Established in 1924, Knox Grammar School offers an innovative approach to education within a caring environment. Knox, a leading Australian day and boarding school, aims to develop children into young people of faith, wisdom, integrity, compassion and courage. Knox is a Uniting Church school and operates three campuses: Knox Preparatory (K-6 boys), Wahroonga Preparatory (Pre-K to Year 6 girls and boys) and Knox Senior School (Years 7-12 day boys and boarders).
ON THE FRONT COVER
Take a look back through the years as we share some highlights of Knox ‘Then and Now’. For more stories about our School’s history, please visit our centenary website: https://www.knox.nsw.edu.au/centenary
This edition of The Thistle Headmaster’s 2024 Review was prepared by Eileen Aroyan, Publications Manager, Knox Grammar School.
Proofreading by Lucy Walker and Tammy Kuo. Design by Stephanie Tesoriero. Photography by Nick Stewart and Paul Seiser, Knox staff, students and parents.
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The Thistle Headmaster’s 2024 Review is printed by SKS Printing (www.sksprinting.com.au) on ISO accredited Neo Matt. Neo Matt is manufactured using wood fibre from sustainable forests and made from elemental chlorine free bleached pulp.
GET IN TOUCH
Knox Grammar School PO Box 5008
Wahroonga NSW 2076 AUSTRALIA
Telephone (02) 9487 0122
ABN: 54 645 113 104
CRICOS Provider Code: 00399E www.knox.nsw.edu.au
Contents 2024 REVIEW
FROM THE HEADMASTER
Students continue to build on the legacy established
ACADEMIC PERFORMANCE
Of all schools in NSW, Knox achieved the highest number of Band 6 results (subject results of 90+)
12
CURRICULUM HIGHLIGHTS
Preparing boys to be future ready in our global world
20
PREPARATORY SCHOOLS
Building young children of character
24
BEYOND THE CLASSROOM
Developing skills and encouraging passions through a wide breadth of choice and offerings
Commitment to academic excellence, personal growth, and character development
Upholding the Legacy OF OUR FOUNDERS
MR SCOTT JAMES
Headmaster of Knox Grammar School
This year has been a remarkable one in the history of our school, as we proudly celebrated a significant milestone: the centenary of Knox Grammar School.
Our story began in 1923, when the school founders purchased Earlston House, now known as Gillespie Heritage House. This was the home for our headmaster and six boarders, and the location where classes began in 1924 with just 28 students.
Imagine the excitement and nerves that must have filled those early days – a small group of pioneering young men, laying the foundation for the School we know and cherish today. They not only set the academic tone but also helped shape the sporting and co-curricular culture that has become an integral part of our identity.
As we reflect on this past year, it’s inspiring to see that today’s young men continue to build on the legacy established by those early pioneers. Though the world has changed dramatically, the essence of Knox – the commitment to academic excellence, personal growth, and character development – remains relevant.
Founded as a Presbyterian school, Knox continues to uphold its Christian values, guiding each boy’s spiritual
journey through the teachings of the Uniting Church. Within this environment of faith, boys are encouraged to step outside their comfort zones, developing a sense of belonging and the confidence to embrace new challenges.
Beyond the celebrations, boys have had numerous opportunities in 2024 to explore their interests, develop their talents, and forge meaningful friendships. Whether in the classroom, on the sports field, or through co-curricular activities, they’ve discovered more about themselves and their potential.
This year, we’ve witnessed a multitude of CAS championships across various sports, along with our teams dominating in numerous co-curricular competitions.
Boys have showcased their skills on a global stage, competing in the VEX World Robotics Championships and participating in the prestigious da Vinci competition in Oxford. Young men have claimed the world championship title at the International Competition for Young Debaters.
Furthermore, many boys have been selected for national sporting teams and have participated in enriching language exchange programs. They have engaged in meaningful Social Justice initiatives, including, just to name a few: the World’s Greatest Shave, the Push Up Change, Ride for Richter, Life for Lifeline, Movember and Nedd’s Uncomfortable Challenge. Their support of these initiatives demonstrate that Knox students are not only concerned with personal achievement, but also with making a difference in the world around them.
At Knox, one of our core missions is to help young men manage distractions and focus on what truly matters. So, my message to the boys is simple: authenticity, not the pursuit of popularity, will always be your greatest strength.
As we near the end of the academic year, remember that the journey of self-discovery doesn’t stop here. This year, you’ve proven that by staying true to your values, passions, and strengths, you can achieve good things.
Remember, staying true to yourselves will continue to drive your success.
Our community thrives because of the contributions of so many, and I appreciate your trust and confidence. It’s through your active engagement that we can accomplish great things together.
So, as we look to the next 100 years, let us commit ourselves to upholding the legacy of our founders with the same dedication and passion they exhibited.
Scott James, Headmaster
Higher School Certif icate 2024
NSW EDUCATION STANDARDS AUTHORITY
TOP ACHIEVERS LIST (TOP 20 IN NSW)
Twenty-three students (including three accelerated students) were placed on the NSW Education Standards Authority’s (NESA) Top Achievers List for achieving one of the highest places in an HSC course.
Biology
Harry McKerihan – 2nd
Business Studies
Kyan Nikkhah – 16th
Chemistry
Jinyao (Daniel) Zhang – 16th
Kevin Hao – 19th
Drama
Kailoh Ramcharan – 9th
Economics
Xiao Fan (Jonathan) Chen – 1st
Kevin Hao – 7th
Jack Humphries – 9th
Investigating Science
Alex Qin – 1st
Legal Studies
William Firth – 1st
Jack Laurie – 2nd
Xiao Fan (Jonathan) Chen – 3rd
Kyan Nikkhah – 4th
Toby Caspari – 5th
Kieumars Jahromi – 10th
Mathematics Advanced
Toby Caspari – 11th
Oliver Begg (Y11) – 13th
Stanley Wu (Y11) – 13th
Dean Xue (Y11) – 16th
Mathematics Extension 1
Zachary Ni – 2nd
Kevin Wang – 10th
Mathematics Standard 2
Lachlan Richards – 16th
Benjamin Simes –17th
Modern History
Jack Humphries – 11th
Music 2
Francis Kwon – 1st
Michael Shen – 3rd
Music Extension
Michael Shen – 1st
Personal Development,
Health and Physical Education
Oliver Webber – 5th
Physics
Jinyao (Daniel) Zhang – 2nd
Visual Arts
Harrison Robb – 8th
ALL ROUNDERS HONOUR LIST (ACHIEVING 90 OR HIGHER IN BEST 10 UNITS)
Sixty-three students were placed on the NSW Education Standards Authority’s (NESA) All-Round Achievers List for achieving 90 or higher in their best ten units.
Oliver Butler
Toby Caspari
Junqi (Aiden) Chen
Xiao Fan (Jonathan) Chen
Euan Choi
Harrison Cluff
Alexander Dunn
William Firth
Kevin Hao
Joe Hearder
Jayden Huang
Jack Humphries
Connor Jago
Kieumars Jahromi
Raghav Kohli
Francis Kwon
Sebastian La Hei
Jack Laurie
Ching (Ethan) Leung
Botai (Justin) Li
Zhenzhou (Leo) Li
Zhenhuan (Kevin) Lin
Siyao Liu
Edward Ma
Humza Masood
Alexander Matthews
Harry McKerihan
Kaspar Mole
Alexander Mou
Tsang (James) Ng
Oliver Nguyen
Ruoyao (Robert) Ni
Zachary Ni
Kyan Nikkhah
Alexander Pallant
Chi Lam (Enson) Pang
Rory Pattman
Timothy Plunkett
Daniel Qian
Kailoh Ramcharan
Rohan Rao
Zoltan Reed
Max Roach
Harrison Robb
Blake Rundell
Thomas Savundra
Daniel Schafer
Jayden Shen
Michael Shen
Trent Song
Yilun (Alex) Song
Xingyu Tang
Hua (Tony) Tong
William Turnbull
Dillan Vardanega
Kevin Wang
Oliver Webber
Lewis Whiley
Michael Wilkinson
Henry Wong
Shengbo (Sean) Wu
William Yu
Jinyao (Daniel) Zhang
University Entry CLASS OF 2024
Interest in combined degrees continued at Knox with the Class of 2024 following this trend of recent years.
Students recognise the value in combining their interests and passion into their qualification with a focus on expanding their skillset. Courses in engineering and the business sector have again been popular with Medical and Allied Health also a strong choice for further study and career progression. A new area for students is exploring the university pathway through diplomas and undergraduate certificates offered by university colleges, as well as interest in studying overseas.
Based on the UAC offers, the four Sydney-based universities are still the preferred places for study in 2024 with the University of Sydney the most popular choice for this cohort, followed by the University of NSW.
The Class of 2024 actively took part in applying for early entry as many universities offered direct entry into courses during early offer rounds. This includes Schools Recommendation Scheme (SRS) and direct early entry programs (e.g. University of Technology Sydney, Macquarie University’s Leaders and Achievers and the Western Sydney University’s HSC True Rewards). It is important to note that early entry offers, including direct offers from the Australian National University, is not shown in this data.
Multiple course offerings from universities was also the focus for the Class of 2024. A total of 43% of students received multiple offers across the various UAC offer rounds, including SRS, highlighting the mindset of choice when considering their career paths.
Overall, 93% of students from the Class of 2024 received an offer from UAC. The importance of higher education as a path to future success is reflected in this cohort.
