Year 8 students, Lars Stromsoe and Neil Patney, enjoying the Junior Academy and Performing Arts
Terrace – a great place to study and collaborate!
KNOX SOCIAL MEDIA facebook.com/knoxgrammar instagram.com/knoxgrammar linkedin.com/school/knox-grammar-school vimeo.com/knoxgrammarschool
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). 06
ACKNOWLEDGEMENTS
This edition of The Thistle Headmaster’s 2025 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.
PRINT
The Thistle Headmaster’s 2025 Review is printed by Rawson Print and Packaging on Sovereign Silk which is proudly made FSC Mix Certified and carries the ISO 14001 Environmental Management System accreditation. Stock is manufactured with elemental chlorine free (ECF) pulps and sourced from responsible forestry practices.
GET IN TOUCH
Knox Grammar School
PO Box 5008
Wahroonga NSW 2076
AUSTRALIA
Telephone (02) 9487 0122
ABN: 54 645 113 104
A Uniting Church School
CRICOS Provider Code: 00399E www.knox.nsw.edu.au
04
FROM THE HEADMASTER
Nurturing wisdom, courage, and a commitment to service.
ACADEMIC PERFORMANCE
A total of 39 students on the All-round Achievers List.
24
BEYOND THE CLASSROOM
Students are exploring and developing passions for life through the broad range of activities on offer.
13
CURRICULUM HIGHLIGHTS
Academic excellence through a holistic approach.
20
PREPARATORY SCHOOLS
Positive spaces for learning, working, interacting, collaborating and playing.
A WELL-ROUNDED
Knox Education
Students embrace opportunities –in the classroom, on stage, on the sports field, and beyond.
MR SCOTT JAMES
Headmaster of Knox Grammar School
Over the past year, we have experienced an array of opportunities and achievements that truly reflect the depth and richness of a Knox and Wahroonga Prep education.
At the heart of our school lies a deep commitment to teaching and learning. Every student has embraced academic challenges in their own way, guided by dedicated staff who foster curiosity and growth. These achievements speak not only to individual effort but also to the power of a collaborative learning culture and the innovative programs that enable our young people to realise their potential.
Among many notable successes this year include:
• A student won the Whitlam Institute Writing Competition (Years 9-10).
• Our Year 9 team placed 2nd in the Write a Book in a Day Competition.
• A young man received a silver medal in Informatics at the International Olympiad.
• A student was selected to represent at the NSW Youth Parliament.
• A Year 4 student received the Frank Jones Literary Award (Best Short Story - Junior) at the Young Australian Writers and Artist Awards.
• A Year 5 student was awarded Best in School in the Australian Maths Competition.
• A student achieved a Perfect Score in the Bebras Computational Thinking Challenge (Upper Primary division).
• A team of Year 5 students placed 2nd in the Young Geographer Awards for their research project.
While these highlights are impressive, they tell only part of the story. Across the School, countless students have pursued personal goals and reached milestones that matter deeply to them.
As a Uniting Church School, our foundation of faith is not just a tradition;
it is a guiding light for the moral compass of our students. Through regular chapel services and opportunities for reflection, we nurture qualities such as wisdom, courage, and a commitment to service. These moments remind us that faith is lived out in action, shaping character and inspiring mission.
Students and staff brought stunning energy and creativity to the stage. From junior and senior productions, the arts flourished. Through collaboration with girls’ schools, Knox offers many co-educational experiences that reflects the value of partnership and shared creativity.
Beyond the stage, our musicians showcased their talents in diverse settings, including eisteddfods, Battle of the Bands, and the Knox in Concert series. Many musicians undertook AMEB examinations, further demonstrating commitment to developing their craft. These performances illustrate not only artistic accomplishment but also the central role that creativity and the arts play in a well-rounded Knox education.
In the sporting and co-curricular arenas, students have excelled at the highest levels. We are proud of the young people who earned selection for CAS, CIS, state or national representative teams. While these representative achievements are impressive, what truly pleases me is the way the Black and Blue is worn with pride. That sense of belonging and commitment speaks volumes about school pride.
Outdoor Education remains a vital part of the Knox experience, providing invaluable opportunities for growth beyond the classroom. This year, students attended challenging camps, participated in
Community continues to be strengthened through a rich calendar of events including House Sports and Connections Day, Science and Book Weeks, Anzac and NAIDOC commemorations, Gala Day, and outreach performances. All contribute to our vibrant school culture.
The past 12 months have offered a remarkable breadth of experiences in our Prep campuses. The students of Knox Prep and Wahroonga Prep have enjoyed what I like to call a renaissance education, where intellectual rigour sits alongside creativity, sport, music, and service.
The Prep campuses demonstrate our mantra of ‘innovation wrapped in tradition’. Learning remains dynamic and relevant, while preserving the Knox traditions gives our school it’s heart and character. Collectively, our three campuses offer a vibrant, forward-thinking environment that is deeply grounded in values. A place where students can flourish in every dimension of life.
Clearly, this year has been full of progress and moments worth celebrating. One of the greatest privileges for me has been watching students embrace opportunities – in the classroom, on stage, on the sports field, and beyond. These experiences reflect the best of Knox and Wahroonga Prep, and I look forward to seeing that same energy and enthusiasm in 2026.
Scott James, Headmaster
Silver and Bronze Adventures for the Duke of Edinburgh Award, and took part in the Annual Field Exercise Cadet Camp.
Higher School Certificate 2025
NSW EDUCATION STANDARDS AUTHORITY TOP ACHIEVERS LIST (TOP 20 IN NSW)
Twelve students (including one accelerated student) were placed on the NSW Education Standards Authority’s (NESA) Top Achievers List for achieving one of the highest places in an HSC course.
Business Studies
William Brooker – 5th
Ralph Tsui – 7th
Chemistry
Thomas Yu – 6th
Design and Technology
Brodie Shearer – 1st
Economics
Gregory Onikul – 5th
Ralph Tsui – 8th
Engineering Studies
Wang Lok (Brian) Lee – 7th
English (EAL/D)
Ho Shan (Jayden) Lau – 2nd
Industrial Technology
Marcel Rudas – 3rd
Legal Studies
Saxon McDonell – 3rd
Ralph Tsui – 4th
Patrick Schafer – 14th
Mathematics Advanced
Charles Cui (Y11) – 7th
Physics
Stanley Wu – 4th
Thomas Yu – 5th
ALL-ROUND ACHIEVERS LIST (ACHIEVING 90 OR HIGHER IN BEST 10 UNITS)
Thirty-nine 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.
Weier (Will) Bao
Oliver Begg
Micah Bonwick
William Brooker
Jasper Chan
Matthew Chitterer
Tevin Fang
Joseph Guo
Dean Hua
Yisheng (Andrew) Huang
Kourosh Jahromi
Rahdin Jashnany
Yakub Kovac
Ho Shan (Jayden) Lau
Anthony Law
Hayden Leung
Haoxuan (Derek) Li
Derek Liu
Mingxi Liu
Joshua Loty
Ning Lu
Henry Mahendran
Saxon McDonell
Gregory Onikul
Sangwon (Benedict) Seo
Brodie Shearer
Arjun Singh
Kosta Sotiropoulos
Zihao (Jeffrey) Tang
Ralph Tsui
Ethan Wang
Chung Ming (Angus) Wong
Stanley Wu
Zonghan (Andy) Wu
Thomas Yu
Andrew Zhang
Danny Zhang
Lixing (Liam) Zhuang
Minghao Zou
University Entry CLASS OF 2025
The popularity of combined degrees continues, with many in the Class of 2025 opting to combine their passions and interests with their tertiary studies.
Courses in the business sector have again been popular with science 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 or doing a gap year.
Based on the UAC offers, the four Sydney-based universities are still the preferred places for study in 2025 with Macquarie University the most popular choice for this cohort, followed closely by the University of Sydney.
The Class of 2025 actively took part in applying for early entry as many universities offered direct entry into courses during early offer rounds. A total of 46% of reported offers were received by students as part of these early entry programs. This percentage figure 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).
Multiple course offerings from universities saw a total of 37% of students receive multiple offers across the various UAC offer rounds, including SRS, highlighting the mindset of choice when considering their career paths.
Overall, 90% of students from the Class of 2025 received an offer from UAC. The importance of higher education as a path to future success is reflected in this cohort.
(including High Performance, Sport and Exercise, Sport Business, Sport Management)
15University Pathway
(including Diplomas, Foundation Studies, Undergraduate Certificates)
03Veterinary Medicine
528 UAC offers in these disciplines
UNIVERSITIES 2025
04Australian Catholic University
02Australian National University
04Fee-paying colleges (AIT, ICMS, SAE)
149Macquarie University
30NSW Regional (Charles Sturt University, Griffith University, University of Newcastle, University of Wollongong, University of New England)
02University of Canberra
01University of Central Queensland
03University of Notre Dame
104University of NSW
140University of Sydney
80University of Technology Sydney
09Western Sydney University
528 UAC offers from these institutions
Reflections
MEMBERS OF THE CLASS OF 2025
SHARE HOW KNOX HAS INSPIRED THEIR SCHOOLING JOURNEYS
BALFOUR ANDREW
“Being part of the Knox Ravenswood Army Cadet Unit in its first year under a new name,flag and colours was an incredibly meaningful and unique experience.
Since joining Cadets in Term 4 of 2021, I have always valued the unique dual-school structure the program offers,” said Balfour.
As one of the Unit’s 2ICs, Balfour took part in various promotional courses which offered him opportunities to step into purposeful leadership roles. He acknowledges the Anzac Memorial Service as a significant experience, where he also served as Parade 2IC. One of his fondest memories was the Passing-Out Parade for the 2025 Old Guard, and he credits the four-year program for helping him to grow as an individual.
Aside from Cadets, Balfour enjoyed his sport, in particular Basketball and Senior Weights and Training (SWAT). Being able to play with a team and work together, as well as enjoy the camaraderie, were some of his Basketball highlights. On the other hand, SWAT allowed him to balance his studies and exercise effectively, particularly in Year 12. Balfour also credits his Physics teacher and KAI mentor, Dr Reece Roberts, for supporting his academic and co-curricular journeys.
“Balfour is an exemplary student who consistently strives for excellence in all facets of his schooling. It has been a pleasure to
witness his development into an outstanding leader who supports and inspires his peers.
Balfour’s calm, confident, and personable manner earned him the respect and admiration of both his peers and teachers,” said Mr Sudhesh Singh (mentor).
Balfour will be going on a gap year to Scotland before commencing an Engineering degree at university.
HENRY MAHENDRAN
“A thoughtful and dedicated student, Henry’s leadership as Vice Captain, Head of Sport and member of the Tartan Army has been exemplary, setting a fine example for his peers. He valued his co-curriculars, enjoyed playing rugby, and his influence has been significant across many areas of school life,” said Mr Andrew Siu (mentor).
