and security - a great base for enjoying the challenges and opportunities of a Knox education. To enhance the experience of Year 9 boarders, and to align with many other Knox programs, from 2013 Knox Boarding will accommodate Year 9 boys in Gillespie Heritage House, with each boy having his own single room. Already there is a school focus on this critical stage of development, with Cadets starting, the Rite Journey program, first elective choices, and Knox mentoring, and the boys living together in Gillespie will allow for lots of individual as well as group attention, and assist them to transition into the more independent young men, students, and boarders they will become.

Cultural Exchange Program The Cultural Exchange Program continues to grow. Student and parent interest is now at very high levels and we continue to seek The HEADMASTER’S REPORT / 2012 | 29


HR.12 | Life at Knox

Mr Philip Seddon OKG63 donated the spikes worn when he won the long jump championship in 1963

The program of the first Annual Athletic Sports Meeting to be held at Ewan House in 1929 was donated by Mr John Reid OKG39

further opportunities for exchange partners.

It is difficult for communities to value their heritage if collections are not widely known and understood. To that end two Thistle articles have featured aspects of the School’s collection and the archive pages on the School Portal are regularly updated. With much thanks to the Knox Parents’ Association (KPA) the page now hosts a link to the Knox Digital Image Library which contains some 7000 images. The library is currently being catalogued to allow more efficient retrieval. The archives would be very glad to hear from anyone interested in volunteering assistance for this project. Basic computer skills would be needed to participate in this worthwhile project.

Opportunities are now expanding for Year 10 boys as some of our partner schools prefer and are better suited to a Year 10 student. The removal of the School Certificate has paved the way for the Year 10 boys to be involved. The partnership with Pymble Ladies’ College in the exchange program has been most beneficial and adds another element to the program, particularly with respect to the exchange to Argentina where seven Knox boys and five PLC girls had an outstanding experience. As part of the Student Exchange and GAP programs at Knox and Pymble Ladies’ College, we conducted a day outing in the Blue Mountains. This catered for all the exchange students and their host students and provided an opportunity for all the students to get to know one another. We walked the boardwalk in the Jamison Valley, rode the scenic railway, the Skyway, viewed the Three Sisters and stopped at Leura for lunch. A great day was had by all 74 students and staff involved.

GAP Program Knox continues to strengthen its global connections and provide overseas opportunities to its students and exstudents. Strong relationships with United Kingdom schools such as Bradfield College, The Duke of York’s Royal Military School and Stewart’s Melville provide an excellent framework for our GAP program which has been operating successfully for over 25 years. GAP students become members of staff, fully involved in the culture and life The HEADMASTER’S REPORT / 2012 | 30

of the school to which they go, and make lifelong friends. The benefits of the GAP year are well known, and much sought after by our departing Year 12 students. Knox also receives four GAP students from UK schools each semester, providing them with a wonderful taste of life at Knox.

Archive & Museum 2012 saw the Archives relocate to rooms that were originally built in 1954 to house the School Library under the John Williams Memorial Hall. Here the 1st XV Honour boards dating from 1947-1961 have finally found a permanent home. A reading room houses permanent and temporary display facilities, and will be open during lunch time and after school in 2013. An exhibition of seven key paintings from the Nic Jools Collection and a slide presentation representing items from the whole collection was prepared for the dinner held to acknowledge Dr Nic Jools generous bequest to the School in May. Six displays were provided for Old Boys’ functions, among them 60th and 50th Anniversary reunions, regional reunions and regular Senior Knoxonian luncheons. The Boarding Houses have also received additional displays to connect the current boarders with their rich heritage. The School’s Academic Honour Boards are being updated and will return to their original home in the Main School Building corridor which will by 2013 have been transformed into a secure enclosed area.