TERTIARY COURSES 2024
06 Actuarial
70 Allied Health
14 Architecture
36 Arts
(including Politics, Criminology, Ancient History, Security Studies, Planning, Liberal Arts, Game Design, Visual Arts)
81 Business (including Accounting, Commerce, Finance)
16 Sport (including Sport and Exercise, High Performance, Sport Management, Sport Business)
09 University Pathway (including Diplomas, Undergraduate Certificates, Foundation Studies)
06 Vet Medicine
565 UAC offers in these disciplines
UNIVERSITIES 2024
13 Australian Catholic University 09 Australian National University* 04 Fee-paying colleges (ACPE, ICMS)
106 Macquarie University
20 NSW Regional (Charles Sturt University, Griffith University, University of Newcastle, University of Wollongong, University of New England)
05 University of Canberra
02 University of Notre Dame
128 University of NSW
195 University of Sydney
74 University of Technology Sydney
09 Western Sydney University
565 UAC offers from these institutions *Direct offers to ANU not reported
Ref lections
MEMBERS OF THE CLASS OF 2024 SHARE HOW KNOX HAS INSPIRED THEIR SCHOOLING JOURNEYS
CONNOR JAGO
“Working as the Senior Under Officer of the Cadet Unit, I discovered what I found to be the most effective leadership style for me. That is, working to empower the groups that I led, and then trusting them to make the best possible decisions with the information and guidelines I gave them. I know that this leadership style will evolve and grow as time passes, but it will always form the basis of me as a leader, and I never would have been able to learn such a thing without the experience of being the SUO,” said Connor.
He credits exploring different pursuits and always maintaining an open attitude to new experiences as the best way to build a strong foundation. His involvement in the Social Justice program, for example, provided a new perspective on life and broadened his world view. Offering support to those in need, he said, was something that he was very proud of. In particular, he found that his experience as a carer in ABBOX Camp, while challenging, was a rewarding way to give back to the community.
“Connor had a passion for exploring every aspect of school life, ranging from academics to school leadership, to music and drama. He demonstrated compassion, resilience, creativity, respect, and curiosity. He has involved himself in various Social Justice initiatives with a great deal of passion, aiming to support his and other communities,” said Mr Martin Pimentel (mentor).
Connor is planning to study a combination of Law and Science, or Law and Arts at university. He is also looking forward to discovering a new passion through involvement in a sport or club.
HARRISON TANNER
As a boarder, Harrison enjoyed immersing himself in the Boarding community, getting to know the personalities and cultures of all of the boys.
“The community events brought us all together. For example, an informal touch football game after dinner facilitated a strong sense of belonging for me. This was the only place that gave me a similar feeling to being at home with my family,” said Harrison.
He also credits Mrs Helen Clarke for playing a key role in his time at Knox.
“My fondest memory was when Mrs Clarke told me about an AIEF (Australian Indigenous Education Foundation) competition, which required me to write and film a speech on ‘What I’d do if I was PM for a day’. After submitting my video, which outlined potential measures that would reduce inflation and address Australia’s cost of living crisis, I was later named as a national shortlist finalist.
This granted me a once-in-a-lifetime opportunity to be flown to Canberra for two days and such an experience would not have been possible without the support of Mrs Clarke,” said Harrison.
Harrison further acknowledged his involvement in the Knox Indigenous Dance Group as part of the Centenary Tattoo as an amazing opportunity. His love of golf and playing rugby also provided a range of experiences to grow his connections across the School.
“Harrison has worked hard to achieve excellence in both academic and co-curricular activities. He has consistently displayed a conscientious attitude, a strong sense of responsibility, and resilience,” said Ms Lavinia Duff (mentor).
Harrison has been awarded early entry into Sydney University’s Gadigal program. He is looking forward to commencing undergraduate studies in a Bachelor of Economics and Law.
GEORGE STEPHENSON
Through his experience of playing football at Knox, George credits the sport for finding his life-long friends and fuelling his passion. As he proceeded into his last season of playing for the Black and Blue, it became apparent why our sporting community meant so much to him.
“I was elected Captain of Football and this role involved fostering team spirit and making connections between year groups. Winning the CAS Thomas Grimson Cup in the 1st XI is my favourite memory of school. Years of hard work and training culminated in this Friday night game, with over 1,000 people watching under the lights of Knox 1. The pride and emotion that filled the air was unforgettable,” said George. He also acknowledges his involvement in the KAPA program for being so memorable and increasing his sense of self.
“I continued my love for the drums and percussion by joining the Big Band in Year 7. I was one of two Year 7 boys playing in the band with Year 10 kids. We were very successful and won numerous state championships. No matter your age, skill, or interest, you can become a valuable part of something much greater than yourself,” said George.
“George has demonstrated excellent leadership skills in a wide variety of contexts at Knox, including the Community Portfolio Leadership Team to demonstrate his devotion and dedication to the School. He is an outstanding young man with great potential,” said Mrs Simone Waters (mentor).
George is planning to study Bio-Medical Science and Business at university.
RORY PATTMAN
Rory believes that sport provides a way for the boys to come together. As Head Prefect of Sport, he worked alongside student leaders to encourage boys to join the Tartan Army and support the Black and Blue. He wanted to build on the brotherhood that underpins the student body, of showing up for each other and the School.
“The feeling of camaraderie in the Knox swim team is what hooked me and it’s been my passion ever since. People think that swimming is an individual sport and in many ways that’s true, but there is an incredibly strong team culture. We work hard together and it’s that shared commitment and passion that inspires you to show up and train hard each morning,” said Rory.
Rory cites the 2024 CAS Swimming and Diving Championships as his fondest memory, being able to
represent Knox for the final time. He also says that he will miss the KAPA program, and being involved in the CMS Rocklab. He credits his participation in the Battle of the Bands as the event when he found a genuine passion. Learning to play the guitar and performing in front of a crowd also grew his self-confidence.
“Rory has been tenacious and passionate throughout his journey, pushing himself to excel in his elite sporting pursuits. This approach has been reflected in many aspects of his life at school. Rory is an outstanding young man with great potential for future endeavours. He consistently demonstrates initiative, leadership, and a capacity to perform at a high level,” said Ms Louise Dempsey (mentor).
Rory would like to continue swimming, post-Knox. He is planning to study Arts or Law at university.
WILLIAM SLACK-SMITH
As a boarder, William enjoyed being part of the Boarding Portfolio Team. He advocated for the Boarding Brothers’ trophy nights, which saw the Boarding House split into five Houses that competed in games against each other every term. He valued the banter that this created amongst the boys, and the friendships that came from working together despite not being in the same year group on a day-to-day basis.
“William’s approachable demeanour and ability to connect with a diverse group of students made him a pillar of support within the Boarding House; whether he was mediating disputes, offering guidance, or simply being a compassionate listener. His service and leadership within the Boarding community were recognised through his appointment to the Boarding Portfolio Team,” said Mr Shikung Cheah (mentor).
William credits Mr Ivan Moore, who as his Knox Academic Indicator mentor and Chemistry teacher, helped him to set aspirational goals. As a member of staff in the Boarding House, Mr Moore challenged him to pursue these goals.
Michael says that performing allows him to express emotions and tell stories in ways that transcend words. Whether it’s through the dynamic energy of a theatrical role or the passion of music, he loves the connection it fosters with the audience, fellow performers, and the art itself. He thrives on the preparation that goes into creating a great performance and the rewarding feeling that comes from immersing himself in a character or piece.
“Michael is an outstanding young man with great potential for future endeavours. He consistently demonstrates initiative, leadership and a capacity to perform at a high level. Through his commitment to Drama, Michael has been involved in every school production available since entering the School in Year 7,” said Mr Mitchell Kelly (mentor).
His fondest memory was taking part in the 2019 Musical, ‘Oliver’. The experience,
he says, solidified his love for performing and reminded him of the powerful role that Knox has played in fostering his personal and artistic growth. The 2023 Pipes and Drums and the Cadet Unit Drill Team tour of the UK and Belgium was also a highlight for Michael.
“The Knox Pipes and Drums program stands out for me as significant as it has a strong commitment to preserving a rich cultural tradition while fostering excellence in performance. The program’s dedication to precision and teamwork has helped it maintain a strong reputation of great performance, whilst allowing me to create friendships that I still cherish,” said Michael.
Michael is planning to refine his craft and purse a career in the performing arts. He credits the School for preparing him with the skills needed to excel.
Sport also played a large role in his Knox experience, with Rugby and Surf Life Saving (SLS) providing many fond memories. William says he was in awe of the Knox Rugby program and knew he wanted to play immediately. He also enjoyed going to Whale Beach and training to get his Bronze Medallion and eventual membership of the Inflatable Rescue Boat Crew as part of the SLS program.
William would like to travel and is planning to study Veterinary Medicine at university.
MICHAEL WILKINSON
Curriculum HIGHLIGHTS
SENIOR
SCHOOL
VISUAL ARTS
The Year 8 Art Expo, held in July, was a dynamic and inspiring event that saw 10 highly celebrated professional artists lead engaging workshops to immerse students in diverse artistic techniques and mediums. Year 8 students were enthralled as they explored their own creative potential while learning from practising artists. The event provided valuable insights into real-world applications and encouraged students to think critically about art.
By nurturing creativity, resilience, empathy, and a strong sense of self, Visual Arts empowers students to pursue their personal best with a balanced, well-rounded approach to both their academic and life goals. Boys learn to express themselves confidently, take risks in their creative process, and refine their skills, all of which cultivate a growth mindset and a drive for personal excellence. By blending creativity with critical thinking, teamwork, and risk-taking, the department inherently promotes enterprise and innovation. The skills developed through
artistic practice, such as adaptability, problem-solving, vision and creativity, are crucial to entrepreneurial success.
Incorporating student voice in the design and evaluation of Visual Arts programs is essential for creating a more engaging, relevant, and meaningful learning experience. In Stages 4-6, students are encouraged to influence the content, structure, and assessment of their art making and critical/historical studies. Across all year groups, students are provided with the opportunity to develop autonomy and feel a greater sense of ownership, agency, and motivation in their studies. This personalised approach has enhanced student outcomes and fostered essential skills and self-expression.
Further, the Years 7-11 Art Shows and Year 12 Showcase created collaborative spaces for students to showcase their artmaking practice.
The Print Exchange between Abbotsleigh and Knox fostered a greater sense of social cohesion and unity.
Students were enthralled as they explored their own creative potential.
The department would like to congratulate the students whose practical works were considered for ArtExpress. We celebrate the achievement of Ptolemy Barlow-Hunt (Y12) on his selection in the 2024 Showcase.