Henry credits his dad for fostering his passion for rugby. He was drawn not just to the physicality and the excitement of the game, but to the deeper sense of camaraderie it fostered. The bond with his teammates, representing Knox, and being part of the team are what he will fondly remember.
“Leadership has always been something I’ve aspired to, and being given the opportunity to help guide the School in this capacity has been an immense
honour. One initiative highlight was the CAS Captains’ Supper, which provided a valuable opportunity to engage with other school leaders from across Sydney. These conversations prompted meaningful reflection and inspired new ideas that we were able to implement within our own school community,” said Henry.
Henry also enjoyed performing in the theatrical and musical spaces, inspired by the way they demand presence, vulnerability and authenticity. Performing, Henry feels, is a means of communication that is both creative and truthful.
Henry plans to undertake a combined Law degree at university and would like to pursue human rights law.
SAXON MCDONELL
“Saxon has shown leadership and commitment to fostering a positive school environment,” said Ms Ingrid Tuktens (mentor).
As the Head Prefect of Co-Curricular, Saxon engaged in a collaborative approach to leadership. He enjoyed showcasing the diverse array of opportunities available to the boys through promoting events – from Battle of the Bands to Chess.
He was also involved in the Economics and Entrepreneurship Club, and the Business and Finance Club. These co-curriculars, he said, provided a catalyst for further exploring the global economy and business landscapes, and provide a great avenue for students to gain more global awareness and a basic understanding of financial management.
Some of Saxon’s favourite memories included performing lead roles in the Centenary Musical, ‘Jersey Boys’, and the 2025 Senior Musical, ‘We Will Rock You!’
“Performing has always been such an important and rewarding part of my life. At Knox, I’ve had the privilege of taking part in many performance opportunities that have contributed to my personal growth, helping to develop my confidence, communication skills, and outlook on life,” said Saxon.
Joshua has been part of the Knox Academy of Performing Arts program from Year 7 Wind Ensemble all the way to Big Band and the Symphonic Wind Ensemble.
“I would highly recommend joining all sorts of different bands, ensembles, and chamber ensembles and to take every opportunity that you are presented with. I was unsure at first whether I wanted to join the Musical Orchestra but those rehearsals and performances for ‘Catch Me if You Can’ were amazing to be a part of. I would also recommend stepping out of your comfort zone and taking on challenging pieces or solos,” said Joshua.
He was also the Secretary of the House Portfolio, who were responsible for ensuring the smooth running of termly House events for each Academy. The team also advocated for the House
Connections Days, wanting to create events that all boys could get involved in.
Joshua was the Captain of the Volleyball 1sts and enjoyed playing in front of a home crowd. The last Friday Night Lights game was a particular highlight for him. Another favourite memory was watching his brothers at Anzac Parades which inspired him to join the Knox Pipes and Drums.
“Joshua displayed remarkable balance and leadership. His extensive leadership roles, including Prefect, Volleyball Captain and COY 2IC in Cadets, highlight his dedication and influence,” said Mr Andrew Siu (mentor).
Joshua plans to pursue a degree encompassing business at university.
Saxon plans to study Law and Commerce at university, and continuing his passion for musical theatre.
JOSHUA LEE
CHRISTIAN KIM
As a Knox Academy of Performing Arts (KAPA) Prefect, Christian found this new leadership position exciting, helping to shape what the role entailed. Working with the KAPA department, he helped to organise, promote and perform at a wide range of events. His goal as a leader was to try and make sure students felt seen and heard, to be inclusive and empathetic. He also enjoyed performing, and being in those moments with the crowd watching on.
While he has many musical achievements, from playing at formals and in the orchestra for school musicals, Christian’s fondest memories were from attending the Knox vs Barker College games.
“I’ll never forget the buzzer-beater in this year’s basketball match. There’s something special about standing shoulder to shoulder with your mates,
There’s something special about standing shoulder to shoulder with your mates… those are the moments that stay with you.
– Christian Kim (Class of 2025)
belting out the School Song after a hard-fought game that can’t be replicated anywhere else. Those are the moments that stay with you. Years from now, I won’t remember a specific test result, but I’ll remember when my mate ran onto the field for the 1sts,” said Christian.
“Christian’s consistency: his character, academic success and dedication have never wavered. He was the true model of a Knox man – honest and empathetic, high-achieving yet always quietly gracious,” said Ms Belinda Markham (mentor).
Christian is passionate to continue pursuing music and attend university in a science-related degree.
MATTHEW CHITTERER
Matthew’s passion for football began on his very first day of Kindergarten, when he played for the first time. What he enjoys most about the sport is the unique blend of camaraderie and competition. He enjoys the sense of shared achievement that comes from winning something together.
“Lifting the Sydney FC Plate earlier this year, or scoring against Cranbrook on a Friday night in Year 11 during our first game of the season – I will treasure these memories for the rest of my life. Hearing everyone in the stands, especially the Tartan Army, celebrating every goal was one of those rare occasions where sport, school spirit, and personal achievement came together perfectly,” said Matthew.
He also credits being a member of the PEAK program as incredibly
beneficial, teaching him the importance of maintaining a balanced diet and proper nutrition. This was not just for performance on the field, he says, but also for focus and energy in the classroom. The program has also helped improve his planning and time management skills. He also learnt the value of setting short-term and long-term goals to stay motivated, structured, and purposeful throughout Year 12.
His PEAK mentor, Mr Kai Lammert, played a significant role in encouraging and supporting his pursuits at Knox. Matthew credits his coaching and says he is incredibly grateful for the time and care that was invested in him.
Matthew would like to secure a cadetship to gain industry experience before commencing university.
FINLAY MCDONALD
A passionate rugby player, Finlay was inspired by his dad and older brother. After his first season, he couldn’t wait for the next season to start playing all over again.
Finlay believes being a boarder is a unique experience. He says his fondest memory would be the nights playing Touch Football on Knox 1 with his friends. Each game brought much joy from playing together with his mates and enjoying the camaraderie.
“The benefit of boarding at Knox is that it provides you with study and healthy habits that you will take with you into your own life outside of school. You get to be with your mates all the time, going through the highs and lows together. Boarding builds your people and social skills,” said Finlay.
He also credits boarding staff member, Miss Tiyani Fernando, for supporting and encouraging him through his boarding journey, particularly in the senior years.
“Finlay has been a self-motivated and community-minded student who has demonstrated leadership, service, and academic excellence. As Head Boarder, he helped organise the NSW Head Boarder Conference and multiple boarding events for over 200 students and staff. His service and mentoring younger boys reflect compassion and initiative,” said Mr Wenshuo Li (mentor).
Finlay plans to study an Agribusiness degree at university, with the intent to build an enterprise in rural NSW.
Curriculum HIGHLIGHTS
TECHNOLOGY AND APPLIED STUDIES
2025 was an exceptional year that reflected the School’s mission to lead with innovation, excellence, and student wellbeing. Interest in technology-based learning continued to surge, with a significant increase in enrolments and an impressive 42 major projects completed across both Year 12 Design and Technology, and Industrial Technology (Metal, Timber and Multimedia). This growth highlights the exciting, challenging and enriching curriculum, where students develop creativity, problem-solving skills, and initiative through authentic, real-world design experiences.
Of these 42 major projects, 32 were nominated for potential selection in the SHAPE Showcase, a recognition reserved for the most outstanding HSC major works in the state. This achievement demonstrates the exemplary standard of teaching and learning within the TAS faculty and nurturing student excellence and self-identity through opportunities that allow boys to explore and extend their passions.
Congratulations to Brodie Shearer (Y12) for his Design and Technology Major Project, ‘TrailerMate’ that was selected for inclusion in the 2026 SHAPE exhibition that will be held at the University of Technology.
The growth of technology courses in 2025 was accompanied by the addition of a new workshop facility. This has enhanced the department’s ability to deliver diverse material-based and digital technologies programs in a safe, inclusive, and well-resourced learning environment.
As technological change continues to reshape industry and society, TAS staff have invested considerable time to prepare for the rollout of the new Stage 4 Technology Mandatory syllabus in 2026. Planning has centred on creating future-focused units that integrate material technologies with digital innovation, ensuring that students can apply design thinking to solve meaningful real-world problems.
In addition to curriculum development, the School proudly hosted the AIS TAS Conference in 2025, offering staff from across the state the opportunity to engage with Knox programs, view student work, and learn more about the future of technology education.
This year’s achievements reflect the collective efforts of students and staff, with the department aiming to continue to advance innovation, creativity and service in 2026.
AGRICULTURE
Agriculture, as an applied science, becomes tangible when students observe classroom concepts implemented in practical settings. This experiential approach reinforces theoretical learning and fosters deeper understanding.
At the Knox Agricultural Plot, students engaged in hands-on studies of plants and animals. A key project involved monitoring the growth and development of Milo, a Jersey x Belgium Blue calf born midyear. Regular weighing and observation were conducted by students. This was a particularly important component for Year 10 students as part of their focus on extensive livestock production.
Additional learning opportunities included observing pigs, sheep, chickens, goats, and the successful breeding of yabbies within the aquaponic system.
Industry visits also extended learning opportunities. Year 11 students toured Tocal Agricultural College Dairy to examine business management strategies that balance sustainability with production objectives. Discussions with the farm manager addressed issues such as the economic and practical implications of reducing male calf births versus maintaining herd cycles, cost considerations, success rates, and market development. These experiences provided clarity and context for theoretical studies.
Emerging technologies were highlighted to Year 12 students on their visit to a robotic dairy farm. The boys explored the innovative ways that farmers are enhancing their efficiency and wellbeing to improve productivity. Examples included value-adding practices at a micro dairy, where producers convert milk into cheese and gelato for local markets, demonstrating diversification strategies and business sustainability.
Visits to pearl farming and avocado and citrus enterprises to gain insights into production processes and marketing strategies broadened industry knowledge for Year 10 students. A focus on poultry production, learning about egg marketing by designing labels and selling eggs produced on-site was studied by Year 9 students. A great initiative by the boys was to sponsor the education of a child in the Philippines from the proceeds of these sales.
Finally, Ag Club continued to thrive, with Years 7 and 8 students managing yabbies and cultivating plants from seeds each Thursday afternoon. Students also established a native bushfoods garden adjacent to the native bees, further enriching the School’s agricultural learning environment.
DRAMA
Drama is an inclusive and successful subject with staff focused on building empathy, self-efficacy and creativity in students as well as fostering the continuum of learning from Stages 3-6. This year started with a celebration of the 2024 Drama cohort, and the best HSC results since Drama was introduced at Knox. With most students achieving Band 6 results, including Kailoh Ramcharan who achieved 9th place in the state for Drama, all students are commended for shining onstage and backstage.