The Oral History Working Group has began documenting the wider social history of the school’s life. Dr Annette Salt has recorded memories of past KPA secretaries and presidents, Old Boys, and teachers. Thanks to all those who have supported the work of the Archive and Museum: • Mr Keith Amos OKG61 for the 10 photographs of school teams dated between 1927 -1931 that had previously belonged to his father and after whom the Year 12 Agriculture Prize is named; • Mr George Blackwood OKG37 for providing an opportunity to record his memoirs and copy early school photographs; • Mrs Sue Cross who deposited the masonic regalia of her late husband, Mr Bob Cross, who had been a Master of Lodge Knox and that of his father who was a long term School Councillor.


Life at Knox | HR.12 • Mr JW Graham OKG50 who was School Captain in 1950, donated the student diary that he kept while participating in the 1950 Expedition to Central Australia; • Mrs Helen Derrick, granddaughter of Rev RO Greenwood who was the third master to be employed at Knox Grammar School, sent several early photographs of her father. After using the school personnel records to complete a biography of her grandfather she deposited a copy of The Man Who Served Two Masters with Distinction in the Archive collection; • Dr Frank Mobbs for an early photograph of IW Paterson studying; • Mr Tony Osman OKG57 who provided three black and white prints for copying of members of the cast of the 1957 school play Othello; • Mr John Reid OKG39 who donated a program of the first Annual Athletic Sports Meeting to be held at Ewan House in 1929 in which he participated and his Royal Life Saving Certificate among other objects of memorabilia; • Mr PR Thomson OKG62 for suppling photographs for copying and inclusion in the 50th Anniversary Reunion DVD of the Class of 1962 • Mr Philip Seddon OKG63 who won the long jump championship in 1963 donated his running spikes worn at the time; • Mr DBR Smith for his contribution to the oral history on the subjects of boarding history and the year of 1955 from a pupil’s perspective; and • Mr Alec Cameron OKG80 and Mr Hugh Jackman OKG86 who both donated their school blazers to the uniform collection. The last project undertaken in 2012 is the migration of moving images in every kind of format known to 21st century formats that can be accessed using current technology. An important in-house project is under way. A list of photographs known to have been taken but not held in the collection is being prepared for publication on the School website. Families who have school photographs which could fill these gaps are encouraged to make contact with the Archives to either arrange copying or make a donation.

Knox Parents’ Association The Knox Parents’ Association (KPA) is the umbrella organisation for parent activities across the school and provides assistance to the many support groups throughout the school community.

All parents of Knox students are automatically members of the KPA and are encouraged to participate in its many activities whether in a small way or in a more involved way by being a member of a committee or year convenor. The KPA meets twice per term on a rotational basis between the Senior and Prep School and at the meetings both Mr John Weeks and Mr Mark Hemphill report on the happenings at their respective schools. They will often take questions from the floor and all parents find these informal discussions to be extremely interesting. We often have a special guest in attendance at the meetings. One of the primary roles of the KPA is fundraising. Our two major fundraising events for the year are Gala Day and Garden Day. Both these functions are wonderful community events that bring together all year groups within the School. Surplus funds from these events are then returned to the School in the form of pledges or equipment for the boys. This year, the KPA has pledged almost $80,000 back to the School, with the funds being allocated to a wide cross-section of projects spread evenly between the Prep and Senior Schools. This is an amazing outcome arising from the hard work and dedication shown by the many convenors and volunteers during the year. It is a truly satisfying moment knowing that boys’ education within Knox will benefit with the purchase of items that may not normally have been acquired within the normal operating budget for each department. Some of the projects that have been funded this year for the Prep School include: outdoor tables and table tennis tables, a printing press and easels, new Prep House banners, various musical instruments and a portable microphone system for the Sports Department. For the Senior School, projects include: a cattle shed extension for the Agriculture Department, anchor lanes for water polo, a sewing machine for the Art Department, new target rifles for the shooting team and new kilts for the Pipe Band. Over the past few years a number of people have taken on the task of re-writing an old and out-dated constitution. The new constitution is an easy to read document that more appropriately reflects the current operation of the KPA and incorporates all social and support groups within the School. The process has been a long and arduous one and at a Special General Meeting of the KPA on 19 June 2012, the new constitution was adopted.

current news of the KPA as well as contact details, meeting dates, agenda items, minutes of previous meetings and the KPA constitution. The KPA only survives on people giving up their time to support their son’s school with the hope of making a small but important difference. Can I urge any parent who would like further involvement to nominate for a position on a committee? It is a great way to develop friendships with like-minded parents and I can say with absolute confidence that your contribution is very much appreciated by the teachers and boys who benefit from parent involvement in the life of the school.