ENGLISH
The English department offers exciting opportunities for students to explore how literature reflects their everyday lives, as well as how they can escape to different worlds and learn about experiences beyond their own. Staff inspire students to be critical thinkers, to have a disciplined approach to study and to develop a life-long love of learning, reading, writing, and communicating with confidence and clarity.
This year students were exposed to a wide array of texts, taken from the mainstream media, popular culture and well-loved classics. Students were able to explore texts from all over the world, encountering characters, ideas and situations both similar and vastly different to their own. Novels, film texts, poetry, plays, short stories and Shakespearean works were embraced by students with enthusiasm and interest. Students were challenged and encouraged to push themselves to develop their skills in reading, analysis, creative writing and public speaking, to name only a few.
Year 7 students were exposed to a range of texts including the novel ‘Skellig’, an introduction to poetry, Shakespeare’s ‘A Midsummer Night’s Dream’ and a film study on ‘Whale Rider’. Year 8 read ‘Mortal Engines’, a steam punk novel, examined powerful speeches, war poetry and Shakespeare’s ‘The Merchant of Venice’. Year 9 focused on their analytical skills through an examination of texts including Shakespeare’s ‘Romeo and Juliet’ and Harper Lee’s novel, ‘To Kill a Mockingbird’. They also investigated the documentary ‘Fahrenheit 9/11’, and multicultural poetry.
The focus of English in Years 11 and 12 was the interpretation and textual analysis of a
Staff work on inspiring students to be critical thinkers, to have a disciplined approach to study and to develop a life-long love of learning, reading, writing and communicating with confidence and clarity.
diverse range of literary and non-literary texts and the way in which language works within them to create meaning. Year 12 teachers offered Knox Edge revision workshops in the lead up to the HSC which were much appreciated by the students. It is a joy to see these students become confident communicators, creative and critical thinkers and informed citizens.
An exciting activity within the English and Drama calendars this year was a performance by Bell Shakespeare for Stage 4 students with the aim to see how Shakespeare’s words and ideas can still entertain and stir emotions in our modern world. Teachers have also been developing and implementing programs for the incoming 2025 syllabus for Years 7-10 English.
SCIENCE
Student development and significant achievements were just some of the highlights from the Science department in 2024. There was remarkable participation in both the Junior and Senior Olympiads, with a total of 332 students taking part in this rigorous competition, showcasing the department’s dedication to fostering scientific excellence.
In the Big Science competition, students achieved exceptional results across all year groups. Year 7 saw 20 students earn High Distinctions, while Year 8 had 24 High Distinctions. Year 9 excelled with 24 High Distinctions, and Year 10 followed suit with 18 High Distinctions. Notably, Bancheng Ni (Y7) was among the top 5% of all participants and received a top score in the competition.
The department’s success extended internationally with Kevin Lin’s (Y12) impressive achievement of a silver medal at the 2024 International Chemistry Olympiad in Saudi Arabia. Kevin Hao (Y12) achieved the Gold Award at the International Earth Science Olympiad; an outstanding accomplishment. Their success is a testament to the pursuit of excellence, aligning with Knox’s ethos of nurturing all-round students who strive for their personal best.
In Stage 5, the implementation of the STEM program has further enhanced the department’s focus on design thinking, innovation, creativity, teamwork, and student voice. Year 10 students also benefitted from engaging with the Sydney Science Park project, participating in project-based learning opportunities that promote hands-on science and practical problem-solving skills. Additionally, the Junior Boys’ Science Club provided engaging experiences for younger students, furthering their interest in science.
Overall, the Science department’s commitment to innovation and dedication to holistic student growth, has made this year a truly remarkable one.
HISTORY
The past academic year has been one of notable achievements, with the History department upholding its commitment to academic excellence, holistic education, and fostering global citizenship.
A standout moment was the re-introduction of the biennial History Tour, which was successfully completed during the September holidays. Over 30 students from Years 10 and 11, along with five staff members, travelled to Germany and Greece. The tour focused on key topics within the senior Ancient and Modern History syllabi and brought history to life.
The History department is proud to offer a broad scope of curriculum that goes beyond the traditional studies of Modern Australian, US, European History, Ancient Egypt, Greece, and Rome. Diverse topics have been incorporated to include the Ottoman Empire, Ancient and Modern China and Japan, Modern Terrorism, and African History, with case studies on Rwanda and the issue of ‘blood diamonds’ in Sierra Leone. These subjects have greatly enriched the students’ perspectives and deepened their understanding of historical events.
The department’s commitment to education extends beyond academic knowledge. Staff work actively to promote values of inclusion and eliminate prejudice. This can be seen through programs including the Year 10 study of the Holocaust which is complemented by a visit to the Jewish Museum. Reconciliation with Indigenous Australians remains a central focus, especially within the Changing Rights and Freedoms unit in Year 9.
Boys are continually inspired to be informed and thoughtful global citizens through the rich study of history.
AGRICULTURE
Students who study Agriculture are given an authentic experience of getting out of the city and onto working farms. This year, Year 12 Agriculture students were fortunate to visit two dairy farms on the South Coast. The students were able to learn about new technologies and the ways in which business decisions can help to improve work/life balance. For example, a dairy farmer may now choose not to milk their cows at 3am if they invest in milking robots. Likewise, for a micro dairy business, with the help of regenerative farming practices, they can also use their produce to make their own gelato and cheese from excess cow’s milk.
Opportunities to speak with farmers is very beneficial for students who are studying the HSC and are seeking potential careers in the industry. It was a great experience for the Stage 5 students who visited the canola farm of one of the boarders, located in the North West of NSW. The boys also witnessed the latest in farming technology at AgQuip. Other highlights include a visit to a barramundi farm, seeing a spray drone in action in the paddock of a cattle farm, and chatting with a farmer about the use of drones in general within Agriculture.
Hands-on activities at the School’s Ag Plot are also an integral to the students’ studies. This
area provides opportunities for growing crops and vegetables, as well as caring for cows, goats and chickens. Boys are commended for applying their knowledge gained in the classroom to these real-life scenarios. The highlight of the year was the birth of twin goats in Term 4, which attracted many visitors from across the School.
Agriculture students are setting new directions for the School’s flock of layer hens. When planning the incubating and hatching of eggs, they decided that Australorps would be a good addition. After successfully hatching nine chicks, we are looking forward to watching them grow into layer hens that can join the flock and be exhibited at Agricultural shows in the future.
Boys in the Ag Club have also been working with chickens, looking after new pullets for the Royal Agriculture Society egg laying competition that will be held at the 2025 Easter Show. They are monitoring their growth and will select the best three hens. It has been great to see students who have little agricultural experience working with the animals, as well as growing plants they can take home.
FINANCE AND LEGAL STUDIES
2024 has been a sensational year for the Finance and Legal Department with some exceptional HSC results including 1st in state placings in Legal Studies (Jonathan Chen) and Economics (William Firth). Excitingly, Knox students achieved the first five placings in the Legal Studies course.
Another student highlight was Martin Cao’s (Y12) selection as one of five national winners of the Australian Economics Olympiad for 2024. He will go on to join the Australasian Economics Competition to compete with national economics Olympiad winners from New Zealand, Singapore, Romania, China, Taiwan, and Malaysia.
The department launched another special interest club called the Economics and Global Affairs Club. This activity was introduced as an opportunity for students to discuss, debate and deep dive into important contemporary issues.
This initiative provides an excellent forum for students to move towards more outward-looking perspectives, testing of ideas, genuine curiosity, and build on their interest in contemporary matters beyond the defined curriculum.
Legal Studies students attended an excursion to the Downing Centre Law Courts to further investigate the criminal justice process in real time. Students were able to deepen their understanding through the application of real case studies and examine how the law operates in practice. Further, students engaged in court room discussions with the Rule of Law facilitators and a sitting Judge, and explored contemporary challenges of the legal system.
MATHEMATICS
It has been a busy year in the Mathematics department, with many students from across the year groups contesting a variety of competitions in 2024.
The Australian Mathematics Competition is a school-based competition that students in more than 30 countries contest each year. A total of 572 Knox students entered and we are proud of the following prize winners: Jingni Liao (Y12), Bright Hu (Y9), Nathan Zhou (Y10) who also achieved the Best in the School award, Dylan Wu (Y10), Nathan Yu (Y10), Jimmy Liu (Y10), Ryan Wu (Y9), Ryan Yang (Y8), Lucas Ni (Y7), Thomas Berg (Y7), Oscar Sheng (Y7) and Bancheng Ni (Y7) were all judged to be outstanding on an international basis (top 0.3%). A further 41 High Distinctions (top 10%), 172 Distinctions (next 15%) and 267 Credits (next 25%) were awarded to Knox students.
From this competition, 50 students from Years 7-10 were then selected to compete in the Australian Intermediate Mathematics Olympiad. We commend Jay Yang (Y9) and Ryan Yang (Y8) who were awarded prizes. A further 12 students were also awarded High Distinctions.
In the Mathematics Challenge for Young Australians run by the Australian Mathematics Trust there are two stages. In the Challenge Stage, Knox students were awarded 31 High Distinctions. In the Enrichment Stage involving the study of Euler in Year 7, Gauss in Year 8 and Noether in Year 9, students were awarded seven High Distinctions, nine Distinction and four Credits. Congratulations to Eric Huang (Y9) who was a top performer.
Four students were invited to compete in the four-hour Australian Mathematical Olympiad Committee Senior Paper held in August this year. Congratulations to Ryan Yang (Y8) who achieved a Gold award.
Five students were invited to represent Knox at the AMOC School of Excellence held at Newman College, The University of Melbourne, in the November and December period. Congratulations to Oscar Lu (Y8), Youran Wu (Y8), Ryan Wu (Y9), Jay Yang (Y9), and Yanqing Yang (Y8). We look forward to hearing of their potential progress to become members of the Australian team to compete at the International Mathematical Olympiad in July 2025.