The department actioned the 2025 goal of placing students in production leadership roles, developing their skills in collaboration and delegation of tasks, as well as in public speaking and strategic operations. This was to build real-world value into the classroom and the theatre. Forward planning has also commenced for the new mandatory Stage 4 course ‘Presentation and Performance’ to begin in 2026 for Year 7 students.
There was a specific aim to push the Stages 4 and 5 performers and crew outside of their comfort zones to put on the politically and socially relevant play, ‘Stories in the Dark’ by Debra Oswald. The boys, together with girls from surrounding schools, displayed integrity and curiosity during the rehearsal process and
learned how a production is put together. To further extend the Stages 5 and 6 students’ skills, a reinterpretation of ‘Cosi’ by Louis Nowra was put on in the Drama Theatre. The cast and crew enjoyed fine-tuning their skills to develop the key moments within this comedic play. Both productions performed to sold-out audiences and students were encouraged by the pre-show hype of the Tartan Army, building a positive community-based experience for all involved.
In Term 2, Stage 5 Elective Drama students enjoyed an improvisation and play building workshop presented by Sport For Jove theatre company. Year 9 students dazzled the Knox Prep Kindergarten students with their group devised production of several well-known picture books. This excursion also gave the senior students an opportunity to build community ties and to learn through teaching. The students then developed their understanding of theatre beyond secondary school through the Term 4 excursion to the Sydney Opera House to see Sydney Theatre Company’s ‘The Shiralee’. It was wonderful to see students bring their own lived experiences of working onstage and backstage in the Knox productions, to their comprehension of the holistic production of this powerful Australian play.
The academic year ended with exciting HSC news of six Individual Project nominations and four Group Performance nominations for the NESA OnSTAGE showcase of exemplary works. Congratulations to Henry Pearce (Y12) who received entry into the National Institute of Dramatic Art in Sydney, following in the footsteps of Blake Roder (OKG23). Drama students continue to exhibit the traits of the Knox Graduate Profile, as graduates who embody an enterprising mindset, resilience and high moral character.
SCIENCE
2025 was a busy year that featured fantastic engagement. The transition sessions for incoming Year 6 students who will be moving into the Senior School in 2026 saw boys enjoying interactive activities and experiments. They also explored the laboratories which sparked great excitement.
The annual Year 7 Zoo excursion was a hands-on learning experience. Students learnt about classification systems, animal adaptations, and how species are suited to the Australian environment.
Science Club continues to be a vibrant and enriching extension opportunity for Stage 4 students. Enthusiastic participants explored fascinating scientific ideas, conducted hands-on investigations, and developed their problem-solving skills.
Students from Years 7-11 participated in a range of external Science competitions, providing both broad academic benchmarking and targeted extension opportunities. These competitions supported academic excellence, intellectual challenge, and the development of scientific thinking beyond the classroom.
The Big Science Competition was attempted by 550 students across Years 7-10. Results were strong indicating solid curriculum mastery with nearly three-quarters of participants achieving a Credit or higher and over one-third attaining Distinction or High Distinction.
The Junior Science Competition (Stages 4 and 5) emphasises scientific reasoning, problem-solving, and application of knowledge. A total of 162 students participated, with results highlighting a strong extension cohort in which 50% of students achieved a Distinction or High Distinction.
The Australian Science Olympiad program offers subject-specific, Olympiad-style examinations in Physics, Chemistry, Biology, and Earth and Environmental Science. Across Years 9-11, 75 students participated with 44% of students achieving Distinction or High Distinction.
The International Chemistry Competition provides an internationally benchmarked assessment across multiple age divisions. A total of 189 students from Years 7-11 participated with over half of participants achieving Distinction level or higher.
Three teams travelled to the University of Technology to compete in the NSW National Titration Competition. Congratulations to Minghao Zou (Y12), Frank Gong (Y12) and Stanley Wu (Y12) who scored 84 and a Certificate of Excellence and to Percy Speed (Y12) who scored a near perfect individual score of 1.
iSTEM students met with industrial professionals and engineers at the Sydney Science Park to discuss real-world applications of iSTEM. Students built upon their knowledge of Smart Cities and worked on submitting large bodies of work that aimed to solve an identified problem. Students later contested the Biotechnology Symposium Poster Challenge to create an infographic poster, report and prototype to solve a biomedical challenge. Congratulations to the Year 11 team of Christopher Tam, Nathan Leung, Caleb Tseng and Ryan Sahbai who were shortlisted as finalists and invited to the University of Sydney to present to esteemed guests and other finalists across NSW, QLD and North America.
LANGUAGES AND CULTURES
At the end of 2024, students participated in the China Tour, travelling to Shanghai, Beijing, Xi’an, Guangzhou and Hong ure to language, history and contemporary culture.
Innovation, global engagement, and student wellbeing were further explored in 2025 through a range of immersive experiences and forward-thinking initiatives.
In April, a Japan Study Tour took place with students visiting Tokyo, Osaka, Takayama and Hiroshima. The tour combined language activities, cultural workshops and historical learning.
At the end of Term 1, Year 7 Languages Day provided students with an engaging introduction to Chinese, French, German and Japanese. Through interactive cultural workshops and activities, students explored customs, traditions and language in a supportive and inclusive environment.
Stages 5 and 6 Japanese classes trialled Ontomo, an online platform facilitating collaborative video exchanges with partner schools in Japan. This gave students access to real-life communication with native speakers. Students also experimented with AI-supported speaking practice through the LIMA platform, which allowed for personalised oral skill development. These initiatives provided an exciting and future-focused curriculum that developed the boys’ problem-solving and communication skills.
Experiential learning was further enhanced through targeted excursions and incursions.
Year 9 French students undertook a city incursion, gathering footage to produce creative videos about their hometown.
Year 9 German students visited Taronga Zoo reinforcing vocabulary and cultural understanding through real-world observation.
Year 10 Japanese students visited the Japan Foundation, engaging in immersive language and cultural workshops. Years 9-12 Chinese in Context students visited the China Cultural Centre, exploring exhibitions that deepened their knowledge of the language and culture.
In Term 2, all Year 8 language classes participated in a cooking incursion led by a visiting chef.
Through these diverse experiences, the Languages department continues to foster innovation, intercultural understanding and excellence, while nurturing confident, compassionate and globally aware students.
GEOGRAPHY
In 2025, Knox students continued to excel in the Australian Geography Competition, which attracted over 50,000 participants from more than 500 schools nationwide. A total of 35 Knox students ranked in the top 1% nationally, of which 67% achieved a Credit or higher. Knox placed 2nd nationally for the second consecutive year. Individual achievements were exceptional, with Saxon Gudmunson ranked number one in Australia for Year 11, and Harvey Zhu and Bancheng Ni ranked equal 1st in NSW for Year 8.
The year also marked the introduction of the new Stage 6 curriculum for Year 12. This transition provided opportunities for Geography staff to develop innovative programs and resources, collaborate with colleagues from other schools, and present at multiple AIS conferences, sharing best practice.
Fieldwork remained a cornerstone of the Geography curriculum. In 2025, students participated in diverse experiences including studying ecosystems at risk at Stockton Dunes, Anna Bay; investigating urban renewal at Barangaroo; and undertaking a two-day Year 11 urban change program visiting Bradfield and the Western Sydney International Airport site.
Incursions complemented these experiences, notably a presentation by Professor Tooran Alizadeh from the University of Sydney’s School of Architecture and Design on the Western Sydney Development Plan. Through these experiences, students are challenged to adopt a geographer’s perspective – identifying patterns, analysing phenomena, and developing practical solutions to ecological, environmental and social challenges. These skills prepare students to make informed contributions beyond Knox and embody the qualities of the Knox Graduate. The department remains committed to inspiring and empowering students through the study of Geography.
FINANCE AND LEGAL STUDIES
The Finance and Legal Studies department offers a large array of elective courses that can be studied in Years 9-12. These courses include Economics, Business Studies, Legal Studies, and Commerce. The real-world nature and relevance of the courses make them a popular and compelling choice for students.
The department enjoys a strong reputation for academic excellence which was highlighted by the exceptional results of the Class of 2024. Some of the phenomenal achievements included:
• 1st, 2nd, 3rd, 4th, 5th and 10th in the state for Legal Studies
• 1st, 7th and 9th in the state for Economics
• 16th in the state for Business Studies
• 100 Band 6 results in Business Studies
• 38 Band 6 results in Economics
• 39 Band 6 results in Legal Studies
The sustained track record of outstanding student outcomes within the department are a direct reflection of the high-quality of teaching, targeted feedback, high expectations, and effective use of formative and summative assessment. Teachers consistently create engaging learning environments, monitor student progress closely, and provide timely, constructive feedback that supports growth in student learning outcomes.
A key focus area in 2025 was the integration of key future-focused skills, including: enterprise, collaboration, communication, critical thinking, problem-solving and creativity. Students engaged in practical experiences such as the Year 9 Commerce Market Day and Year 10 Commerce Parliamentary Club. These activities promoted teamwork, innovation, and real-world application of course concepts.
Lessons within the department are designed to challenge students to think deeply, communicate effectively, and develop creative solutions to complex problems, preparing them to succeed in both academic and professional environments post-schooling.
RELIGION AND ETHICS
The Religion and Ethics Department had an outstanding year, defined by enriching programs and notable achievements that strengthened community connections and student learning. Students engaged in excursions to significant cultural and religious sites, including the Gallipoli Mosque, Nan Tien Buddhist Temple, and Sydney Jewish Museum. These visits offered direct insights into diverse faith traditions and their historical importance.
At the Sydney Jewish Museum, Year 10 students had the privilege of meeting Holocaust survivors and hearing their stories of courage and resilience. Year 12 students also joined peers from across Sydney to share an Iftar meal during Ramadan, deepening interfaith understanding. Year 11 students enhanced their study of Buddhism through Tai Chi, meditation, and conversations with monks at the Wollongong temple.
The department coached students in Years 9 and 10 in the Online Ethics Olympiad, where students showcased their reasoning skills against schools nationwide, and secured 2nd place. This achievement highlights the fostering of ethical inquiry and reflective thinking by staff. Several students also entered the John Locke Global Essay Prize, exploring themes such as ‘why people pray’ and ‘the role of an omnipresent being in modern society’. Congratulations to the students who received awards for their essays, including those that were shortlisted and received High Recommendations. Two students earned study invitations to the Institutes International Summer Program in Singapore where they will participate in lectures and workshops in the areas of Religion, Ethics and Philosophy.