Old Knox Grammarians’ Association The Old Knox Grammarians’ Association (OKGA) was founded in 1929 and interacts closely with the School to support the traditions and history of Knox. The Old Boys and their families participate in the Anzac Day service honouring those Old Boys who gave their life for their country. At the annual Chapel and Confirmation Service the Old Boys participate to support the School’s Christian values. Also at the Cadet Honouring Service, pipes, drums and swords are presented to the Cadet unit in honour of Old Boys who have served Australia in times of war. To support the idea of giving your best for your school, the OKGA present the most improved awards for sport and cultural activities to both Senior and Preparatory students. A Scholarship program is maintained in order to assist sons or grandsons of old boys who may not otherwise be able to attend or continue at Knox. The OKGA is equally committed to supporting boys once they have left Knox whether it is in the pursuit of further academic achievement, employment opportunities or through the Old Boy sporting and cultural clubs; connections are maintained and enhanced with the School community. Young OKGA members now coach many of the School’s sporting teams and are also involved as drama and music coaches. The OKGA is committed to supporting the School and boys, both while at school and throughout their lives.

During the year, a page on the Knox Portal was established for the KPA. It contains all the The HEADMASTER’S REPORT / 2012 | 31


HR.12 | Performance of Excellence

Duke of Edinburgh Award Scheme Gold Award: Angus Bownes, Hugh Cameron, Simon Fenech, Ian Kim, Oliver Knight, William Martyr, Jason Riley, Rory White, Kevin Wijaya

Economics and Social Education Australian and New Zealand Economics and Business Studies Competition Business Studies Competition –

High Distinction and Money Winners: Adam Halliday Y12, Oliver McCully Y12

Economics Competition – Ms Dale Thompson with the Senior Future Problem Solving Team - Jay Blamey, Jonathan Kim, Aiden McMahon-Smith, Matthew Saunders

Cadets CAS DRILL COMPETITION Winners: Knox Cadet Unit

CHESS World Chess U16 Olympiad, Istanbul

Australian U16 Olympiad Team:

Bernard Chau Y11

Australian U16 Championship 1st: Bernard Chau Y11 NSW Government Outstanding Achievement Award Bernard Chau Y11, Kinto Wan Y12, Vincent Chen Y9 and Sean Dawson Y11 NSW Schools’ Teams One Day Tournament (The Terry Shaw Shield) Senior A: Metropolitan North Winner, Divisional Winners Intermediate A: Divisional Winners Junior A: Metropolitan North Runners-Up,

Divisional Winners.

DA VINCI DECATHLON STATE FINAL 1st: Year 8 (Viney Kumar, Brandon Kreymborg, Jake Jerogin, James Paik, Jackson Chen, Seyoon Ragavan, William Graham, Henry Shen) 2nd: Year 7 (Benjamin Jackson, Joel Sved,

Danuka Tennakoon, Maximillian Nguyen, Jalen Ren, Brad Ellwood, Nathaniel Pfeiffer, Marcel Lima) 3rd: Year 9 (Vincent Chen, Michael Eaton,

Michael Liu, Johnson Man, Lachlan Mitchell, Giacomo Rotolo-Ross, Chris Skellern, Andrew Zhou)

The HEADMASTER’S REPORT / 2012 | 32

NATIONAL FINAL

1st: Year 7 (Benjamin Jackson, Joel Sved,

Danuka Tennakoon, Maximillian Nguyen, Jalen Ren, Brad Ellwood, Nathaniel Pfeiffer, Marcel Lima) 3rd: Year 9 (Vincent Chen, Alex Cross,

Michael Eaton, Michael Liu, Johnson Man, Lachlan Mitchell, Giacomo Rotolo-Ross, Andrew Zhou) INTERNATIONAL FINAL