Other opportunities for boys to contest mathematical challenges this year included the UNSW Mathematics Competition and the Tournament of Towns. We commend the boys who were honoured with prizes and awards.
MUSIC
This year, the Music department hosted Performance Psychologist Ms Amy Radford, who spoke to the HSC Music students about anxiety and nerves, with a special focus on the pressures as a musician. Understanding the psychology behind fear, and learning to function with it, is such an important part of being a solo performer. Music students spoke highly of Ms Radford and found numerous ways to employ her strategies throughout the year, particularly in their approach of the final performance examinations.
The annual Concerto Competition showcased a large number of outstanding solo auditions, and included special performances from two Knox Preparatory students. The Music department were excited to introduce a People’s Choice award to the prizes, and we congratulate all the students who entered the contest. It was impressive to see the hard work and determination of all entrants, who worked independently through the entire process.
We thank the members of staff that spoke at an AISNSW conference about the Music department’s integration of composition strategies for Years 7-12, as well the success of HSC students. We commend the number of boys for their composition nominations and selection for ENCORE at the Sydney Opera House. Composition is one of the most complex musical forms, requiring students to put in years of groundwork, honing their skills in melody and harmony, in a way that combines their theory skills with their understanding of style.
Music Extension students were excited to engage with some different assessment modes, including viva voce exams. Viva voces allow students to discuss their major works, whether performance or composition, in their own words to describe the thought processes and strategies behind each work. The ability to justify decision-making and intent is an important part of any creative process, and crucial to the success of any major work that is required to meet specific marking criteria. The Music Extension class took advantage of the discussions that took place during the viva voces to help them strengthen and refine their work.
TECHNOLOGY AND APPLIED STUDIES
It has been an exciting year in the Technology and Applied Studies department with over 100 students electing to study the new Year 9 Computer Science course in 2024. Several Year 12 Industrial Technology and Design and Technology students have utilised the latest piece of equipment in the department’s arsenal, a CNC laser cutter. This has given students access to industry standard processes that’s resulted in innovative and performance driven Major Works.
Students are nurtured to strive for their personal best, by fostering their own design projects. We encourage the boys to integrate design thinking and to generate innovative solutions. This approach not only builds technical and creative skills but also encourages resilience, collaboration, and critical thinking. Evaluation is equally student-centred, with feedback mechanisms such as reflective journals, peer discussions, and surveys embedded throughout the program. Students assess their learning experiences and provide suggestions for improvement, fostering a culture of continuous development.
As sustainability becomes increasingly critical across all communities, the department have embedded significant recycling components into every stage of our Design and Technology courses. A notable initiative is the integration of plastic extrusion technology, enabling students to repurpose recycled materials in the development and production of their design projects. This innovative approach not only broadens the creative possibilities for our students but also emphasises the importance of upcycling discarded products into valuable new items. Through these student-driven initiatives, we cultivate an awareness of sustainable design practices and inspire future innovation in responsible resource use.
Throughout the year, the department made significant efforts to engage with the community and foster a sense of belonging among students. Some key initiatives included excursions and partnerships with local businesses. These visits not only enriched the boys’ educational experience, but also highlighted local industry opportunities, inspiring them to consider pathways in technology and design.
DRAMA
Building future readiness in students continues to be a key focus of the Drama department across Stages 4-6. The resilience, sense of self-efficacy and emotional regulation required to make an original theatrical work makes studying Drama a unique subject. To be assessed on the identification of a social or cultural issue, and to bring it to life in an engaging way for an audience, can be both thrilling and terrifying. The Drama department are proud to see students benefit from these experiences in ways that enhance their social, emotional, and physical wellbeing. Boys are encouraged to explore their world through acting and collaboration.
The Junior Play ‘Puffs’, and the Senior Play ‘Macbeth’, were standouts this year. Another highlight was the Stage 5 excursion to Belvoir St Theatre to watch ‘The Curious Incident of the Dog in the Night-Time’. These experiences linked academic learning in the classroom to the real world, promoting community engagement and a sense of belonging to the broader theatre community for students.
Witnessing the HSC Drama script written by Charlie Ritchie (OKG23) brought to life by professional actors at OnSTAGE was another wonderful example of the Knox Graduate Profile in action. The play showed current students the possibilities available to those who practise consistent perseverance of their goals. We also congratulate 2023 Vice Captain Blake Roder, on his successful entry to the National Institute of Performing Arts.
Boys are encouraged to explore their world through acting and collaboration.
It is always exciting to see boys who have studied Drama at Knox go on to excel in both their leadership and future aspirations.
This year, staff collaborated with students in the incorporation of a junior monologue unit and the implementation of a new text study for the HSC Drama, ‘Theatre of the Absurd’. These were exciting developments that combined the interests of students with syllabus outcomes. The department also hosted workshops in stage combat for Stage 5 and group performance for HSC students. Another highlight was the start of a long-term collaboration with English in Stage 4, to bring Bell Shakespeare to Knox to perform for Years 7 and 8 students.
PDHPE
The study of Physical Development, Health and Physical Education (PDHPE) is more than just learning about health and fitness techniques. Programs have practical and theory lessons which allow staff to strengthen links between physical and academic domains. For example, the PDHPE Camp in Year 11 offers students the opportunity to undertake a variety of outdoor experiences. Boys are encouraged to study different communication and leadership styles in a safe environment with their peers. Informal communication between staff and students also fortifies connection and a sense of belonging.
The PDHPE department aim to focus on the holistic wellbeing of each student. Topics on respectful relationships and wellbeing offer boys the necessary tools to make informed decisions. In addition, the department continues to develop wider life skills that the students will take with them long after they leave the school gates.
Technological innovations for 2024 included the consideration to incorporate artificial intelligence (AI) into specific teaching and learning activities, with the aim to show boys how to use AI safely. In Years 9 and 10, assessment tasks focused on skill analysis using specific software, as well as Physical Activity and Sports Studies students utilising the iHub and incorporating 3D printing into their studentled programs.
A highlight of this year was a successful dance program and flash mob video that was produced by Ms O’Brien for Year 8 students. In Stage 4, students have been encouraged to take ownership of their learning through the design of their own lesson plans and circuits during practical lessons. The department looks forward to introducing further initiatives and implementing the new PDHPE syllabus in 2025.
DIVERSE LEARNING
In today’s educational landscape, inclusivity, equity, and diversity are of paramount importance. Neurodiversity is at the forefront of education, with growing needs being identified across multiple subsets of students. In 2024, Knox made the decision to rebrand, moving from Learning Enhancement to Diverse Learning, to better represent the department’s role in addressing the diverse needs of all students.
The purpose of this change was to reinforce inclusivity and representation. Diversity is complex, and spans across cultural background, cognitive function, mental health and social skills. Diverse Learning promotes a sense of unity and belonging amongst students, by embracing difference and fostering an environment in which everyone can learn and grow together. The School is dedicated to providing a learning environment where all students can thrive, regardless of their background.
This year saw the department move to a new way of communicating student information. Student Support Plans were developed for students with diverse needs, including Gifted and English as an additional language or dialect students, and those with learning differences. These plans allowed for both student and parent voice to be effectively incorporated into the planning of evidencebased, personalised learning. As a result, teachers were provided with a holistic view of each student, allowing them to diversify the pathways for success.
In addition, the Diverse Learning team have been continually working to reframe thinking about neurodiversity. This has been done through professional development opportunities for staff, and by empowering students to take ownership of their learning, both their strengths and challenges, to develop resilience for the future.
RELIGION AND ETHICS
The Religion and Ethics department enjoyed a wonderful year, marked by various enriching activities and notable achievements that fostered community engagement and student learning.
Students visited significant cultural and religious sites, including the Sydney Jewish Museum and the Auburn Mosque. These excursions provided first-hand experiences of diverse religious practices and histories, enhancing the students’ understanding of Judaism and Islam. At the Sydney Jewish Museum, students spoke with Holocaust survivors and heard their stories that reflect the strength of the human spirit. Additionally, Year 12 students attended workshops at the Islamic Science Research Academy, where they had the opportunity to enhance their depth study of Islam, by speaking directly with Islamic scholars. During Ramadan, students also met with peers from across Sydney to celebrate an Iftar dinner at Amity College. This event not only fostered interfaith dialogue, but also strengthened community ties among students of various backgrounds, promoting mutual respect and understanding through shared experiences.
The department achieved significant recognition in the Online Ethics Olympiad, where students demonstrated their ethical reasoning skills against participants from schools all over Australia. Congratulations to the boys for placing second in their competition and qualifying for the international competition. Their success reflects the department’s commitment to cultivating critical thinking and ethical deliberation among students, preparing them for real-world challenges.
Holistic education that prepares students for thoughtful citizenship.
The Philosophy club that runs during lunch times continued to thrive, attracting a dedicated group of students who engaged in discussions on philosophical topics. This club serves as a platform for students to explore complex ideas, enhance their analytical skills, and develop a deeper appreciation for philosophical inquiry.
Applied Critical Thinking, an elective subject, is growing in popularity and students are enjoying the opportunity to deep dive into studying thought creation and how one might change another’s opinion. In classrooms, students have relished the opportunity to study all religious traditions and gained an understanding of Knox’s proud connection to the Uniting Church.
The combination of excursions, interfaith events, competitive achievements, and co-curricular activities underscores the department’s dedication to holistic education that prepares students for thoughtful citizenship in a pluralistic society.
LANGUAGES AND CULTURES
It has been a wonderful year in the Languages and Cultures department with students able to utilise their skills through in-country experiences and connecting with overseas students online. Boys were able to engage with the wider community through visits to Wahroonga Preparatory School, as well as participation in external examinations and contests.
Each year, staff strive to integrate the four skills of listening, speaking, reading and writing, as well as experiencing culture in authentic ways. It has been wonderful for students to engage with one another beyond the classroom. Some highlights include French classes visiting the Wahroonga Preparatory campus, an Immersion to New Caledonia with Ravenswood School for Girls, and a trip to China to experience the language and culture close-up. Students were also offered options to study abroad in France, Germany and Japan.