The Applied Critical Thinking elective continues to flourish, offering students valuable insights into argument formation and persuasion. Across classes, students studied multiple traditions while deepening understanding of Knox’s enduring heritage with the Uniting Church. Together, these activities emphasise the department’s commitment to holistic education that promotes the Knox values of Faith, Wisdom and Integrity.
VISUAL ARTS
It has been outstanding year for the Visual Arts department with many Year 12 ARTEXPRESS pre-selections and nominations to celebrate. All students are congratulated for completing highly sophisticated and conceptually resolved Bodies of Work.
Well done to Max Marston, Harry Nicol and Dominic Shih for their selection in the 2025 Showcase season. This is a wonderful achievement!
The department continues to empower boys to pursue their personal best by nurturing creativity, resilience, empathy and a strong sense of self. Through engaging in Visual Arts, students learn to express themselves confidently, take risks and refine their skills, all of which cultivate a growth mindset and a drive for personal excellence.
Visual Arts naturally fosters a spirit of enterprise and innovation. The skills cultivated through artistic practice such as adaptability, problem-solving, vision, and creativity, are essential to entrepreneurial success. In turn, the business world benefits from the contributions of artists, who inspire new ways of thinking, spark innovation, and help shape emerging markets.
Incorporating student voice into the design and evaluation of Visual Arts programs is vital for creating engaging, relevant, and meaningful learning experiences. Across Stages 4-6, students are given opportunities to influence the content, structure, and assessment of both their artmaking and critical/historical studies. This approach enables students to develop autonomy and experience a greater sense of ownership, agency, and motivation in their Visual Arts learning. As a result, student outcomes are enhanced, and skills are strengthened.
Visual Arts also reinforces connections between academic, wellbeing, co-curricular, and co-educational programs, contributing to an integrated and holistic approach to learning, personal expression, and achievement. Art not only enhances academic capabilities and supports mental health, but also builds interpersonal connections, encourages teamwork, and nurtures creativity across various domains. Together, these benefits help create a well-rounded and enriching educational experience for all students.
PDHPE
It has been an enjoyable and productive year across the Physical Development, Health and Physical Education (PDHPE) key learning areas. Students in Years 7-10 engaged in a diverse range of practical activities designed to enhance movement skills and promote lifelong physical activity. Stage 4 classes participated in activities such as aquatics, pop dance and racquet sports, while Stage 5 students explored football, hip-hop dance, and strength and conditioning in the weights room. These experiences allowed students to further enhance their movement skills, while challenging them with new and unfamiliar movement concepts, fostering confidence and resilience.
In health and personal development lessons, students developed essential knowledge and skills to take positive action regarding consent, safety, health and wellbeing in both offline and online environments. PDHPE programs aim to assist students to become empowered, self-confident and socially aware citizens.
A highlight in Term 3, was the Year 10 PASS elective’s ‘Event Management’ module, where students acted as officials at the Knox Track and Field Championships. Roles such as timekeeping, marshalling and judging provided authentic learning experiences and insight into potential career pathways in sports administration.
This year also marked the introduction of the new Stage 6 subject, ‘Health and Movement Science’ (HMS). A key feature of HMS is the collaborative investigation, which promotes critical thinking, problem-solving and teamwork. Students negotiated plans, distributed leadership, and created positive group environments, while completing depth studies aligned with syllabus content.
For staff, a major highlight staff was hosting the ‘PDHPE Teach Meet’ during Term 3’s Professional Development Day. Knox welcomed colleagues from several schools, fostering valuable networks and sharing innovative practices.
It has been a year of growth, innovation and achievement.
MATHEMATICS
Excellent competition results were major highlights of the Mathematics department this year. The Australian Mathematics Competition (AMC) attracted students from more than 30 countries attempting the same problems. In 2025, a total of 595 Knox students contested this competition. Congratulations to the following who received prizes: Joshua Li (Y11); Jay Yang, Young Yuan and Botai Zhang (Y10); Ryan (Yanqing) Yang and Andy Yu (Y9); Oscar Sheng (Y8); Alvin Soh and Owen Tang (Y7). Owen also achieved the ‘Best in the School’ award. A further 52 High Distinctions (top 10%), 186 Distinctions (next 15%) and 248 Credits (next 25%) were awarded to Knox students. With their outstanding achievement in the AMC, 50 students from across Years 7-10 were then selected to compete in the Australian Intermediate Mathematics Olympiad (AIMO). Congratulations to Bright Hu (Y10) and Ryan Yang (Y9) who were both awarded prizes. Seven more students achieved a Higher Distinction in the AIMO.
The Australian Mathematics Trust ran their Mathematics Challenge for Young Australians. In the Challenge Stage, Knox students were awarded 36 High Distinctions. In the Enrichment Stage students were awarded four High Distinctions, four Distinctions and seven Credits, with Youran Wu (Y9) one of best performers.
Seven students were invited to compete in the Australian Mathematical Olympiad Committee (AMOC) Senior Paper. Ryan Yang (Y9) achieved a Gold award – congratulations.
George Yang (Y8), Ryan Yang (Y9) and Bright Hu (Y10) were invited to represent Knox at the AMOC School of Excellence held at Newman College, University of Melbourne. This invitation is viewed as an honour as involvement helps to identify and develop the skills of the students who may become members of the Australian Team to compete at the International Mathematical Olympiad.
A total of 45 Knox students sat the 63rd UNSW Mathematics Competition which is a contest renowned for its difficulty. Congratulations to the following students: Jay Yang (Y10) and Ryan Wu (Y11) received High Distinctions while Bright Hu (Y10) placed 3rd. Further congratulations to Thomas Yu (Y12) who received the UNSW award for best senior student at Knox.
The Tournament of Towns is a rigorous international competition that features two papers: O (ordinary) and A (advanced). Congratulations to Nathan Zhou (Y11) who received a Prize in the A-level and to Jay Yang (Y10), Ryan Yang (Y9) and Bright Hu (Y10) who all received Distinctions. In the O-level, Oscar Sheng (Y8) received a High Distinction.
ENGLISH
It has been a productive year for the English faculty, with a strong focus on nurturing students’ writing skills and creativity. Across all year groups, students were offered opportunities to experiment and express themselves in a wide range of forms.
One of the major highlights was the inaugural English writing competition, ‘Write Now!’, which attracted more than 140 entries from students across all stages. Entrants experimented with imaginative, persuasive, discursive and essay writing, as well as poetry and speeches. Students were also encouraged to produce podcasts and short films. The breadth and quality of submissions were a testament to the talent emerging in the classrooms.
Five students were shortlisted in the ‘What Matters?’ writing competition, run by the Whitlam Institute. Congratulations to Charlie Shearer, who won the national category for Years 9-10. These successes reflect both the creativity of the students and the dedication of their English teachers, who continually support and champion their work.
In addition, two teams from Years 9 and 10 entered the ‘Write a Book in a Day’ competition. Congratulations to the Year 9 team who were awarded Highly Commended, placing 2nd out of 569 schools nationwide. Beyond the accomplishment itself, the event raised funds for the Kids’ Cancer Project which the boys were proud to support.
Book Week was another highlight, with English staff dressing up as their favourite literary characters while students took part in a guessing competition. This event sparked
enthusiasm across the campus and helped promote reading and a love of literature, aligning with the values embedded in English lessons.
Throughout the year, students also benefited from a range of enriching performances connected directly to their classroom learning including:
• Year 7 enjoyed an engaging visit from performance poet, Will Small, bringing spoken word to life in his presentation called ‘This Is How We Survive.’
• Year 8 attended a theatrical exploration of war poetry.
• Year 9 experienced a dynamic performance of ‘Macbeth’ by Bell Shakespeare, enhancing their study of Shakespearean drama.
• Year 12 Advanced students attended a symposium on ‘Hag-Seed’ and ‘The Tempest’, gaining valuable insights for their HSC studies.
• Year 12 Standard students heard directly from poet Ali Cobby Eckermann, one of their prescribed text authors. It was a memorable opportunity to connect with the voice behind the work.
Across competitions, performances, incursions and classroom learning, this year has demonstrated the teachers’ commitment to developing confident, capable and creative writers. The enthusiasm of the students has been exceptional, and their achievements speak for themselves.
DIVERSE LEARNING
The aim this year was to focus on creating a safe, caring and inclusive environment that supports an outstanding education for all students. A key event driven by the department was the Neurodiversity Assembly, which brought the School community together in celebration of the diverse ways everyone’s brains work and learn. Ten staff members gave powerful personal stories of neurodiversity, spotlighting their experiences of education and shared their advice to the students. We commend the Year 8 student who courageously spoke of his own experience with neurodiversity and his views on what needs to change to move from surface level awareness to genuine appreciation and acceptance. The assembly challenged stereotypes, dispelled common misconceptions and deepened understanding to shift language and attitudes around diversity.
This year also saw unprecedented NCCD (nationally consistent collection of data on school students with disability) numbers, reflecting both the growing complexity of student needs and the strength of identification, documentation, and support processes. The volume and variety of adjustments required careful coordination between Diverse Learning and subject departments to ensure meaningful impact. In response to the growing numbers, significant emphasis was placed on exam preparation and equitable assessment, implementing robust systems for school-based exam adjustments in Years 7-11 and Disability Provisions in Year 12. This was to ensure consistency, fairness, and dignity for students.
This year has reinforced that inclusion is not a single initiative but a sustained professional practice that defines how staff teach, assess, and support every student. Through stronger systems, staff collaboration, and evidencebased adjustments, meaningful progress has been made to ensure that all learners have equitable access to success. Looking ahead to 2026, the focus will be on building staff capability, refining processes for early identification and intervention, and embedding inclusive design across all learning areas.
MUSIC
The first Celebration Concert was held this year and it was a wonderful showcase of classwork across Years 7-12. Stage 4 students performed ensemble items from their class repertoire, with the event also marking the 100th day of Senior School for the Year 7 boys.
The Encore-selected HSC composition, written by Christian Tan (OKG24), was performed live, with excerpts of Christian’s score and portfolio displayed on the screen. The composition portfolio reflects each student’s entire major work journey, and it is often an element of the HSC that parents and students don’t see. The Celebration Concert culminated in a glorious, combined item, a four-part performance from the Music department’s choir.
Now in its fourth year, the Knox Concerto Competition continues to reveal the amazing solo talent of the boys. Students choose to add the competition to their already busy schedule, showing courage and commitment, and a genuine love for what they do. This year’s Finalists’ Concert saw a tie for the coveted People’s Choice award, which indicates what a close contest it was! The adjudicators commented on the high standard of performance and professionalism. Congratulations to all the finalists: Jayden Hu (Y7), Bennett So (Y7), Franco Fan (Y8), Jason Wang (Y9) and Thomas Grainger (Y10).