1st: Year 7 (Benjamin Jackson, Joel Sved,

Danuka Tennakoon, Maximillian Nguyen, Jalen Ren, Brad Ellwood, Nathaniel Pfeiffer, Marcel Lima) 4th: Year 9 (Vincent Chen, Alex Cross,

Michael Eaton, Michael Liu, Johnson Man, Lachlan Mitchell, Giacomo Rotolo-Ross, Andrew Zhou)

Debating

High Distinction and Money Winners: Alex Chandler Y12, Sean Dawson Y11, Toby Laidlaw Y11, Alexander Lennon Y12, Dillon Lin Y11, Michael Westerway Y11 Year 9 Commerce Special Prize

ASX Oral Presentation Winner:

Josh Malek

Future Problem Solving Future Problem Solving International Conference, University of Indiana, USA Global Issues Problem Solving Middle Division Booklet Trophy Winners 6th place:Vincent Chen, Michael Liu, Johnson Man, Lachlan Mitchell (all Y9) Future Problem Solving National Conference, Ivanhoe Girls’ Grammar School, Ivanhoe, Victoria Keith Frampton Roll of Honour for Services to Future Problem Solving as Coach at national and international level and evaluator: Anne White – Fellow

CAS Debating Premiers: 10As Runners-Up: 1sts, 3rds, 8As, 7Bs CAS 1sts: Harry Rogers Y11 CAS 2nds: Tom Baker Y12

E. Paul Torrance Youth Award for contribution to Future Problem Solving within Australia: Dylan Sherman

ISDA Debating

Vincent Chen, Michael Liu, Johnson Man, Lachlan Mitchell (all Y9)

Semi Finalists: Year 10, Year 8

FED Debating Premiers: Year 9 Runners-Up: Senior A, Year 10 Semi Finalists: Senior B, Year 7

Global Issues Problem Solving Middle Division Trophy Winners Champion Team Booklet:

2nd: Ben Abberton, Jerson Balaton, Christian Holman, Alex Neave (all Y9) 5th: Alexander Cross, Michael Eaton,

Ashley Kwok, Daniel Schofield (all Y9) Champion Team Action Plan presentation: Ben Abberton, Jerson Balaton, Christian Holman, Alex Neave (all Y9)

3rd: Vincent Chen, Michael Liu, Johnson Man,

Lachlan Mitchell (all Y9)


Performance of Excellence | HR.12 Global Issues Problem Solving Senior Division Trophy Winners 5th place Team Booklet and 2nd place Action Plan presentation: Jay Blamey, Jonathan Kim, Aidan McMahon-Smith, Matthew Saunders

Languages Open High School

Korean Continuers: 1st in course

Jacob Godbout Y12

Language Perfect World Championships (14000 competitors worldwide) Gold (top 2%): Andrew Choi Y9, Giacomo Rotolo-Ross Y9, Christopher Skellern Y9, Tim de Solom Y8 Silver (top 5%): James Fraser Y9,

Viney Kumar Y8

Bronze (top 10%): William Cheung Y8,

William Cole Y9, Ashley Kwok Y9, Jackson Chen Y8, Jack Cheng Y8, Andrew Line Y8, Matthew Mew-Sum Y8, Zachary Partridge Y8, William Yang Y8

Mathematics Westpac Australian Intermediate (Y9-10) Mathematics Competition Medal Winner: Seyoon Ragavan Y8

Assistant Head of Mathematics, MS Figen Yamaner and UNSW Medallist, Seyoon Ragavan

Music

Pipe Band

Sydney Eisteddfod

NSW RSL Anzac Day Parade:

2nd Place Honours in the Robert & Elizabeth Albert Community Youth or Secondary School Orchestra Division (25 years and under)

Australian Pipe Band Championships Ballarat: 1st Open Display

Knox Symphony Orchestra (KSO):

Big Band: 2nd Place Honours in their debut

performance within the Secondary School Premium Stage Band Section

NSW & ACT in the International Competitions and Assessments for Schools (ICAS) run by the University of NSW Medal Winner: Seyoon Ragavan Y8