Boys are offered to drive their own learning and gain credentials outside of their own lessons. For example, Senior Japanese students have seen an increase in numbers attending their lunchtime Japanese club, with more boys also showing interest in the Chinese club. In the Chinese Debating club, the boys placed fourth in the NSW Schools competition. For the first time this year, there were 60 students who contested the HSK Chinese Proficiency Test to gain
internationally recognised credentials, as well as strengthen their connections between academics and the wider world. Similarly, students sat the Japanese Language Proficiency Test and, inspired by his peers at Japanese club, Lucas Li (Y9) won his division of the Western Sydney University’s Japanese Speech Contest.
Maintaining connections with students overseas is important and students in Stage 5 Japanese used video conferencing tools to speak with their peers in Japan on a number of occasions in 2024. These opportunities not only strengthened their language skills but gave a personal insight and understanding of the Japanese culture. Learning a language is no doubt preparing our current students to be future ready in our global world.
GEOGRAPHY
The Geography department aims to inspire and invigorate students’ understanding and appreciation of the world around them, both the natural world and human environment. This is executed through classroom work, an extensive fieldwork program, participation in national competitions such as the Australian Geography Competition, and an incursion program.
This year was the commencement of the new Stage 6 program with the release of the new Year 11 curriculum. This provided a great opportunity for staff to collaborate as a department as well as with colleagues from other schools to further enhance and bring forward new and exciting programs and content.
The fieldwork program in Geography is a cornerstone of the Year 7-12 curriculum. Students took part in innovative programs including studying an ecosystem at risk at Stockton Dunes at Anna Bay, an urban renewal at Barangaroo, and a two-day urban change program across Parramatta, Oran Park and the Western Sydney Airport site.
In addition to fieldwork, students were involved in a number of incursions including a visit from the former State Minister for Planning to discuss urban development in the Sydney Basin, and the former CEO of Wine Australia to discuss the global wine industry.
The new and innovative Year 11 Geography fieldwork program was predicated on incorporating student agency. Students created fieldwork investigations and brought the data they collected from the field into the classroom to create tables, maps and graphs that were then used collaboratively to support the related assessment task.
The experiences both in the field and in the classroom challenged students to look at their world through a geographer’s lens to discern patterns, look for explanations of phenomena, and to look for direct and indirect implications. They are emboldened to look for viable, real-world solutions to the myriad of ecological, environmental and social concerns that we face daily. Boys are certainly forging their own path beyond the gates of Knox.
KNOX PREPARATORY SCHOOL
On 8 February 1924, Headmaster Neil MacNeil addressed the 28 boys in front of him, the founding Headmaster addressing the first students of our now great school.
They came largely from surrounding suburbs and were grouped into Houses defined by whether they lived north of Knox or South of Knox.
MacNeil’s aim was to educate the whole child, holding firm the belief that whilst learning did, of course, occur in a classroom, there was power in the pursuits of sport, music and drama. His aim to provide an education that was purposeful drove his decision making and influenced the direction of the school in its earliest days.
Educating the whole child. Building young men of character.
The Knox Grammar School of 2024 remains true to the vision of our founding Headmaster.
We hear a lot about the future of education. Preparing our children to live in a world where volatility, uncertainty, complexity and ambiguity are the natural state of play and so we find ourselves in a liminal space. A transitional or transformative space, a waiting area between one point in time and space, and the next.
Once the realm of science fiction, artificial intelligence is knocking at the doors of schools worldwide. Whilst some are refusing to even open the door; others, like us, are seeking to harness its power, whilst acknowledging this needs to be done carefully. There is an uncomfortable mixture of excitement and apprehension. A confluence of emotions in students, teachers, and parents. Make no mistake, we are on the brink of a transformative era.
History reminds us that fear of technology is not new. However, despite the doubters and the naysayers, we have always found ways to adapt and thrive with new tools. It’s all in the way we think about it – if we think about fear of the new and unfamiliar as being the scent of opportunity then we will see that opportunity abounds!
Artificial intelligence is the written language of our future, and boys, it is undoubtedly yours. Your education will equip you with skills to thrive amongst the opportunities it will bring. Doors to be opened, new horizons to be explored. New learning to be embraced. New risks to be evaluated, ameliorated for and then taken.
heights to raise the bar on that which can be achieved.
The literature tells us the jobs of the future, and the skills our boys will need to thrive, include the vital importance of Transdisciplinarity – the need for a strong disciplinary base but in combination with breadth of knowledge in multiple areas, technological skills, and creativity.
It highlights the importance of human skills, which are increasingly relevant in a technological world where collaboration is key. As we sit in this liminal space between the past and the future, we have celebrated our centenary year with a number of community focused events. The centenary mural stands as a permanent installation representing our Prep School and all that we stand for.
New
We have celebrated as a community. We welcomed all of our grandparents, K-6, onto campus for our Centenary Grandparents Day. The spectacular Centenary Tattoo was an impressive K-12 event highlighting the heart of our school and a celebration of our traditions. The Sound and Light Celebration of Learning was absolutely spectacular and such a beautiful celebration of who we are as learners, innovators and educators.
Our inaugural House immersion involved eight groups of loosely connected adults and students, embarking on an adventure together, surrendering their trust that the School had indeed carefully constructed, diligently planned, and had the confidence to masterfully execute a six-day trip to locations far afield with the clearly stated aim of balancing service, culture and fun. This last piece in the puzzle that makes up our Prep programs, focuses on our boys not only gaining knowledge, but making connections, deeply understanding, and accepting their responsibility as global citizens. Acting with purpose.
In 2024, I stand before you, proud of the leading school we have become. Proud of you all for embracing both innovation and tradition in equal measure. Proud that 100 years later, we are consciously upholding the aspirations of our founders and our first Headmaster.
The power of a Knox Grammar School education lies in the foundations laid in 1924. To encourage young men of character, through the exploration of and development in the values of faith, wisdom, compassion, integrity and, more recently courage.
As we approach this transformative era that we are on the brink of, there can be no question that what we do will change. How we do it will change. But why we do it will never change.
Our purpose will remain true:
To educate the whole child. To build young men of character. To provide an education that is relevant and purposeful.
Our purpose will remain true: To educate the whole child. To build young men of character. To provide an education that is relevant and purposeful.
Mrs Suzanne Floro, Head of Knox Preparatory School
Extracts from the Head of Knox Preparatory School’s Address at Presentation Day
WAHROONGA PREPARATORY SCHOOL
Education is not merely the process of acquiring knowledge; it is a transformative journey that nurtures the mind, heart, and spirit. It empowers individuals to think critically, act wisely, and contribute meaningfully to society.
Education is about growth, not just academically, but personally and ethically. It prepares us to navigate a complex world, equipping us with the skills and values necessary for life-long learning.
As we envision the future of education, we must ask ourselves: what values will guide us?
FAITH
Faith in ourselves and in our potential is crucial. It encourages resilience and fosters an environment where students feel safe to explore their ideas and beliefs. Education is a space where we cultivate a sense of purpose, helping students find their passions and pursue them with determination.
WISDOM
Wisdom goes beyond knowledge. It involves understanding how to apply what we learn in ways that benefit ourselves and others. Education today requires critical thinking and ethical decision-making, preparing students to address global challenges with insight and responsibility.
INTEGRITY
Integrity is the cornerstone of a thriving educational environment. It encourages honesty and accountability. As we build our future we ensure that integrity is at the heart of our learning and interactions, teaching students the importance of truthfulness in their academic pursuits and personal lives.
COURAGE
Today and the future will demand courage – the courage to question, to innovate, and to stand up for what is right. Education empowers students to take risks in their learning, to embrace failure as a stepping stone to success, and to challenge the status quo in pursuit of a better world.
COMPASSION
Compassion is essential. It is about recognising our shared humanity and understanding the diverse backgrounds and experiences of others. Education must instil empathy and kindness, fostering environments where all students feel valued and supported.
I want to take a moment to reflect on some of the opportunities this year that have fostered our values. Highlights include our new dance program which culminated in the successful
Christmas concert. We look forward to welcoming a new performance dance troupe in 2025.
Developing teamwork was fostered through the numerous sporting opportunities including Swimming, Gymnastics, Diving, Basketball, Netball, Snow Sports and our inaugural Pickle Ball at the PCYC..
Our music program continued to flourish and will expand with the formation of new bands and ensembles including the new Chapel band which will play in weekly Chapel. Likewise, our Community Outreach program was highly successful and the residents of the Cotswolds were treated to magnificent musical performances throughout the year.
We have enjoyed highly successful enrichment and extension programs that provide numerous opportunities. For example, students have been exploring LEGO robotics which led to a team of children travelling to Brisbane to compete in the national competition.
As we look to the future, we must acknowledge the tremendous power of teachers. They are the architects of education, the ones who plant the seeds of knowledge, curiosity, and character in their students. A great teacher can ignite a passion for learning that lasts a lifetime.
Our school is not just a place of academia but is a hub where students are encouraged to develop critical thinking, creativity, and a sense of global citizenship. Students are encouraged to question the world, understand our place in it, and engage with it thoughtfully. It is through education that we learn about our history, our values, and our responsibilities.
As we look to the future, we see a world that is increasingly interconnected and rapidly changing.
As educational leaders we will require new skills. We will continue to be curious leaders, to be courageous enough to reshape our practices. As the world changes we need to learn, grow and make discoveries.
Our school is not just a place of academia but is a hub where students are encouraged to develop critical thinking, creativity, and a sense of global citizenship.
Mrs Julie Wiseman, Head of Wahroonga Preparatory School
Education is moving towards a model that embraces life-long learning, recognising that learning does not end with formal schooling, but continues throughout life. This future is not just about technological advancements but also about nurturing values that guide our actions and decisions.