Finally, an exciting and unexpected project for the Music department was the refurbishment of the Steinway and Sons grand piano that had resided in the Great Hall for many years. The circa-1960s piano required a complete overhaul of its interior. This Steinway and Sons piano is a specialist performance instrument only manufactured in Hamburg, Germany. It was a thrill to see the instrument restored to its former glory and is now back safely in the HSC performance room, where it will be cared for and used by future students.
HISTORY
With a focus on academic excellence, holistic education and the development of global citizenship, History teachers continue to connect historical events to the contemporary context in which students live. This approach not only deepens the boys’ understanding of History but also encourages them to engage with the global community beyond Knox. By broadening perspectives, the department aims to nurture informed, empathetic, and tolerant individuals – future leaders who appreciate diversity and understand their role in shaping a better world.
The 2024 HSC results were outstanding, reflecting the dedication and hard work of Knox students. Notably, History Extension achieved its best results since the course began, a testament to the intellectual curiosity and perseverance of these senior historians.
A defining strength of the History department is the breadth and depth of the curriculum. There are rigorous programs in Modern Australian, American, and European History, as well as the classical studies of Ancient Egypt, Greece, and Rome. The department are proud to also explore more diverse and challenging topics including the Ottoman Empire, Ancient and Modern China and Japan, Modern Terrorism, and African case studies such as Rwanda and the issue of blood diamonds in Sierra Leone. This diversity enriches the students’ understanding and fosters critical thinking about global historical narratives.
Beyond academic knowledge is the cultivation of values. The department actively promote empathy and understanding, striving to eliminate prejudice through meaningful learning experiences such as the Year 10 study of the Holocaust, which included an excursion to the Jewish Museum.
Looking ahead, the History department is excited to lead a cultural and historical tour to Germany and Italy in 2026. Staff are dedicated to inspiring a lifelong passion for history and a nuanced understanding of the world in the years to come.
KNOX PREPARATORY SCHOOL
Sir Winston Churchill once said, ‘We shape our buildings; and afterwards, our buildings shape us.’
Over the past several years, we have shaped our buildings; redeveloping them to foster positive spaces for learning, working, interacting, collaborating and playing. They are places where boys and staff can be themselves, can learn from each other, and from experts outside our walls; and can solve great big problems together.
And now, these buildings are shaping us –every day. They allow for innovation in our interactions, our collaborations, our learning and our teaching. They are functional, aesthetically beautiful, and such a joy to work in.
We are so incredibly grateful for the support of the Headmaster and the School Council for supporting us in redeveloping the learning spaces at Knox Prep over the past five years. So many things are now possible that were not possible previously.
Life is full of moments. We know that our first reaction to any stimulus is an emotion; and after that, there comes a thought. We mainly remember the flagship moments: the peaks, being those best moments; the pits, being the worst moments; and the transitions, involving the beginnings and the endings.
Over the past eight years, we have, together, experienced many moments. Flagship moments including:
• Performances – in sport, music, theatre or scholastic opportunities
• Student agency and voice through Knoxigations
• Camps
• Excursions
• Experiences with the students at St Lucy’s School
• The reimagined House structure
• The Immersions
• House events
• The Year 6 Colour Run
• Robotics and co-curricular
• Centenary events
• Moving back into Ewan House
Moments through which we connected with each other, with others, with who we are as individuals, and who we can be as a collective. We are, together, much braver than we are
individually and the power of moments is often all that is needed to give us the courage to have a go at the next challenge.
This year, our boys have embraced possibilities.
• Possibilities in music
• Possibilities in sport
• Possibilities in the co-curricular space
• Possibilities in the classroom
Boys, congratulations on all you have worked hard to achieve this year. I encourage you to ask great questions. It is far more important to be able to ask amazing questions than it is to know the answers to the questions other people ask. Know this – it is in the spaces in between each of the things we think we know where new ideas can be found. It’s where the magic is hiding.
All the colours of the world exist between black and white – an infinite number of possible combinations. Dream big. And surround yourself with people who appreciate your ideas and can stretch you, to help you turn your dreams into reality.
I want you to embrace cooperation instead of competition. Cooperate with, instead of competing against, each other. Because at the end of the day, if you spend too much time worrying about what other people are doing, or achieving, then that is time you are not focusing on your own growth. Your own path. Your own achievements.
I am a better educator, a better strategist, a better interior designer, a better colleague and a better human because I’ve served here. In 2023, I started my Presentation Day report with a quote from Heraclitus, who said, ‘The earth bubbles forth.’ Indeed, it does.
And now, Knox bubbles forth... and the future is bright. It’s a hard place to leave.
It has been the greatest privilege of my career to serve as the Head of Knox Grammar Preparatory School and I wish you all the best for all that lies ahead for you, and for this great school.
Virile Agitur.
Mrs Suzanne Floro Head of Knox Preparatory School
Extracts from the Head of Knox Preparatory School’s Address at the Years 3-6 Presentation Day
WAHROONGA PREPARATORY SCHOOL
2025 has been an outstanding year for Wahroonga Prep. It has been an opportunity for us to continue to build on our strengths, whilst at the same time create new opportunities for staff, students and the community.
Wahroonga Prep was founded in 1926 and next year, we will be celebrating our centenary. In preparation this year we have commenced two major projects, including:
• The Faith and Centenary Project with our Stage 3 classes – the aim of the project was to have the students immersed in active research with past and current members of the community who had links with the School. They held interviews and compiled 100 stories about the link between Faith and these people’s lives. Their stories focused on past, present and the future and we were delighted to display this project in the Wenkart Theatre on the two nights of our Centenary Concerts held in November 2025.
• The installation of the Centenary Murals –working with the Heritage Centre team, we scoured boxes of photographs and school records to find images that represented the history of the School. An inside mural in the main school building and an interactive mural
were installed in the playground between the Manse and the school building. The finished product is a legacy to future generations of Wahroonga Prep students whilst paying homage to students, teachers and parents from our past.
There have been many other highlights and initiatives throughout the year. Service to our community has remained a priority and we have been redesigning and rewriting new Units of Knowledge to specifically incorporate new excursions and learning experiences for our students.
Our Student Representative Council made up of students from Years 1-6 continued to find ways to serve others including fundraising through Bandage Bear Day and Bandana Day, as well as collecting food packages for The Dish. Kindergarten children visited the Uniting Care Retirement Village at Wahroonga and entertained the residents with their honest chatter, smiling faces and endless questions.
Throughout the year we have travelled with our ensemble groups, choirs and string orchestra to the Cotswolds Retirement Village at North Turramurra to entertain the residents. Our concert band continues to grow, and we are grateful to rehearse in the Senior School Junior Academy and Performing Arts Centre each week.
Sport remains a favourite activity for our students, with an increased number of sporting opportunities including swimming, introduction of a new IPSHA basketball team, more gymnastics and trampolining events, netball teams, interschool competitions and an increased dance program.
Excursions and camps are important opportunities for our children to encounter life outside school. Lessons in IT and French have also contributed to the overall student experience.
Highlights from our Gifted and Talented and Enrichment program included children taking part in the Bell Theatre Short Film Festival, the NRMA Future of Transport Challenge, the Gifted and Talented Kids’ Expo and the Powerhouse Museum Time Capsule for 2025. Wahroonga Prep children won prizes in the Little Archies NSW Art Gallery, the Sleek Geeks Eureka Prize, the Young Geographers Award and the Reconciliation Week Art Competition, as well as numerous mathematics competitions at state and national levels.
We know the future of education is changing rapidly. Global trends highlighted in the Organisation for Economic Cooperation and Development 2025 report identifies five key global trends impacting education: technological transformation, environmental and social changes, evolving demographics, globalisation and interconnectedness and shifting educational paradigms.
We will continue to focus on personalised learning, social emotional learning, technology integration and a focus on life-long learning and upskilling for all. Integrating sustainability and global citizenship into the curriculum will continue to be a focus. Our programs at Wahroonga Prep will equip students with subject knowledge and the attitudes, values and skills required to navigate global realities so that they can thrive in a dynamic world.
Extracts from the Head of Wahroonga Preparatory School’s Address at Presentation Day
the Classroom BEYOND
Experiential Learning
It has been a year of growth and innovation in the Experiential Learning program. Through Outdoor Education, Duke of Edinburgh, cultural immersion, and Middle Academy initiatives, students have developed resilience, collaboration, communication and character – key qualities for life beyond school. These all reinforce the School’s commitment to holistic education and the Knox Graduate Profile.
Experiential Learning is central to Knox’s philosophy and mission to be a leading school, respected globally for innovation and commitment to student excellence and wellbeing. These programs provide authentic challenges that build adaptability, empathy and leadership, supporting our aim to develop self-identity and wellbeing through diverse cultural, sporting, academic, and service learning experiences.
Outdoor Education continued to provide formative experiences across year levels. From introductory camps to multi-day journeys, students experience teamwork, problem-solving, and independence through hiking, rock climbing, abseiling, snorkelling, and camping. These skills align with the aim to encourage creativity, critical thinking, and leadership.
‘The Long Walk Home’ was a partnership project with the Middle Academy team. Extreme weather required adaptation, with all students completing the Harbour Walk from Waverton to Barangaroo, crossing the Sydney Harbour Bridge. A BBQ at Gillespie Field and mentor driven tug-of-war preceded a celebratory welcome at the Weeks Senior Academy, reinforcing community and camaraderie.
A major milestone was Knox’s first Cultural Immersion program with Red Earth. Years 9 and 10 students spent a week in Central Australia, living On Country and were hosted by Traditional Owners. The experience fostered empathy, cultural understanding, and citizenship which reflected the aim of this program – to serve others and make a difference through Social Justice.
This year marked a shift as the School began running Duke of Edinburgh journeys internally rather than through an external provider. The following adventures embedded the Knox values while maintaining high safety standards:
• Ridge to River Trek (Bronze) built teamwork and responsibility.
• The Southbound Passage and The Solitary Traverse (Silver) strengthened navigation and perseverance.
Experiences that shape resilient, ethical, and purposeful young men.
• The Coastal Explorer (Gold) was the most ambitious expedition with four days on the Central Coast to develop adaptability and independent leadership.
The School gratefully acknowledge the generous support of the Knox Parents’ Association, which helped make these programs possible.
Through their involvement in the Experiential Learning program, students gained independence, empathy, and confidence. We thank the dedicated staff and parents who enabled these adventures to occur. Next year, the program will seek to deepen reflective practices, broaden leadership pathways, and continue to offer experiences that shape resilient, ethical, and purposeful young men.
KNOX PREP INNOVATION AND TECHNOLOGY
Knox Prep boys have continued to make big strides within the world of technology. Students have been busy exploring, deepening and developing new skills in coding and their understanding of digital and design technologies through engaging Knoxigations units.
