2020 HSC Academic Results

Page 1

HSC Academic Results & Success Stories 2020


Tony George


H E Aongratulations DM A S T E R to the Class of 2020 who have achieved academic excellence in an

Tony George

extraordinary year. The entire cohort has worked with diligence and commitment and we are extremely proud of their achievements. I continue to be encouraged by the steady improvement over the past decade that has seen all students work to their best across the entire range of the School’s offerings. Well done! The number of boys receiving an early offer to university continues to grow, as does the number of boys being accepted into universities such as Harvard, Yale, Stanford, Oxford and Cambridge, among others. Congratulations boys! We also congratulate the record-breaking number of boys whose practical works were nominated and/or selected for ARTEXPRESS, ENCORE, OnSTAGE, Shape and InTech. And we continue to be inspired by the extraordinary number of boys involved in our Cadet Corps and those being awarded their Gold Duke of Edinburgh Award.

As a non-selective school, we aim to not only support our top learners who fall within the top 5% of the State, but we work hard to make sure the entire cohort achieves to their best ability. As the top 5% are almost guaranteed to score highly, the real difference is made with the other 95%, and the Class of 2020 has delivered one of the best overall academic performances with respect to ATAR in the School’s history. That said, our top achievers continue to do us proud – we applaud both Alexander Lin and Jun Yin on their perfect result of 99.95, and the record number of distinguished achievers (140) and all-round achievers (25) who lead the cohort with their outstanding rankings and marks. However, not only do we applaud and celebrate their academic achievements, we delight in their growth and character development as young men of wisdom and compassion. In 2020, it

is the character of our boys that has shone ever so strongly. Thank you to our exemplary teaching staff and faithful parents whose dedication and commitment have been instrumental in developing all our students (intellectually, physically, socially, emotionally and spiritually) and ensuring they remain focused and inspired throughout their learning journey, especially in this year of COVID-19. Contemporary educational evidence indicates that outstanding teachers have a greater impact on lower to middle ability students. It is the broader cohort of students that benefits most from the impact of teachers and of the School, and this is seen in more students achieving academically better than they otherwise would. The positive impact of teachers and the School is seen in a cohort’s ATARs being more concentrated towards the top, of

which a median ATAR, together with a tighter spread, is a better measure. This positive impact of a King’s education academically, is seen in the steady improvement of our boys’ ATAR results over the past decade. Ironically, the achievement of the boys and the School is rarely given due credit in the newspaper league tables. NSW is the only Australian state to rank schools on the performance of the top 5-10% of students, those achieving a Band 6 (other states now use median scores). Consequently, the ranking is based on the performance of only the top students, not the School, and is largely influenced by whether or not a school is selective (of which there are around 50 in NSW) as well as the number of academic scholarships on offer. Even though The King’s School has continued to improve its academic performance with respect to ATAR







Top ATAR Alexander Lin and Jun Yin (perfect scores)

Median ATAR in 2020

Distinguished Achievers, boys who gained at least 1 Band 6 result

Honour Credits were earned by 140 students, who achieved 90% or more in at least one subject

over the past decade, rankings in the newspaper league tables have always shown significant volatility for non-selective schools. For The King’s School, however, academic excellence is only one of the distinctives we strive for in the leadership development of all our graduates. The King’s School’s strategic direction is predicated on its three strategic distinctives – Academic Excellence with Character Development in the context of Christian Community. Consequently, the School continues to review its scholarships policies and practices to better reflect these distinctives. Academic Excellence will always be a priority. However, the School will seek to broaden and expand its offer of scholarships that encourage and enhance Character Development as well as Christian Community, ensuring that The King’s School sustains its diversity and continues to produce graduates who are recognised as Global Thought Leaders. On behalf of the School community, I would like to thank our Year 12 Kingsmen of 2020 for their positive impact on the life of our School, for their wonderful achievements so broad and so rich, and for the wonderful young men of wisdom and character they have become. We wish them the very best for their future endeavours and we look forward to hearing about their successes in the coming years. With warm regards,

Tony George Headmaster




Nominations for ARTEXPRESS (Visual Arts), ENCORE (Music), OnSTAGE (Drama), Shape (Design and Technology) and InTech (Industrial Technology)

Boys in the All Round Achievers’ List (a Band 6 or equivalent in 10 or more units), King’s highest on record



6 State rankings: 6th for Physics, 6th for Mathematics Advanced, 7th for Chemistry and 8th for Mathematics Extension 1, 10th in Modern History and 17th for Business Studies

16 Students achieved an ATAR greater than or equal to 99




Jacqueline Camilleri


ongratulations to the Class of 2020! Our boys have achieved an outstanding set of results at the end of a year steeped in challenge. Through resilience, hard work and dedication they were able to achieve one of the most exceptional set of HSC results in King’s history. We celebrate the amazing work of Year 12 students who have gained excellent HSC results across a wide range of courses. What makes them all the more impressive, is that they have been achieved by students who have kept a healthy balance of academic and co-curricular endeavours. The focus on Academic Excellence and Character Development continues to produce confident, well-rounded young men who are fully equipped for life beyond the School gates. Thank you to all teaching and support staff who have helped to shape and mould these fine young men.