Symphonic Wind Ensemble (SWE):

Australian Mathematics Olympic Committee (AMOC) School of Excellence Selection: Seyoon Ragavan Y8

Concert Band: Highly Commended in their debut performance in the Secondary School Intermediate Concert Band Section

Australian National Mathematics Summer School, Australian National University Selection: Sean Dawson Y11, Howard Lin Y11 and Harry Rogers Y11

Dickson’s Yamaha Band Festival Big Band: Silver - High School A Grade

The Australian Mathematics Competition for the Westpac Awards Knox students were awarded 1 Medal, 2 prizes, 11 high distinctions and 83 distinctions. The following boys had outstanding performances in this competition:

Knox Year 7 Wind Band:

Medallist (Winner of Competition in NSW):

Seyoon Ragavan Y8

Prize (Top 0.1% in NSW):

Vincent Chen Y9, Alex Chandler Y11 High Distinction (Top 1% in NSW):

Todd Anderson Y7,Yizhou Xu Y7, Henry Shen Y8, Toby Laidlaw Y11, Howard Lin Y11, James Wiseman Y11, Harrison Simmons Y11, Harry Rogers Y11, Matthew Dong Y12, Piranaa Alagiah Y12, Dennis Lee Y12

3rd Place Honours in the Secondary School Premium Concert Band Section

Stage Band: Bronze - High School C Grade Concert Band: Silver - High School B Grade

Gold - High School C Grade NSW Band Association State Band Championships

Symphonic Wind Ensemble:

1st Place in Junior A Grade with a total of 245/250 points which is the highest aggregate total of any Junior Concert Band division in the championship’s history Concert Band: 4th Place in Junior B Grade Year 7 Wind Band: 2nd Place in Junior

C Grade

2nd Juvenile Pipe Band

Scots School Bathurst Highland Gathering: 2nd Juvenile, 1st Grade 4

(open ages)

Hawkesbury Nepean Valley Pipe Band’s Mini Pipe Band Contest / NSW State Mini Band Championships: 1st Juvenile,

2nd Grade 4 (open ages), 2nd Grade 3 (open ages)

Illawarra Highland Fair:

3rd Juvenile, 2nd Grade 4 (open ages) Combined Scottish Societies NSW State Championships: 2nd Juvenile,

4th Grade 4 (open ages)

Public Speaking UN National Model United Nations Competition Winner of the J.E. Barr Memorial Award for Best Speaker in Australia: Robbie Ferguson Y10 Australian Representative at the International UN Conference to be held at The Hague in January 2013: Robbie Ferguson Y10 Evatt Trophy/UNYA State Finals: Robbie Ferguson Y10, Paul van Westing Y10 State Semi-Finalist: Kevin Kim Y10

Trinity Grammar School Oratory Competition

Winner: Terence Duggan Y10

The HEADMASTER’S REPORT / 2012 | 33


HR.12 | Performance of Excellence SMH Plain English Speaking Award State Semi Finalist: Robbie Ferguson Y10 Regional Finalist: Kevin Kim Y10

CAS Championship Results

Football

CAS 1sts: Brendan Leung Y11,

Michele Pizzata Y12, Oliver Stickland Y11

Sport

Result

Youth SPEAKER of the Year Competition Finalists: Quentin Romot-Smith Y10, Seyoon Ragavan Y8

Basketball

2nd

Cricket

1st

Cross Country

2nd

Semi Finalist: Terence Duggan Y10

Diving

2nd

Science

Football

1st

Rugby

3rd

Rugby

Australian Science Olympiad Summer School for Physics Harry Rogers

Swimming

2nd

Jake Pierce Y10, Brett Van Zyl Y10

Tennis Summer

1st

Tennis Winter

1st

Track and Field

3rd

Volleyball

3rd

Chess

2nd

Debating

2nd

National Youth Science Forum James Priest International Youth Science Forum James Priest CSIRO CREST Awards Silver award: Aidan McMahon-Smith (Y10) Bronze award: Jack Cheng and