Across Years K-6, the boys have enhanced their understanding and knowledge through hands-on activities including exploring micro:bits and Internet of Things components. They have been busy comparing the deployment of quadrupeds and wheel-based robots in remote environments, as well as coding robotic arms to complete a variety of tasks and challenges. It has been a year of learning experiences that have aimed to connect their studies and discoveries to real-world enterprise and innovation.
A highlight of 2025 was the expansion of the pilot coding languages program, which resulted in two classes in Years 5 and 6. Due to significant interest, there will be three streamed classes in 2026. This year, classes explored a variety of coding languages, including Python, and used these in application development, virtual robotics and physical robotics. As a result of the leaps and bounds that were made in these classes, further lessons focused on learning HTML and CSS to explore website development.
The Knox Prep VEX Robotics program experienced remarkable growth in 2025, ensuring it is a continued cornerstone of innovation and collaboration. There were 20 teams across Years 3-6 that were engaged with the VEX Robotics competition program. Boys embraced the challenges of robotics with enthusiasm, demonstrating resilience, creativity and teamwork.
Several Knox teams competed on the international 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.
As a testament to the community bonds between Knox Prep and Senior School, it was exciting to welcome students from the Senior campus. They shared their knowledge with the Prep boys and assisted with some of the club sessions.
The Innovation Hub was also a hive of activity, with the launch of the new VEX game, ‘Mix ‘n’ Match’. Students worked collaboratively to design, strategise, and refine their ideas. It has been a year of problem-solving, communication and fun across the Innovation and Technology department.
KNOX PREP MUSIC
This year was full of growth, creativity and connection for the Knox Prep musicians. From the classroom to the concert stage, the boys have continued to amaze staff and the wider community with their energy, talent and passion for music-making. With over 450 music lessons delivered each week, Knox Prep continues to be a vibrant hub of creativity and sound, nurturing every boy’s musical journey from beginner to performer.
The Contemporary Music program has flourished like never before. With seven rock bands and a newly established Percussion Ensemble, students have embraced opportunities to explore rhythm, teamwork and creativity through contemporary music-making. These groups have quickly become crowd favourites at concerts and assemblies, bringing energy and excitement to every performance.
Another exciting highlight was the first-ever Knox Prep Concerto Competition. This new initiative celebrated excellence and musicianship across Years 1-6. With 23 entries and seven outstanding finalists performing live, the event showcased the remarkable depth of talent among the young instrumentalists. It was inspiring to see the boys perform with such poise, confidence and musical maturity.
The success of the instrumental and choral programs continues to shine, with over 170 AMEB exams completed this year and countless performances at festivals, assemblies, and community events. Whether performing with a rock band, singing in choir, or mastering their first few notes on an instrument, every boy has contributed to a thriving musical culture that brings the Knox Prep community together.
There has been a lot of innovation from the boys as well as growth and joyful music-making this year. Knox Prep Music continues to be a place where every student can discover his voice or passion for music.
Co-Curricular Activities
The broad range of co-curricular activities offered to the boys continues to challenge them outside of the classroom. With the wide variety of opportunities, students can explore and develop passions for life, as well as forge friendships with boys outside of their year groups and sporting teams.
Knox hosted many co-curricular events in 2025 with the largest being the Model United Nations conference that saw over 300 students involved. The School also hosted the national conference for Future Problem Solving, a LEGO exhibition, an Inter-Faith Service, the state VEX Robotics Championships, the Australian School Band and Orchestra Festival Music Day, and a Sydney Eisteddfod.
Students undertook competitions across different fields including the Olympiads in Science, Mathematics and Ethics, Mock Trials, Public Speaking, ProgComp, and Titration. In 2026, Knox will compete in the field of Commerce for the first time.
The annual ABBOX Camp saw over 35 Year 12 students working with peers from Abbotsleigh to help provide respite for parents and guardians of children with disabilities.
It was another successful Debating season with the boys awarded joint winners in the 1sts and an overall CAS Championship win from all teams. The program also expanded with more students and teams involved than ever before, later finishing the year to contest the International Debating Competition which debates teams from around the world.
The Knox Academy of Performing Arts continues to build on each year with its ensembles and groups, winning the Sydney Eisteddfod and the NSW State Championships. Over 800 students are involved in this rigorous program who continue to delight the community with performances at school and external events.
The boys in the choral groups and Tech Crew do an outstanding job during the school year to support assemblies, chapels and the annual Celebration Sing Out held in the Town Hall.
The VEX Robotics teams from Knox Prep and the Senior School have done exceptionally well both at a state and national level with almost 60 boys involved at Nationals held in Adelaide. Many of these teams have qualified for the World Championships that will be held in the USA in 2026.
Chess continues its successful run with the boys winning the CAS Championship for the eighth year in a row. On top of that, they were also awarded state champions. At the Australian Schools Championships held in Melbourne, the team came second with a points difference of one between first and second place.
In 2026, there will be several new programs offered to ensure that the programs meet the ever-evolving needs and passions of the boys.
NEXT GENERATION BOARDING
A strong sense of community and a commitment to holistic education made 2025 a remarkable year. The boarders embraced a wide range of opportunities that have fostered leadership, personal development, and meaningful relationships with each experience contributing to the growth of these compassionate, confident young men.
Social Justice initiatives were a standout feature. Stage 5 students visited St Lucy’s School, to share breakfast with members of the local community and toured the facilities. The boarders led from the front as part of Nedd’s Uncomfortable Challenge, tackling a significant physical challenge across a 10-day period to raise money for We Are Mobilise. The challenge culminated with a visit by Mr Nedd Brockmann who was interviewed by a Year 10 boarder. Students across year levels also took part in Legacy Day, honouring the service and sacrifice of veterans. The Kuringgai Chase Fun Run saw boys supporting Special Olympics athletes, while Jersey Day brought colour and spirit to the campus as students wore their favourite team shirts to raise awareness for organ donation.
The Whole of Boarding meetings, held at the beginning of each term, have become a key platform for student leadership. These gatherings, led by the students, set a positive tone and often feature musical performances that highlight the talents within our community.
Social events also played an important role in building friendships beyond Knox. Boarders attended dances at Ascham School, Pymble Ladies’ College, Abbotsleigh and Ravenswood School for Girls. The boys enjoyed connecting with students from these girls’ schools in a respectful and inclusive environment.
Recreational outings included day trips to Palm Beach, go-karting, paintball, fishing, and attending major sporting events such as
National Rugby League, Rugby and National Basketball League matches. These experiences further strengthened the bonds among the boys and their overall wellbeing.
Leadership development has been a key focus in the Boarding community. The Stage 6 ConneXions camps helped prepare Years 11 and 12 students for senior roles in the Boarding House while the Boys to Men camp provided mentoring opportunities between Years 7 and 10 boys. Ahead of their transition into Stage 5, Years 8 and 9 boarders enjoyed working together at the RAW Challenge.
The STAGS committee (Student Teams Advocating Greatness and Support) continues to lead with purpose, delivering initiatives that celebrate connection and culture. Activities that were led by the boys include the Boarder Brother Mentor Program, the Boarder Brother Trophy, and the annual Back to Country Day.
To further strengthen the ties with Knox alumni, the OKGA Dinner Guest initiative saw Years 10 and 12 students dining with Old Boys and conducting student-led interviews.
Finally, the annual Boarders’ Family Dinner and Chapel Service recognised outgoing Head of Boarding, Mr Brian Sullivan. It was a heartfelt occasion for the Class of 2025, as well as a tribute to Mr Sullivan who concluded 16 years of dedicated service. His legacy will continue to shape the Boarding community in the years to come.
Careers
The Career Education and Development program provides students with the resources and opportunities to explore their career interests and work, post Knox. Assisting students to develop self-awareness and discover their strengths and capabilities is the foundation of career education at the School.
To assist Year 10 students and parents, an introduction to the association between subject choices, further education and careers was held. Boys completed a career profile and had individual career discussions. Together with the practical resources available as part of their career exploration, students are well equipped ahead of their HSC subject selections.
Various school-based career events were held with the aim to inspire students to learn about the various degrees, courses and career pathways available to them, post-school. Years 11 and 12 boys were invited to attend several seminars throughout the year that focused on university applications, scholarships and early entry schemes. The Year 12 Mini Careers Expo gave students the chance to speak one-on-one with university representatives from the University of Sydney, University of NSW, Macquarie University and the University of Technology Sydney. These engaging events offered opportunities to discuss potential courses and career pathways, all the while broadening their understanding of the world of work.
An annual highlight is Knox’s Careers Night. This popular event features over 80 representatives from universities, tertiary institutions, colleges and academies. Knox boys, as well as invited students from local high schools, gather onsite to learn and be inspired about various degrees, courses and pathways.
One of the strengths of the Career Education and Development program is the ongoing connection between the School and Old Boys’ network. Current students gain inspiration hearing from Knox alumni, who often visit to share their knowledge, experience and personal insights from their career industry.
Knox Academy of Performing Arts
The Knox Academy of Performing Arts (KAPA) enjoyed an extraordinary year, marked by achievement, creativity and community impact across the instrumental, vocal, performance, ensemble and private tuition programs. In 2025, students of all levels performed on local, national and international stages, earning recognition that reflects the strength and breadth of the KAPA program. With more than 696 Senior School performances alone, the musicians and performers have demonstrated remarkable dedication and artistry, ensuring that Knox remains at the forefront of performing arts education.
The annual Knox in Concert multi-concert festival, spanning seven feature concerts across the year, was once again the pinnacle of the KAPA calendar. Each event was professionally recorded, edited and produced, for the community to experience the vibrancy of KAPA talent time and time again. This evolution from a single showcase to a festival continues to reflect the scale of the program and the enthusiasm of students, staff and audiences.
The Senior Musical, ‘We Will Rock You’ was a highlight of the year. The production brought together boys with students from Abbotsleigh, Loreto Normanhurst, Ravenswood School for Girls and Pymble Ladies’ College. It was a powerful celebration of collaboration, teamwork and creativity. From the cast and orchestra to the backstage and technical crew, the production epitomised the spirit of endurance, vision and stagecraft, and stood as a testament to the extraordinary talents of all involved.
Beyond campus, KAPA continues to uphold an impressive reputation in the wider community.
At the 2025 Sydney Eisteddfod, Knox achieved unprecedented success, winning first place in every Premium Secondary School event entered. This remarkable achievement was combined with the Symphonic Wind Ensemble retaining its NSW State Band Championship title.
Equally important was the contribution of students to the wider community. Knox choristers and orchestra members participated in the annual Celebration Sing Out fundraising events for the Westmead Children’s Hospital Music Therapy Program, raising over $36,000. These performances, held in the Wenkart Theatre and Sydney Town Hall, provided meaningful opportunities for 92 musicians while supporting a vital cause.