Some of the highlights include: • 2

Perfect ATARs: 99.95 Alexander Lin and Jun Yin

• The

King’s School was the highest ranking, non-selective GPS School, ranked 34th overall in the State.

• 6

state rankings in Mathematics Advanced, Mathematics Extension 1, Business Studies, Modern History, Chemistry and Physics.

• 16

boys gained an ATAR of 99 or more.

• Total

number of Band 6 results 393, the highest number achieved in King’s history.


• 25

boys named in the All Round Achievers’ list (a Band 6 or equivalent in 10 or more units), the TKS highest on record.

• 140

boys gained at least 1 Band 6 Result. (Distinguished Achievers)

• English

Advanced had 53 students achieve Band 6 results (35%), the highest total number of Band 6 results on record from the English Department.

• Outstanding

English Advanced, Extension 1 and Extension 2 results, ranking 37th in the State; and 3rd in GPS Schools, the highest TKS English ranking on record.

• All

students in the following subjects received results in the top two Bands (Drama, English Extension 2, History Extension, Music 1, Music 2, Music Extension, Science Extension, Visual Arts, Chinese in Context, Chinese Extension and German Extension)

• Drama

had 86% of students achieve a Band 6 result.

• History

Extension had 80% of students achieve an E4 (Band 6) and 100% an E3 and E4 (Band 5 or 6).

• Music

Extension had 100% of students achieve an E4 (Band 6).

• Visual

Arts had 50% of students achieve a Band 6 result and 100% receive a Band 5 or 6 result.

• 44

E4 (Band 6) results for the Extension Mathematics courses (Extension 1 and Extension 2).

• Highest

record in TKS history of nominations (52) for subjects with practical components for possible inclusion in displays or performance: Design and Technology (3), Drama (21), Industrial Technology (19), Music (2) and Visual Arts (7).

• Chinese

Extension (100%), Drama (86%), German Extension (83%), History Extension (80%), English Advanced (35%), Economics (33%), Information Processes and Technology (33%), German Continuers (31%) and Business Studies (21%), produced their highest total number of Band 6 results on record.

• The

Languages Department has produced their highest total number of Band 6 results on record (27 from 7 courses).

Jacqueline Camilleri Deputy Head (Academics)

SCHOOL RESULTS IN FOCUS 2020 All Round Achievers’ List

(For scoring 90% or above in 10 or more units)



Benjamin Addison

Michael Bai

Thomas Bray

Noah Clarke

Mackenzie Cooke

Rupert Douglass

Samuel Hines

Samuel Hooper

Matthew Kearney

Jinyoung Kim

Neil Lathigara

Alexander Lin

Justin Lu

James Mead

Richard Mills

Edward Morgan

Lachlan Owen

Andre Prideaux

Kavin Sivanathan

Miles Stewart

Vedang Tiwary

Ryan Wadsworth

Harry Wruck

Jun Yin

Nathan Yuen




The King’s School

ATAR Alexander Lin


Jun Yin


Jinyoung Kim


Neil Lathigara


Matthew Kearney


Rupert Douglass


Harry Wruck


Michael Bai


Nathan Yuen


Thomas Bray


James Mead


Noah Clarke


Edward Morgan


Ryan Wadsworth


Andrew Prideaux


Callum Taylor





State Rankings

Individual Subject

Max Ma

Mathematics Advanced


Jun Yin



Alexander Lin



Alexander Lin

Mathematics Extension 1


Edward Morgan

Modern History


Ryan Wadsworth

Business Studies


The focus on Academic Excellence and Character Development continues to produce confident, well-rounded young men who are fully equipped for life beyond the School gates. JACQUELINE CAMILLERI




Visual Arts

Studies of Religion I

Software Design & Development

Science Extension



Music Extension

Music 2

Music 1

Modern History

Mathematics Standard 2

Mathematics Extension 2

Mathematics Extension 1

Mathematics Advanced

Legal Studies

Investigating Science

Information Processes and Technology

Industrial Technology (Metal & Timber)

History Extension

German Continuers


French Continuers

English Standard

English Extension 2

English Extension 1

English EAL/D

English Advanced

Engineering Studies


Earth and Environmental Science


Design and Technology

Chinese in Context

Chinese Extension

Chinese Continuers


Business Studies


Ancient History

State vs King’s Band 5 and 6 Results Combined

State vs King’s Band 5 and 6 Results Combined

Top Performing Courses 2020 School Proportion of Band 5 and Band 6 Results State Proportion of Band 5 and Band 6 Results






lexander Lin was a top achieving Kingsman long before attaining an incredible perfect ATAR score of 99.95. His successes have been boundless throughout his six years attending The King’s School as a Day Boy, establishing himself as an exceptionally impressive young man.