As we advance, it is crucial to ground ourselves in values that shape our character and our society. Faith, wisdom, compassion, integrity, and courage are not just abstract ideals; they are the cornerstones upon which a meaningful and impactful education is built. Extracts from the Head of Wahroonga Preparatory School’s Address at Presentation Day
BEYOND
the Classroom
Knox Academy of Performing Arts
In 2024, the Knox Academy of Performing Arts celebrated an enormous 396 performances, reinforcing its place as the leading standalone Performing Arts Academy in Australia.
The Knox in Concert Festival Series expanded to seven complete concerts now encompassing every part of the ensemble program. This offers over 600 boys the opportunity to perform in Wenkart Theatre with professional recording and production. The Knox in Concert footage is a ‘digital concert hall’ performance portfolio, creating a legacy milestone for families to celebrate and relive their son’s immeasurable performing arts journey.
As part of the Knox in Concert Part 1 Bandstand Concert, the Knox Symphonic Wind Ensemble performed the significantly epic work ‘Symphony No 4: Bookmarks from Japan’. With direct written endorsement from the internationally renowned composer of the piece, Julie Giroux, this recording is now being enjoyed worldwide. This highly virtuosic 22-minute piece performed by 73 senior boys aged 11-18 is an outstanding feat of musicianship and performance.
Of particular celebration were the Orchestral Night at the Proms and Mid Winter Choral Festival concerts as official centenary performances.
Continuing on the year’s highlights, the Centenary Tattoo proudly showcased 197 Senior School and 126 Knox Preparatory musicians and choristers. Together with Knox Old Boys and members of the community, an impressive 19 pieces within seven acts were performed at the Quay Centre, Sydney Olympic Park. It was a highlight to showcase the Knox Trumpet Fanfare as arranged by the late Mr Brian Buggy OAM, who expressed his absolute delight and admiration for the performance and the year of associated preparation.
‘How Far We’ve Come’ is not only the perfect theme to sum up this incredible year but the title of the School’s centenary theme song which has been performed both live and as a music video. Written and composed by Mr Charlie Meadows (Contemporary Music Studies Coordinator), orchestrated by Mr Andrew Chessher (Co-Curricular Music Facilitator), and musical supervisor Mr James Brice OAM (Head of Knox Academy of Performing Arts), in collaboration with
Cale Slack-Smith (Y12) and Michael Shen (Y12), the song featured performers from the 70-piece Knox Symphony Orchestra and Contemporary Music Studies students.
On stage, Knox marked 100 years of commitment to the arts by presenting the Centenary Musical ‘Jersey Boys’ in May. It featured a cast of 84 talented students on stage, 12 in the Orchestra and 24 on the crew.
Off campus, competition success included bands winning three out of four divisions at the 2024 NSW State Band Championships. This is an unparalleled achievement across the entire under 19 Youth Band sections! Congratulations to the Symphonic Wind Ensemble, Concert Band and Year 7 Wind Band – all crowned 2024 state champions.
iHUB
In 2024, the iHub’s focus on creative enquiry and applied innovation has enriched the learning experience across multiple academic domains. Two standout initiatives this year, immersive filmmaking and the integration of emerging agricultural technologies, underscore the department’s commitment to inspiring well-rounded, forward-thinking graduates.
English students employed green screen technologies to film adaptations of Shakespeare’s works, bringing centuries-old narratives to life in innovative ways. Beyond traditional textual analysis, students embraced the filmmaking process to enhance their understanding of character, theme, and historical context. They further broadened their perspectives by exploring virtual reality simulations of dystopian worlds and the Battle of Waterloo. Such pioneering approaches have been formally recognised, with the English Teachers Association journal ‘mETAphor’ showcasing an article detailing these filmmaking experiences. This recognition reflects the iHub’s ability to support academic excellence through creativity, studentdriven content development, and the productive fusion of art and technology.
Equally significant is the iHub’s initiative to highlight the evolving landscape of agriculture. Students utilised drones and flight simulators to investigate how farmers can employ aerial imagery for crop analysis, infrastructure inspection, and improved resource allocation.
Position students as problem-solvers ready to address global challenges.
Alongside these aerial applications, vertical farming and hydroponic systems provided practical insights into sustainable food production. In an era of expanding urban centres and increasing pressure on rural regions, these activities position students as problem-solvers ready to address global challenges. By understanding modern agricultural methods, learners connect theoretical knowledge with pressing real-world issues, fostering a sense of responsibility and enterprise.
Ultimately, the iHub serves as a nexus where traditional content meets cutting-edge innovation. By bridging creative interpretation with technical skill, and grounding both in meaningful, real-world contexts, students may excel academically, think innovatively, and engage wholeheartedly with the complexities of a rapidly changing world.
NEXT GENERATION BOARDING
The centenary year has provided many positive opportunities for the members of the Boarding community. The boarders are commended for their energy and resilience. They have enjoyed over 35 separate outings and camps, as well as the many ‘Whole of Life’ initiatives, wellbeing sessions, academic support initiatives, and cultural community opportunities. This has also been in addition to the boys’ normal day school involvements, and music and co-curricular activities.
The year commenced with the community coming together at the Knox Boarding Welcome Function. The tennis courts and Chapel lawn welcomed many families, old and new, and was a fantastic way to start 2024.
In Term 2, the boys enjoyed a Careers Night, socials at St Catherine’s School and Ravenswood School for Girls, and the annual Knox Senior Social. This feature event welcomed students from across eight girls’ boarding schools, all enjoying the theme of the night dressed up in their chosen ‘Iconic Duos or Groups’.
The Boarding Mentor Program worked closely with Year 10 mentors to help train them in their important roles as supporters to their Year 7 mentee. These fun and engaging sessions built positive connections which will no doubt follow the boys through their time at Knox. In addition, we commend the Year 11 Academic Mentors who worked with Stage 4 boarders each evening with their homework. These beneficial leadership and mentoring programs have provided key training skills, enabling the boys to develop together as a community to support each other in the best possible way.
This year’s highlights include key members of staff visiting regional Knox families in Dubbo, Mudgee and Tamworth. It was terrific to see so many of the current and future Boarding families in attendance in their hometowns. The Senior House Boarders’ Banquet was a fitting farewell to the Year 12 boarders. Finally, it was wonderful to once again come together as a community at the Boarders’ Christmas Chapel Service to celebrate another successful year.
KNOX PREP INNOVATION AND TECHNOLOGY
Students often hear ‘innovation wrapped in tradition’ and the centenary year truly embraced this mantra. Students across K-6 deepened their understanding of digital and design technologies through engaging Knoxigations units. Hands-on activities included exploring micro:bits and Internet of Things components, comparing the deployment quadrupeds and wheel-based robots in remote environments, as well as coding robotic arms to complete a variety of tasks and challenges. These learning experiences deepen our students’ connection to real-world enterprise and innovation.
The Prep Sound and Light Celebration of Learning was a highlight of the year, showcasing student creativity and technical skills across all grades. The Year 6 cohort, in particular, blended physical design with digital coding to each create a unique personalised lantern. When placed together in the amphitheatre, the synchronised lanterns lit up in harmony with music, creating a truly mesmerising experience that captivated the audience.
Another highlight in 2024 was the introduction of a new pilot coding languages program for select Years 5 and 6 students through the Renaissance program. Beginning with HTML fundamentals, students built strong foundations in web development, structuring content and enhancing designs with CSS. They then progressed to Python for virtual robotics, tackling challenges on the VEX Virtual Coding
platform. The program culminated in a hands-on unit where students coded and controlled physical robots.
The Knox Prep VEX Robotics program experienced remarkable growth in 2024, cementing its place as a cornerstone of innovation and collaboration. Years 3-6 students embraced the challenges of robotics with enthusiasm, demonstrating resilience, creativity, and teamwork. Several Knox teams qualified to compete on the world stage at the VEX Robotics World Championships. This global event provided students with an opportunity to engage with peers from diverse cultures, fostering a
sense of connection and shared purpose while celebrating the joy of innovation.
The Innovation Hub was also a hive of activity, with the launch of the new VEX game, Rapid Relay. Students worked collaboratively to design, strategise, and refine their ideas. It has been a year of problem-solving, communication, and perseverance across the Innovation and Technology department.
CAREERS
The Knox Careers Night is a popular event that features representatives from universities, tertiary institutions, colleges and academies. Knox students, as well as invited students from local high schools, were inspired as they got to learn about various degrees, courses and pathways. A key highlight was a series of presentations that were delivered by some of the exhibitors in the Wenkart Theatre as the exhibition continued in the Great Hall. Topics explored included Engineering, Software Development, Accounting and Business, Careers in Defence, and the US University Application process. From 2025, this will become a permanent feature of the Knox Careers Night.
The Careers Insight Evening was re-introduced this year, designed to provide students with the opportunity to learn about various industries and types of employment. Presented in partnership with the OKGA, more than 800 students from Years 9-12 and their parents were in attendance. Students participated in breakout sessions where they heard from Old Boys across 22 different industries. Students heard some great insights and were provided with plenty of helpful advice.
Various school-based career events were held for students to learn about various degrees, courses, and career pathways. These events are an important part of the process to broaden the boys’ understanding of careers and the world of work. An online presentation to Year 10 students and parents on preparing for subject selection was also held this year, offering practical resources in career exploration and study decisions.
Year 12 students enjoyed various seminars on university applications, scholarships, and early entry schemes.
The online forum, in conjunction with alumni, continues to be a popular platform for students and parents. This centralised space allows for the storage of event recordings and has seen an increase in usage as students gather information from shared knowledge, experiences, and personal insights from past presenters.
The implementation of a Work Skills Program, a series of online tutorials designed for all students from Years 7 to 12, allowed students to acquire micro-credentials towards their Certificate of Global Competency. The tutorials have also been incorporated to support the Year 9 Commerce curriculum.
Finally, a whole of Senior School approach has been developed in relation to career education. The Junior Academy focused on self-discovery of strengths and interests, the Middle Academy looked at preparing for work and career planning, and the Senior Academy explored and consolidated the students’ knowledge of the education and training requirements needed for future career planning.