On the international stage, the Knox Symphony Orchestra gave the Australian premiere of Mr Josiah Carr’s ‘Faultlines’ during the Orchestral Night at the Proms and Knox in Concert Part 2.
This exceptional work, inspired by the seismic and volcanic forces that have shaped New Zealand, was performed with distinction and marked a significant milestone for the orchestra. Australian composer, Ms Joan Thorp, attended the Year 12 Valedictory Ceremony to hear the Knox Symphony Orchestra perform her work ‘Celebration’ which further strengthened ties with contemporary music creators.
With 672 Senior School musicians actively enrolled, KAPA continues to provide worldclass opportunities that inspire,challenge and showcase the talents of students. This year has been defined by artistic excellence, collaborative spirit and community engagement.
SENIOR LIBRARIES
The successful wide reading sessions continued across Years 7, 8 and 10 English classes. Boys regularly attended lessons in the McKenzie Library with the Teacher Librarians which were presented in partnership with the English department. The overall aim was to encourage the reading of good quality fiction titles that were appropriate to the students’ reading ability and interests.
Students were introduced to a variety of different genres in the fiction collection and Teacher Librarians delivered engaging lessons to help students appreciate the features of each one.
During these sessions, Teacher Librarians explained the features of each genre using visual stimulus. Class discussion around the students’ reading then followed.
The library’s online portal continues to be a vital tool to assist students with the various ways to choose a book to read, as well as advice offered by library staff. Over the course of the year, quiet reading has also benefitted all students.
Library lessons provide another excellent alternative environment to the classroom.
In support of the School’s investment in the Read Theory program for determining each student’s reading comprehension level, both senior libraries have included the Lexile levels for all fiction titles in their catalogues as well as identifying this with a sticker on each book. Students participated in the reading assessments during class time and applied their allocated Lexile level to their choice of book to read. Reading lists were uploaded to the libraries’ online portals and will continue to be updated when new, exciting titles are added to the collections.
In 2026, the KnoxReads initiative will include a set reading period every Friday for all staff and students. The senior libraries are thrilled to be included as an integral part of this endeavour and look forward to sharing the results of weekly fiction reading next year.
Knox Prep Libraries
The Knox Prep K-6 Library is a welcoming and inclusive space where diverse voices, cultures and experiences are reflected through the books and resources provided. All classes across K-6 visit the library for one hour each week and staff support teaching and learning by offering high-quality literature, digital platforms, and inquiry opportunities.
Some of the digital platforms that help to support the boys’ work and reading for leisure include Sora eBooks and World Book Online.
For classes in Years 3-6, students utilise the library resources and online databases to research tasks associated with their Knoxigation Inquiry Units.
The collection within the library is carefully curated to ensure students have access to high-quality, relevant and engaging resources that support interests and learning needs. New titles are selected based on age appropriateness, literary value, curriculum links, and student voice, to ensure that every student can connect with books that challenge, inspire and develop a lifelong love of reading.
SPIRITUAL LIFE
Baptism and Confirmation classes for students and staff who wished to affirm their faith recommenced in 2025. The Chaplaincy team also facilitated a peer companion program called ‘Seasons for Growth’ this year, for children across the three campuses who are navigating loss.
The faithfulness and spirituality of staff was apparent through the commitment and initiatives for good at Knox. Regular chapel services continued, preaching about the main facets of Christian theology, the life and teachings of Jesus for character formation, and key topics such as science and faith and environmental care and faith. The Chaplaincy team were generously supported by the talented musicians across the campuses, and this year saw the establishment of a student chapel band at Wahroonga Prep.
Being aware of the gains and losses associated with migration, the Chaplaincy team held a few meetings for Prep parents to share their ‘stories of home’. Over several weeks, staff heard about the challenges and motivations of moving to a new country and beginning in a new educational system. It was a blessing to hear the stories of courage and excitement.
Student Christian groups called CRU continued with the aim to build faith and develop leadership amongst students through providing opportunities to run bible studies and facilitate discussion around topical issues. Faith and Spirituality prefects also attended a Uniting Church Moderator’s leadership workshop with students from other NSW Uniting Church schools.
The William McIlrath Chapel has been undergoing restoration and upgrade works with the installation of new lighting and a new Audio Visual system. The Chaplaincy team has also experienced growth with new chaplains and assistant chaplains joining the team this year.
Knox is a school with many blessings, and the Chaplaincy team hope to witness to God’s ongoing presence and generosity through worship and service.
STUDENT VOICE, LEADERSHIP DEVELOPMENT AND POSITIVE CHANGE
Under the leadership of 2025 School Captain, Arjun Vishnu, the Student Leadership program went from strength to strength. In his final address to the student body, Arjun championed the power of connection and worked to be a positive influence for good across the campuses. entirety of our community.
Student leaders continue to inspire their peers and to unite, and to show up for each other. This is the strength of the Knox community. The year began with a highly successful Co-Curricular Expo, coordinated by the Prefect team. Incoming Year 7 boys were given advice on the vast array of opportunities available to all students. On the same day, Community Prefects were present to greet new students entering Years 8-11.
MacPherson Mates are Stage 5 students who give their time as peer support leaders to ease the transition of boys coming into Year 7. These boys welcomed the incoming Class of 2030 to the Senior School. They helped to facilitate friendships and role model the lived expression of the School’s values. This was most poignant when the MacPherson Mates joined Year 7 on their camp.
The first ‘Year 12 Sleep Out’ was held this year. A student-led initiative, this event builds on the service given at The Dish in Hornsby by Year 11 students. The Dish is a Uniting Church initiative that serves nutritious meals and offers friendship to those in need. Year 12 boys were sponsored to sleep overnight in Seniors’ Hall and made breakfast bags for the patrons of The Dish. It was wonderful to see the compassionate and enterprising nature of the senior leaders to bring the cohort together in such a meaningful way.
We are not just classmates. We are not just friends. We are brothers. We are a family. We are a force.
– Arjun Vishnu, 2025 School Captain
Term 4 saw the commencement of the Class of 2026 Prefect body. The team thoroughly enjoyed a Prefect Retreat in the city and at Taronga Zoo. They were able to bond within their portfolio teams, reflect on the attributes required of an effective leader and plan to achieve their goals whilst in tenure. The new leadership team had a terrific start, with the promotion and celebration of initiatives, Movember and Ride with Richter. The Prefect Executive team finished the year by working with the Tartan Army at the whole of school Christmas Assembly to unite the student body in camaraderie.
Finally, the House program continues to thrive, with House Captains and House Leaders ensuring that teams are formed and cheers are made as each House battles through sporting lunchtime tournaments.
Science of Wellbeing
The Science of Wellbeing (SoW) Institute continues to advance the School’s vision of developing well-rounded, resilient, and connected young people through evidencebased practice and whole-school collaboration. In 2025, there was a strengthened approach to the integration of wellbeing science across students, staff and families, as well as sharing knowledge with the wider community.
A major highlight of the year was the fifth annual Knox and Ravenswood School for Girls Student-Led Wellbeing Conference. More than 350 student leader delegates from across Australia gathered for a day designed by students, for students, centred on the theme ‘Mental Toughness: The Key to Unlocking Potential’. After five months of planning, student leaders from both schools produced an exceptional program grounded in positive education and the science of human flourishing. The result was more than an event; it was a cultural statement that student voice is strategic, powerful and capable of inspiring genuine cultural change.
A significant focus for 2025 was the development of the Knox Staff Total Fitness framework, a central element of the staff wellbeing plan within the current Strategic
Direction. Designed to capture the holistic cognitive, social-emotional, spiritual, and physical wellbeing of each staff member, the framework operates in synergy with the Knox Total Fitness Action Model for students. It provides a shared language and practical guidance for embedding wellbeing science into professional life, and importantly, it actualises wellbeing as a shared responsibility, uniting individual habits with workplace culture to help staff both feel good and function well.
Staff professional learning continued to advance The Knox Effect – a commitment to embedding wellbeing theory and practice into pedagogy, sport, and co-curricular programs. This included contributing to the Senior School review of the teaching and learning framework to strengthen wellbeing integration and beginning the development of ‘Knox Norms’; a suite of consistent, research-aligned classroom practices that enhance emotional safety, engagement and belonging.
Beyond Knox, the SoW Institute made a substantial contribution to the broader educational landscape. The team was a major contributor to the University of NSW and International Boys’ Schools Coalition (IBSC) research project ‘Building Agency:
Strengthening Student Motivation in Boys’ Education’, sharing insights from Knox’s wellbeing and culture initiatives. Staff also presented at the Philosophy of Education Society of Australasia (PESA) conference in Adelaide on using systems thinking to enhance student culture, participated in the Australian International Boys’ Schools Coalition conference, and led professional learning for school leaders at the NSW PESA event focused on developing a whole of school approach to staff wellbeing.
Looking ahead, the SoW Institute remains committed to innovation, research translation, and building the conditions in which every student, staff member, and family can thrive.
KNOX SPORTS AND AQUATIC ACADEMY
It has been a year of exceptional achievement and growth for the Knox Sports and Aquatic Academy (KSAA). Guided by a commitment to excellence and wellbeing, the team continues to provide opportunities for every student to explore their passions, develop resilience, and lead with integrity.
It was a remarkable season by the Knox athletes, who delivered impressive results to secure the Associated Schools of NSW (CAS) Premierships in Tennis (summer and winter), Table Tennis, Swimming (nine consecutive titles), Volleyball (summer and winter), Chess, Debating, and Water Polo. These victories reflect not only skill and determination of the boys and coaches, but also the collaborative spirit that defines Knox sport.
Showcasing the depth of talent and dedication with the KSAA, many students proudly represented CAS, Combined Independent Schools (CIS), NSW All Schools, and even Australia Schools. These achievements highlight the School’s commitment to providing pathways for students to excel at every level across all sports.
A defining feature of 2025 was the incredible energy of the Knox Tartan Army, whose passionate support at CAS Swimming, CAS Athletics, and Friday Night Lights fixtures (including Football, Tennis, Volleyball, and Basketball) created an atmosphere of unity and pride. Their presence is a great reminder that sport at Knox is about connection as much as competition.
This year the Knox Pymble Swimming Club, which features current Knox boys, was awarded the Premier Swim Club in Australia. The Knox Athletics Club was also formed in 2025, to provide a pathway at club level for student athletes.
The KSAA continues to embrace innovation in coaching and performance analysis, ensuring the programs remain at the forefront of sporting education. Leadership development was central, with senior athletes mentoring younger peers and modelling sportsmanship and service. It has been a year of trophies and titles, but more importantly, the growth of character, resilience and community spirit within the KSAA. Next year the department will look to build on this year’s achievements, to empower every student to strive, serve and succeed.