Ian Kwong (Y8)

Technology and Applied Studies NCSC Challenge (National Computer Science School) A project of the School of Information Technologies, University of Sydney (Programming Competition) Advanced Strand Competence:

Joseph Hilsberg Y10

Beginners Strand Competence:

Lachlan Blow Y9, Simon Bold Y9, Dylan Cooper Y9, Nicholas Early Y9, Lewis Hyman Y9, Taylor Ivanoff Y10, Sebastian Joubert Y10, Daniel Li Y10, Panashe Mutema Y10 UNSW ProgComp (Programming Competition) High Distinction: Jacob Godbout Y12, Joseph Hilsberg Y10, Seyoon Ragavan Y8, Harry Rogers Y11 Distinction: William Dawson Y12,

Goson Park Y10, Nic Pittman Y12, Elliot Smith Y12, Harry Yendle Y10

Visual Arts

SCHOOL REPRESENTATIVE SPORT HONOURS

People’s Choice Award: Harry Buisman

The HEADMASTER’S REPORT / 2012 | 34

NSW CIS: Oliver Stickland Y11 CAS U16: Dylan Bindczus Y10, Austin Black Y10, CAS 1sts: Liam Creeley Y12 CAS 2nds: Thomas Haggerty Y12,

Sam Kitchen Y12, Oliver Nutbeen Y12, Callum Reid Y12, Pierce Richards Y12, 2012 Andrew Seton Y12

Australian Schoolboy Rugby Championships: Liam Creeley Y12,

Sam Kitchen Y12

Australian U16 Rugby Championships:

Brett Van Zyl Y10

Benjamin Adams Y7,Vincent Dai Y9, Tristan Daniell Y11, Lukas de Vries Y10, Matthew Georgevits Y10, Benjamin Gleeson Y9, James Garrett Y10, Frederick Guest Y7, Benjamin Hansen Y7, Andrew Hemsworth Y8, Tristan Hollard Y10, Sebastian Joubert Y9, Jason Jung Y11, Callum Mackay Y9, Lachlan Mackay Y12, Waylan Murray Y11, Samuel Ritchens Y8, Stephen Sheahan Y7, James Stanwell Y12, Jacobus van Westing Y12, Paul van Westing Y10, Benjamin Whiteley Y12, Thomas Williams Y7, Thomas Woodcock Y7, William Yang Y8, Mark Yeo Y12, Kevin Zhang Y7

National Schools Championships:

Ryan Hebron Y9 Baseball

NSW All Schools Championships:

Lachlan Mayo Y10 Basketball

CAS 1sts: Sukhman Bhinder Y10, Michael Rowley Y12 CAS 2nds: Sean Handlin Y12

Cricket

NSW Schools Championships:

Thomas Drewett Y12, Josef Drewett Y12 Cross Country

CAS Cross Country: Joshua Davies Y12 NSW All Schools Championships:

Nicholas Barclay Y7, Sam Coburn Y8, Joshua Davies Y12, Benjamin Moss Y10, William North Y10 Diving

NSW CIS Championships: Rory Cheal Y7,

NSW All Schools Championships:

Year 12 Peer Award: Charlie Hunter

Tyler Grindal Y10, Nicholas Perry Y10

Ryan Hebron Y9

Lachlan McEntyre Harry Buisman

CAS 3rds: Joshua Chapman Y10,

Swimming

NSW All Schools Championships:

Annual Art Show

Year 12 Teacher’s Award:

Diago Stathoussis Y11

AFL

Christian Holman Y9, Lucas Wagschall Y11, Ross Anderson Y12

Guest Speaker’s Award:

CAS 2nds: Matthew Hicking Y11,

Rory Cheal Y7, Christian Holman Y9, Lucas Wagschall Y11

School Sport Australia Championships:

Christian Holman Y9

NSW CIS Championships:

NSW All Schools Championships:

Benjamin Adams Y7,Vincent Dai Y9, Tristan Daniell Y11, Lukas de Vries Y10, James Garrett Y10, Matthew Georgevits Y10, Benjamin Gleeson Y9, Andrew Hemsworth Y8, Sebastian Joubert Y9, Lachlan Mackay Y12, Waylan Murray Y11, Samuel Ritchens Y8, James Stanwell Y12, Jacobus van Westing Y12, Paul van Westing Y10, Thomas Williams Y7, Thomas Woodcock Y7, William Yang Y8, Mark Yeo Y12, Kevin Zhang Y7 School Sport Australia Championships:

Vincent Dai Y9, Matthew Georgevits Y10, Paul van Westing Y10

Tennis CAS: Cameron Green Y10, Jamie Fraser Y9, Max Purcell Y8 National Schools Tennis Tournament 2012: Knox 4th (Jamie Fraser Y9,

Cameron Green Y10, Max Purcell Y8, Angus Robson Y10, Finlay Scott Y10)


Performance of Excellence | HR.12

Track and Field

NSW All Schools Championships:

Matthew Fisher Y10, Benjamin Moss Y10, William North Y10

Fencing NSW U15 and U17 Epee Fencing Team:

Matthew Dall’Asen Y7

Track and Field

Australian Junior Track and Field Championships:

Charlie Baker Y9

Sam Coburn Y8, Cameron McEntyre Y8, Matthew Fisher Y10, Jack McArdle Y10, Benjamin Moss Y10, Joshua Davies Y12, Scott MacLennan Y12, William North Y10

Knox Senior Team – Silver (Timothy Abbott Y12, Nicholas Bate Y11, Declan Bryant Y12, Matthew Fisher Y10, Jack McArdle Y10, William North Y10, Carl Williams Y9)

Climbing

Australian Combined Event Championships: William North Y10

EXTERNAL SPORT SUCCESSES

Sydney U16 Team: Austin Black Y10

Scott Goadby Y8, Paul van Westing Y10, Thomas Woodcock Y7

Rugby Refereeing

Swimming NSW Elite Athlete Squad:

National All Schools Championships:

James Armstrong Y8, Cameron McEntyre Y8

Futsal

Football Australia U15 Futsal Team:

National Schools Knockout:

Archery Australian Junior Archery Team:

Simon Bold Y9 Baseball

Australian Baseball Team (11-12 years):

Flynn Stallworthy Y7

NSW State Lead Climbing:

Matthew Tsang Y12, Nathan Tsang Y7 Rugby

NSW District Advancement Scholarship:

Max Webber Y11

Tristan Daniell Y11, Matthew Georgevits Y10, Tristan Hollard Y10

ARU School Student Scholarship:

Trans Tasman Swimming: Vincent Dai Y9

Nicholas Brown Y12, Max Webber Y11 Taekwondo

NSW U16 Baseball Team:

Lachlan Mayo Y10

Black Belt Open U45kg Australian Sparring Champion: Michael Podbury Y11

Basketball

Tennis

NSW U18 Metro Team:

Tennis Australia 14 & Under Team:

Sukhman Bhinder Y10

Max Purcell Y8

Basketball Australia U20 Team:

Tennis Australia National Age Championships: Max Purcell Y8

Michael Rowley Y12 Diving

Australian U14/15 Diver of the Year:

Christian Holman Y9

Swimming

Swimming NSW Target Squad:

Gold Tennis Tournament:

Alexander Bourgeois Y10, James Fraser, Cameron Green Y10

Australian National Age Championships:

Vincent Dai Y9, Tristan Daniell Y11, Matthew Georgevits Y10, Benjamin Gleeson Y9, Scott Goadby Y8, Andrew Hemsworth Y8, Tristan Hollard Y10, Callum Mackay Y9, Lachlan Mackay Y12, Sam Ritchens Y8, James Stanwell Y12, Paul van Westing Y10, Thomas Woodcock Y7, William Yang Y8 USA Scholarships Basketball: Sam Rowley OKG09, Stuart McEwen OKG10, Michael Rowley OKG12

The HEADMASTER’S REPORT / 2012 | 35



Knox Grammar School Headmaster's Report 2012