Knox Prep Music
This year’s Music from the Middle Years Concerts truly exemplified the essence of an integrated learning environment, bringing together students from Years 5-8 in a vibrant display of musical talent and collaboration. The concerts are a testament to the School’s commitment to fostering growth, connection, and excellence within our Music program. With over 150 students participating in both the strings and band concerts, the performances highlighted several key areas that are essential to the Knox educational philosophy.
The concerts were a brilliant showcase of an integrated learning environment where students of different ages worked together, learnt from one another, and shared the stage. This blending of year groups created an atmosphere that encouraged peer learning and mentorship. Prep students enjoyed the invaluable opportunity to observe and collaborate with older, more experienced musicians, that not only enhanced their technical skills but also built a sense of camaraderie and shared purpose. This environment nurtured growth and fostered new friendships as well.
A special highlight of the year was the Knox Centenary Tattoo that featured talented Knox Prep boys showcasing their instrumental and vocal talents. For many of these students, this was their first experience learning to march and play their band instruments simultaneously which was no small feat! With impressive coordination and commitment, these young musicians rose to the challenge and delivered a memorable performance that demonstrated not only their skills but also their ability to work as a cohesive team.
Knox Preparatory hosted the inaugural IPSHA Battle of the Bands. Schools from across the region gathered at Knox Preparatory for a day of energy, creativity, and connection. The Prep boys were incredible hosts as they welcomed fellow young musicians to Knox and enjoyed sharing their own rock band talents with flair and confidence.
Social Justice
The Social Justice program at Knox continues to build on awareness, advocacy and action. Boys are encouraged to demonstrate the School values across a range of events and partnerships. Local aged care facilities, for example, have been an important part of the Community Connections program, with students enjoying the opportunities to interact with the residents, conduct bingo games, and assist with tasks such as gardening and card writing.
Boys have volunteered to support a number of initiatives including selling Legacy badges, attending Rotary breakfasts at St Lucy’s School and St Edmund’s College, manning the Social Justice stall at Gala Day, taking part in the Hornsby Ku-ring-gai Walk Against Domestic Violence, wearing their jerseys for Jersey Day, and highlighting the work of the Hornsby Women’s Shelter.
The team of boys and staff once again outdid themselves to take part and raise awareness for the World’s Greatest Shave. The team were determined to raise over $100,000 in the School’s centenary year and they did!
The Sony Foundation Children’s School Holiday Camp, ABBOX, was held in conjunction with students from Abbotsleigh. This camp helps to provide much-needed respite for families with children with disabilities. The families were overwhelmed with the care by the students. Senior boys have continued to work with other schools to develop respectful relationships. Thank you to the committee of boys led by
Year 10 students Arman Khanna-Boyle, Lewis Christie, Theodore Jacobs-Preussmann and Wesley Jenner, who worked with an interschool committee with the Women’s Shed. This year, Knox also welcomed Human Rights Commissioner, Ms Lorraine Finlay, to the Human Rights Leadership Forum held at the Senior School. The 21st International Day of Peace Ceremony was also held in conjunction with St John’s Wahroonga.
The First Nations Program supports Aboriginal students to share their culture with the School. An artwork of their contributions was painted in a celebrated artwork that now hangs in the foyer of the Wenkart Theatre. Thank you to Uncle John Kelly for his support in this initiative.
Boys are encouraged to demonstrate the School values across a range of events and partnerships.
KNOX PREP LIBRARIES
The merging of the Knox Preparatory Libraries was designed to better support the diverse learning needs of the boys. Staff continue to foster a love of reading and a passion for discovery across all age groups. By combining the resources of both collections, students are able to access age appropriate, engaging materials that challenge and inspire them. From picture books and early readers to chapter books, non-fiction texts, and resources for independent research, the collection is thoughtfully curated to support literacy development, enhance classroom learning, and spark curiosity.
The library also supports teachers and their Knoxigation units of work by providing a range of resources and tools that enrich the learning experience and encourage critical thinking, creativity, and inquiry.
Book Week, an annual event organised by the Children’s Book Council of Australia (CBCA), was a wonderful and colourful celebration. The 2024 theme was ‘Reading is Magic’ and reminded the boys that each time they open a book, they embark on a magical journey of discovery and wonder.
The Preparatory boys stepped into the shoes of beloved book characters wearing creative costumes at the annual K-6 Book Character Parade. Visiting authors included Ms Aura Parker, Mr Nathan Luff and Mr Tristian Bancks, who all shared their own reading and writing journey and encouraged the boys to explore different genres.
Knox Preparatory are deeply grateful to the Knox community for their donations at the annual K-6 Literary Day. The Inquiry Hub was alive with a sense of wonder and possibility, and the Giving Tree stood as a symbol of collective commitment to fostering a love for reading while giving back to those in need.
Senior Libraries
The McKenzie Library for students in Years 7-10 and the WSA Library for students in Years 11-12 both provide a welcoming environment for young men to read, reflect, refresh and reconnect. Many students enjoy the atmosphere of the libraries as quieter areas of the School where they can nurture their personal wellbeing outside of class time. In addition, students in Stages 4 and 5 have a scheduled Wide Reading period with their English class where the emphasis is on encouraging reading for pleasure and maintaining this vital skill for learning across the curriculum.
Both libraries offer services to help students with their academic program. The WSA Library offers the most recent print study guides in all Preliminary and HSC subjects for student borrowing. Boys may also request titles for purchase to support their studies.
Online portals offer a wealth of information for students, giving access to a wide range of print and subscription resources, as well as advice on study skills and researching. A series of tutorials have been developed to offer instruction. Topics include Referencing, using Databases and Plagiarism.
McKenzie Library had an update this year with the replacement of chairs and lounge furniture. Acoustic panelling was installed, with additional display space in the mezzanine class area.
A highlight of the year was hosting Year 6 students from Knox Preparatory and Wahroonga Preparatory. These young students visited McKenzie Library as an introduction into using a larger secondary school library space and enjoyed learning about its range of resources. Children from Wahroonga Preparatory were also given the opportunity to explore the fiction section, as well as given related activities. Future visits will continue due to its popularity and success.
Co-Curricular Activities
Knox students have built on the many successes from 2023 into the co-curricular program for 2024. The wide breadth of choice and options continues to provide avenues for students to develop passions and skills in areas outside the academic and sport realms. The depth of the program continues to be unmatched in other schools and Knox is continuing to look at new and innovative ways to develop these programs further.
In the Technology sphere, teams have triumphed in VEX Robotics, Prog Comp, Science competitions, Titration and other programs. Knox hosted the State VEX Robotics competition for the second year in a row. Many teams achieved success with one team becoming National Champions and others, from Knox Prep and Senior School, qualified for the World Championships to held in Dallas USA in 2025. The technology options have expanded with the introduction of the AI Club, Ideas Incubator, Lego Creations, First Lego League, Innovation for Change program and the continuation of Cadet Tech, Flight Academy, iHub and Unity Clubs. Next year will see the addition of the Blender Club which will provide progression into the VR program from Term 2.
The Knox Centenary Tattoo showcased many members from across Cadets, the Knox Academy of Performing Arts, and Pipes and Drums. The Knox in Concert series held throughout the year further highlighted the musical talents of the boys.
This year’s Centenary Musical ‘Jersey Boys’ was a sold-out success, with over 100 students involved in this colourful and energetic production.
The School plays provided additional opportunities for boys to showcase their theatrical skills.
The Chess team won the CAS Championship to make it seven-in-a-row and followed this up with a second place at the Schools National Championships held in Perth at the end of the year. Oratory continues to excel with more Knox teams placing in the ISDA and FED competitions than ever before. The Knox 1sts won the CAS competition and all teams that competed in the CAS made it three-in-a-row, winning the overall CAS Debating Shield.
The year finished strongly with 34 senior boys supporting the ABBOX of Fun Camp held at Abbotsleigh. It was great to see service learning in action by the Knox and Abbotsleigh students.
SPIRITUAL LIFE
Knox’s centenary provided a wonderful opportunity to re-think the value of the School’s Christian heritage, and the role of chaplaincy, faith and spirituality. Objectives this year have been to elicit staff and students’ voices in these conversations, and then to work towards a more integrated chaplaincy program. Chaplaincy directly influences the School’s value of Faith and the pillar of spirituality in Knox’s Total Fitness Model.
As has become customary, school leaders from across Uniting Church Schools in NSW met in the Church’s city offices to collaborate and problem-solve student concerns. As well as being informative and fun, leaders were able to build a sense of community and belonging with other leaders around faith identity.
In Term 2, the worship band of One Heart Uniting Church performed and led the congregation in some more contemporary worship songs, providing an experience for the boys that was different from the well-loved chapel hymns. At the same Assembly, Steven Wang (Y12) played his newly composed chapel song entitled ‘Lift your Voices High’. The lyrics of the song are based on the School’s bible verse of 1 Corinthians 16:13-14, which says, “Be on your guard; stand firm in the faith; be courageous; be strong. Do everything in love.”
In Steven’s reflection on his composition, he writes, “This verse serves as the foundation for the song’s message, reinforcing the values of faith, courage, and love that are central to our spiritual life.”
The final Christmas Assembly was a fun event and provided an opportunity for the boys to share in the word and grow in their spiritual fitness.
The School’s connection to St John’s Wahroonga culminated in a special Centenary Commemorative Service that was held at the end of the year. St John’s has been part of Knox’s journey from the very beginning providing a space for worship that shaped Knox’s Christian mission. Knox founders included St John’s Reverend Charles James, alongside parishioners Sir Robert and George Gillespie, Andrew Reid, and Alexander Turnbull.
EXPERIENTIAL LEARNING
The Association of Experiential Education, founded in 1972 with members from 35 countries, summarises experiential learning as “challenge and experience followed by reflection leading to learning and growth.” Experiential learning is a teaching philosophy that informs many different methodologies that educators use in their craft. In experiential learning, educators purposefully engage with learners in creating and facilitating direct, concrete experiences that challenge them to communicate and collaborate with others to problem solve, achieve a goal and possibly face a fear. These experiences offer opportunities for the boys to reflect on their own preconceived notions of the world and of themselves.