Cadet Unit
The 2025 cadet year has been a defining chapter for the Knox Ravenswood Army Cadet Unit (KRACU), marked by transformation, achievement and legacy. This year’s cohort saw the historic transition from the Knox Grammar School Cadet Unit to the Knox Ravenswood Army Cadet Unit, a name that reflects our shared identity with Ravenswood School for Girls. This change embodies inclusivity and progress while honouring tradition, echoing the sentiment often described by Headmaster Scott James as ‘innovation wrapped in tradition’.
Under the leadership of CUO Abbey Taylor, Senior Cadet Under Officer, the Unit continued to thrive. Abbey was supported by Unit Seconds-inCommand, Balfour Andrew (Senior Knox cadet) and Arjun Vishnu (Knox School Captain), ensuring strong leadership throughout a year of growth and challenge. With over 1,150 members, KRACU remains one of the largest youth development programs in the country, delivering experiences that foster resilience, teamwork and leadership.
The pinnacle of the cadet calendar was the Annual Field Exercise in Term 1. Set against the challenging terrain of Lithgow, cadets demonstrated adaptability and perseverance, navigating heat, rain, and even hail while applying skills learned through the cadet development continuum. These experiences exemplify Knox’s commitment to providing a dynamic and stimulating program that challenges and enriches learning, while cultivating genuine leadership opportunities across diverse settings.
Ceremonial duties also played a vital role. The Unit proudly represented the School community at Anzac Day commemorations, Memorial Service for the Old Knox Grammarians’ Association, and the Passing-Out Parade where the Year 12 cohort concluded their cadet journey. The Dining-In Night celebrated their service and achievements, while also marking the retirement of LTCOL(AAC) David McKeith, whose nearly four decades of steadfast leadership left a legacy of integrity and teamwork. The Unit welcomed MAJ(AAC) Ainsley Hart as the new Commanding Officer, entrusted with continuing this proud tradition.
The back half of the year focused on leadership development through Junior and Senior Leadership Courses and CUO training, reinforcing Knox’s aim to nurture innovation, analytical thinking, problem-solving abilities, and strong leadership qualities. The final term of the year commenced with the CUO Induction Parade, where new SUO Sophia Ma assumed command, symbolising the beginning of a new era supported by the Unit Seconds-in-Command, James Kim (Senior Knox cadet) and Arman Khanna-Boyle (Knox School Captain).
The Cadet program remains a cornerstone of Knox and Ravenswood’s commitment to holistic education, supporting wellbeing, fostering service, and building character. Through challenge and camaraderie, KRACU continues to exemplify the School’s mission to lead with innovation, altruism, and excellence.
SOCIAL JUSTICE
Social Justice programs at Knox reflect the Uniting Church ethos to reach out to those who are facing hardship or disadvantage. This year’s initiatives have provided an opportunity for students to demonstrate faith and compassion in action, developing authentic connections with each other and the wider community, as well as a deeper understanding of the world and their place in it. United in a collective purpose, Social Justice students champion the needs and rights of others through education and advocacy.
Some of the 2025 initiatives included:
• Students and staff supported the Leukaemia Foundation’s World’s Greatest Shave, raising an incredible $125,000 for blood cancer research.
• Knox held its annual International Women’s Day Breakfast, which gave an insight into the significant role the Hornsby Ku-ring-gai Women’s Shelter plays in supporting women experiencing domestic abuse.
• Years 10 and 11 students represented Knox on an inter-schools committee, collaborating with students from Hornsby Girls High School and Normanhurst Boys High School to foster respectful relationships.
• Knox students visited Hornsby Court House and Police Station, meeting the court registrar and police officers, and participated in the Hornsby Ku-ring-gai Domestic and Family Violence Walk. Year 11 students, Arman Khanna-Boyle and Lewis Christie, spoke at this community event, highlighting the importance of speaking out against gender-based violence.
Other 2025 highlights included the Social Justice Gala Day Stall, the International Day of Peace Inter-Faith Prayer Service, Legacy Day, Jersey Day, the Special Olympics Kuringgai Chase Fun Run and the Rotary Club Breakfast at St Lucy’s School. Further support was given through visits to local aged-care facilities and working with the Knox Environmental and Sustainability Team.
The First Nations program encouraged Aboriginal and Torres Strait Islander students to share their cultural knowledge, with the NAIDOC Assembly movingly showcasing the stories and contributions that the First Nations students bring to Knox.
The annual Christmas appeals were well supported and for the first time, Knox partnered with Ku-ring-gai Kindergarten to support Wesley Mission by collecting non-perishable food items for people experiencing homelessness. An abundant spirit of giving was also evident in the bountiful donations of toys and games for refugee children at STARTTS.
It is heartwarming to see the passion, commitment and servant leadership displayed by students in the Social Justice Portfolio and Club, as they work together to make a difference in the lives of others.
SENIOR SCHOOL DIGITAL LEARNING
Future-readiness is a central theme woven throughout the School’s current Strategic Direction. As technology continues to evolve at a rapid pace, its role in education becomes increasingly significant.
This year, the Digital Learning team created and delivered a comprehensive series of digital skills lessons to all Year 7 students. These focused on digital citizenship and essential digital skills, aiming to foster a deeper understanding of the role of technology in the boys’ lives. The curriculum covers a range of pertinent topics, including online organisation, addictive app and game design, the distinction between artificial intelligence (AI) and generative artificial intelligence (GenAI), and the fair use of digital content. Through these lessons, the goal was to elevate skills and promote awareness across the entire year group. The response from students has been positive, with exceptional engagement in the lessons, and students participating in honest conversations about their technology use. These discussions provided valuable opportunities to support the boys in how they present themselves positively online and making informed choices about digital interaction.
Following the success of this initiative, the lessons will be further developed and integrated into the Year 7 curriculum for incoming students in 2026. This ongoing commitment ensures that future cohorts continue to benefit from structured guidance in navigating the digital landscape effectively.
Artificial intelligence is increasingly becoming a central topic of discussion. With the continual emergence of GenAI tools designed for both students and teachers, the School has opted for a pragmatic approach, guided by Professor Rose Luckin’s philosophy to ‘learn fast, move slow.’ This method ensures that the School community is preparing for the future in a secure and considered manner.
Staff have been actively trialling and developing a range of AI-enhanced tools for use with students. Feedback from students regarding the value and impact of these tools is being sought to inform ongoing improvements. This exploratory work is set to continue next year, with the School partnering with key vendors to help shape the purpose and functionality of GenAI educational products.
To support students in embracing AI safely and ethically, academic staff have participated in a variety of professional learning sessions focused on GenAI. These sessions have equipped them to lead meaningful conversations about AI across year groups. The integration of AI into assessments has been widely supported by numerous departments, with Geography teachers notably championing this initiative.
As departments continue to explore both the possibilities and potential pitfalls of GenAI, students are developing a deeper understanding of how these tools function, with the aim for them to navigate the complexity of the future with a confident and ethical approach.
Next year, staff will continue to use deliberate and thoughtful integration of technology into their classrooms, as well as in co-curriculars. Future readiness is not about predicting every possible change; it is about cultivating adaptability, critical thinking and a willingness to learn.
Old Knox Grammarians’ Association
The Old Knox Grammarians’ Association (OKGA) is a thriving community of more than 12,000 members which supports former Knox students for life. Established in 1929 and governed by a committee of dedicated Old Boy representatives, the OKGA assists Old Boys to maintain their connection to the Knox community and the School’s traditions.
One of the most significant events this year was the launch of OKGA Spark, an initiative of the Old Knox Grammarians’ Philanthropic Foundation. OKGA Spark, a program available to all members of the Knox community, is a confidential counselling and support service which operates worldwide 24 hours a day to help people deal with personal and work-related problems. OKGA Spark is structured around three main pillars: support, guidance and connection. With the Philanthropic Foundation operational, there is now a platform to enable support for Old Boys and the broader Knox community.
Another standout event was the launch of OKGA Sports Day, which saw Old Boys compete against the School’s top teams across six sports. The event was a resounding success that welcomed close to 120 Old Boys together across a range of leaving years. The camaraderie and competitive spirit on display truly reflected the lasting impact of representing the Black and Blue.
The OKGA hosted a variety of other events that provided opportunities for connection. The OKGA Office helped to coordinate 13 leaving year reunions, as well as three informal events for year groups keen to catch up between reunion years. The annual Thistle Lunch and OKGA Golf Day continued, as well as a new event to celebrate the first day of the 2025-26 Ashes Series.
Thanks to the commitment of dedicated volunteers, the OKGA were delighted to support the establishment of two new affiliated sport clubs.
The Knox Basketball Club and the Knox Water Polo Club further extends the range of sports which Old Boys can enjoy competing in together.
The OKGA’s partnership with the School continues to develop and flourish, with an increased number of Old Boys returning to support initiatives. Old Boys shared memories from their days at Knox to inspire Year 8 students that were later translated into artworks themed on ‘innovation wrapped in tradition’. To recognise the tradition of multi-generation Knox families, a lunch for Old Boy Fathers and Grandfathers of current Knox students, together with the Senior Boarders, was hosted by Jamie Thomson (OKG86). The evening’s conversation focused on boarding ‘then and now’.
Attending a BBQ before watching the 1st XV Rugby on Knox 1 remains an ever-popular event.
Finally, a tour of the refurbished Ewan House included Knox Prep boarders from the 1940s, who shared wonderful feedback about the experience of returning to their former residence.
KNOX PARENTS’ ASSOCIATION
Building community and connectedness remains at the heart of the purpose of the Knox Parents’ Association (KPA). The parent community had their diaries full due to the plethora of scheduled school and KPA events for the School and community at large to enjoy.
Knox at Home started the school year with parents gathering in the Weeks Senior Academy on a beautiful evening to catch up with one another, make new friends, and enjoy the performances from the Pipes and Drums.
The next event on the calendar was Gala Day. This community function was a huge success, with a large crowd in attendance to watch the exciting rugby games, purchase food and items from the many stalls and listen to superb performances and musical acts. The entire day is run by the generous parent and boarder community, with support from the School, and 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:
• Year 12 leavers were gifted with cufflinks
• Year 6 Knox Prep school boys received pennants and medallions
• The KPA supported the School’s ‘Wish List’ initiative. There were many wishes for items of equipment and materials to support the boys across Knox Prep and Senior School across a broad range of pursuits
• The KPA also provided staff with cupcakes for World Teachers’ Day in October as a small show of support for their excellent work in supporting, teaching and engaging all children in their learning journeys
Thank you to the excellent 2025 KPA committee members for all their work and support. A very special thank you to Secretary Sujinta Vishnu, who after three years of being on the committee, will be stepping down from the KPA committee.
The KPA looks forward to working with the School in 2026 on events and initiatives that help bring the wider community together.