There is also an emphasis that adventure and challenge should be core principles of the learner experience, as such experiences push the learner from their comfort zone to the learning zone, where the greatest educational gains can occur. Further, experiential learning has the opportunity to crucially deepen interpersonal skills like collaboration, leadership and problem-solving, which will positively influence the learner’s future performance in all aspects of life.
At Knox, experiential learning is facilitated in a number of ways for the purposes of meeting the aims of the Knox Graduate Profile. Some programs are ingrained as part of the standard experience of each student in a specific year group, such as the Year 9 Cadets program, the Year 10 Global Challenge and the year group Outdoor Education programs across Knox Preparatory and Senior School. Other programs are optional, allowing students to tailor their journey and choose their own adventure, such as Service Learning, International Tours, Student Exchange and the International Duke of Edinburgh’s Award. There is strong experiential learning in a number of curriculum areas, sport, co-curricular music and the performing arts. These programs put students in situations where they are challenged to push their boundaries, build personal attributes and life skills, and learn from setbacks and failure.
A significant component of the Knox Experiential Learning program is currently facilitated through the Outdoor Education program. For these programs to be truly impactful and outcomes-based, a logical sequence of skills and experiences must be embedded in a continuum.
There is work currently underway at Knox to review this sequence and improve outcomes with some adjustments to the context, locations and activities of certain programs.
In 2024, Knox conducted Outdoor Education programs from Kindergarten to Year 11 as day and overnight programs based on the age of the students. These programs saw students engage with age and stage appropriate outdoor adventure challenges across a range of locations across the state. Further, there were elective Outdoor Education programs offered during school holidays and many Senior School students undertook the International Duke of Edinburgh’s Award which involves a range of challenges including embarking on adventurous journeys.
SCIENCE OF WELLBEING
The Science of Wellbeing Institute is dedicated to fostering well-rounded graduates and a strong sense of wellbeing and belonging. Since adopting the 2023-2027 Strategic Direction in relation to the Knox Total Fitness model, the department has conducted rigorous research, including a meta-review, systematic literature review, and meta-analysis, to develop a refreshed, evidence-based wellbeing model for students and staff. Key pathways to emotional, social, academic, physical, and spiritual wellbeing were identified, creating a flexible framework which provides the research base for a shared understanding of wellbeing and tailored initiatives for the unique needs of students, staff, and parents.
For students, one of the continuing key initiatives was the annual Knox and Ravenswood Student-Led Wellbeing Conference. Student leaders from both schools collaboratively designed and facilitated workshops on relevant wellbeing topics, empowering them to advocate for innovative approaches that resonate with their peers. This event, which attracted over 250 students from a large number of schools across the state, celebrated student voice and strengthened the sense of community. It was exciting to see the leadership and enterprising mindsets exhibited.
For staff, professional learning explored the classroom application of wellbeing theories, as well as the enhancement of wellbeing-infused pedagogy across the School. Additionally, leaders in pastoral roles were provided with a comprehensive program throughout the year.
It has been an energising time for the Directors of Sport, who collaborated with the department on coaching with principles of Positive Psychology. Additionally, presentations at conferences in NSW and interstate were held with the wider community.
For parents, the department coordinated a wide-ranging suite of events and resources throughout the year in line with Knox Total Fitness research. These were aimed to provide practical strategies to help families navigate child and adolescent development. The live seminars and workshops consistently had high parent attendee rates and positive feedback, with a large number of topics this year building upon emotional literacy and strengthening parent-child relationships through trust, communication, and empathy.
STUDENT VOICE, LEADERSHIP DEVELOPMENT AND POSITIVE CHANGE
The student leadership portfolios span academic, wellbeing, co-curricular and co-educational programs. Collectively, the boys work together to help raise the profile of each as part of the Knox Total Fitness model. There are nine portfolios for boys to opt-in to and they’re supported to follow their passion and meet like-minded people. The portfolios provide a platform for students to work together collaboratively to promote community engagement and a sense of belonging. Prefects also attend Knox events, Year Meetings, and gate and lunch duties to further build connections across the School.
A highlight was the Year 11 Social held on Day 1 of Term 4, as part of the Year 12 induction process. Students from Knox and Pymble Ladies’ College came together to play bowling, laser tag, virtual reality, arcade games and dodgems. The event was driven by students from both schools who had participated in the Positive Relationships program held during 2024.
After piloting the program at the end of 2023, Year 11 students served at The Dish each Tuesday and Friday during term time. The Dish is a local Uniting Church organisation providing food, friendship and inclusive community to disadvantaged people in the Hornsby area. It has been incredible to see students develop their communication skills and serve the community in such a meaningful way.
The MacPherson Mates program inspires Middle Academy leaders to be incredible role models to their younger peers. Among the topics covered included how to support diverse learners and how to support those battling mental health challenges. The students are empowered to encourage leadership, optimism, resilience, moral character and citizenship through their interactions with students in Years 7 and 8.
KNOX SPORTS AND AQUATIC ACADEMY
It has been a year of sporting excellence across K-12, with numerous team and individual achievements for the boys wearing the Black and Blue. The centenary year saw senior premierships in AFL, Football, Orienteering, Swimming, Table Tennis, Tennis and Volleyball. The remarkable CIS Water Polo Team were victorious and a further 80 students were selected for CAS, CIS, NSW and Australian representative teams. The calibre of athletes at Knox is undeniable.
The centenary sporting events across Cricket, Rugby and Track and Field were a fitting tribute to the School’s proud legacy. These were truly special, allowing the community to reflect on the School’s foundation sports and their rich history. Currently, there are over 25 sports available to students, with the School offering one of the most diverse sporting programs of an Australian school.
The one-day Cricket match versus Trinity Grammar was a thriller in February. It was a spectacular showcase of talent at the Centenary Rugby match versus Cranbrook School in Term 2. Finally, the Track and Field athletes performed exceptionally well at the CAS Championships in Term 3, and took home second place with many podium finishes. The boys also displayed their skills as part of the Gala Day program. It has been a shared celebration of sport in 2024. This year has been a time of excitement and growth for the Knox Preparatory boys. A highlight was seeing the Knox Preparatory Football team play Barker on Knox 1 in front of a huge Friday Night crowd. Similarly, the Knox Preparatory Basketball team enjoyed a similar event in the Great Hall on a Friday night of sporting fixtures.
The younger students are commended for embracing their introduction to sport, working as a team, and relishing in these competitive experiences. This strong foundation ensures that the future of Knox’s sporting legacy is in very capable hands.
The centenary sporting events across Cricket, Rugby and Track and Field were a fitting tribute to the School’s proud legacy.
Old
Knox Grammarians’ Association
Established in 1929, the Old Knox Grammarians’ Association Incorporated (OKGA) exists to maintain connections among past students and to promote ongoing interest in the School.
One of the most significant events this year was the rededication of the Knox Old Boys War Memorial which stands at the Memorial Gates to the Memorial Lawn. The original memorial, unveiled on Anzac Day 1955, was funded by the OKGA. As further names to be included have been unearthed, so has the memorial been updated. This year, together with a refurbishment to re-point the sandstone and service the eternal flame, the OKGA also amended the Honour Roll, adding three names recently discovered, and placing Robin Pothof (OKG64), the only casualty of the Vietnam War, separately to hold his own dedicated place on the memorial. A moving service was held to rededicate this Memorial which stands as a reminder of the sacrifice of others for the values and life we enjoy today.
Another standout event of 2024 was the Old Boys’ celebration of the Knox Rugby Centenary. More than 100 Old Boys of all ages attended a pre-match BBQ where the OKGA Committee were pleased to welcome members of the Old Cranbrookians’ Association. The event had a great atmosphere. As the assembled Old Boys walked over to Knox 1 from the office of the OKGA on Heydon Avenue to watch the teams take the field against Cranbrook, all the old memories came flooding back – the pipers, the chants and war cries. The students put on a mighty performance with Knox coming out the
victors, as they did 100 years ago. The Old Boys of both schools enjoyed the day and the friendly competition.
Earlier in the year, the Old Boys were also pleased to support the centenary celebration of Knox Cricket, by encouraging strong attendance of Old Boys at a panel discussion featuring some of the School’s cricket legends.
An absolute highlight saw the Old Boys join with the School in the largest ever contingent of Knox Old Boys Pipers and Drummers for the School’s Centenary Tattoo. An arena filled with both student and Old Boy members in a mass Pipes and Drums was a stunning showstopper.
KNOX PARENTS’ ASSOCIATION
The Knox Parents’ Association’s (KPA) purpose continues to focus on opportunities to build Community and Connectedness within the parent community.
2024, being the centenary of Knox Grammar School, was an exciting year for the School and the community at large. With a plethora of scheduled school and KPA events, parents had their diaries full.
It was another successful Knox at Home at the start of the year, with parents gathering in the Weeks Senior Academy on a beautiful evening to enjoy some drinks, as they caught up with other parents to the sounds of the Knox Pipes and Drums.
The deferred Gala Day, due to inclement weather, was a success! The grounds were full, with a large crowd entertained with athletics, Gala Day stalls, superb performances by the cast of ‘Jersey Boys’, and musical acts from the Knox Academy of Performing Arts and Knox Preparatory held throughout the day. All of this run by the generous parent and boarder community, contributed to a good financial result.
The success of Gala Day coupled with a strong KPA balance sheet allowed for ongoing contributions to the School community in the following ways:
• The centenary gift to the School
• Year 12 leavers with cufflinks
• Year 6 Prep school students again received pennants and medallions from the KPA
• Supporting the School’s ‘Wish List’ initiative. The KPA received and supported a long list of requests for equipment and materials to assist the boys and School across a broad range of pursuits
• Teachers were also provided with cupcakes for World Teachers’ Day in October to acknowledge their excellent work in supporting, teaching and engaging the students in their learning journey.
Finally, thank you to the excellent 2024 KPA Committee members for all of their work and support.