Academically, Alexander is a gifted student, apparent through his attainment of numerous academic prizes - both in Year 11 and 12. In 2019, he sat the Mathematics HSC exam (now Advanced Mathematics) scoring 100%, as well as Physics scoring 96%. In 2020, along with receiving Academic Honour Colours and a Certificate for Academic Proficiency, he was also awarded prizes for Mathematics Extension 1, Mathematics Extension 2, as well as The Edward Britton Summerbell Prize 8

for Chemistry and the Bernard Riley English Language Prize. Alexander also earned himself a spot on the All Round Achievers’ List for receiving 90% or above in each course. His academic triumphs also led to him receiving the distinguished prize as Dux of the School. “I feel quite lucky to be commended with all these awards, especially knowing that I was part of an exceptional cohort of Kingsmen, who are also deserving of these prizes,” says Alexander. However, he didn’t do it all alone. Alexander credits much of his HSC success to his teachers. “Achieving a 99.95 ATAR is definitely not a solo effort. I am extremely thankful for all the work my teachers have put in to support my learning. Even working at your best, a perfect ATAR is never guaranteed, so I am certainly glad that my result reflects the work invested into me by my amazing teachers,” said Alexander.

Along with receiving a perfect ATAR score, Alexander possesses great leadership qualities, developed while serving as School Monitor and House Monitor. His giving nature and devoted service towards others has won him the admiration of his 2020 cohort and the School. Alexander’s time at King’s also saw him involved in many co-curricular activities around the School such as Table Tennis (as Captain), Football, Twelve Club, Debating, String Orchestra and the Cadet Corps. He looks back fondly on these experiences stating, “The outdoor education and adventure offered through the Cadet Corps was something I greatly enjoyed. Facing adversities and hardship on treks, without a teacher, was crucial for developing confidence in service and leadership, both as a Medic and CUO.”

“I especially enjoyed being part of the King’s music program and found it extremely rewarding in both improving my instrumental ability, and allowing me to build new friendships.” Due to his continuous involvement throughout the years at King’s and his natural ability to lead, both inside and outside the classroom, Alexander was awarded the Alan Mitchell Prize – an honour shared with fellow student and friend, Callum Taylor. “I think the fact that the Alan Mitchell Prize was shared this year demonstrates the difficulty of picking the best all-round Kingsman with the vast number of clubs, sport and co-curricular activities students can contribute to,” says Alexander.

Reflecting on his overall HSC success, Alexander continues to praise his time at King’s, stating, “The school-wide culture of continuous improvement in all areas was undoubtedly a crucial part of my HSC success. In particular, emphasising not only academic excellence, but also character development and community spirit has helped me maintain a balanced lifestyle throughout my HSC years.”

great way for my cohort to regain our sense of community and focus on the HSC.” Derived from his time as Medic in the Cadet Corps, Alexander discovered a new interest – medicine. He is now is studying a Bachelor of Science/Doctor of Medicine Degree at Sydney University, which he enthusiastically believes will allow him to pursue his passion for physics and chemistry, at a deeper level.

In his final year at King’s, Alexander and his 2020 cohort were faced with unique challenges associated with COVID-19. Yet, these challenges presented Alexander with an opportunity for success. “Running the Year 12 Student-Led Seminars with my peers during lockdown was a special privilege,” he said. “The seminars were a great opportunity for many academically gifted boys to reach out and support their peers at a challenging time. It was a






or Jun Yin, success isn’t just measured by how high his achievements were academically, but rather the sum of the activities and experiences in which he participated whilst at The King’s School.

After receiving a perfect ATAR score of “I’m so grateful to have been taught by 99.95, Jun Yin was pleasantly surprised King’s teachers who have furthered my with his results, despite already receiving passion for mathematics and problem Academic Full Colours, a Certificate solving, through their enthusiastic and for Academic Proficiency and prizes creative approach to teaching the for Chemistry, Chinese in Context and subject. My teachers were not just English, as well as 100% in Mathematics, there to deliver content, but were role all while in Year 11. Yet, his relief did not models and mentors, supporting me come from a lack of confidence within every step of the way.” himself, but the pleasure that he was His passion for Science, in particular able to achieve something in a year Physics and Chemistry, was also that seemed to be overwhelmed with discovered while at King’s. “The world disappointment. class King’s Science facilities allowed me “I think there was always an element to conduct a wide range of experiments, of luck involved, no matter how hard which could then be applied to the I worked for the HSC. Having gone real world. This really interested me,” through such a rough year and missing said Jun. out on so many Year 12 ‘lasts’, I’m Jun’s academic abilities didn’t waver glad to have achieved something I had in his final year at King’s, achieving been working towards for so long,” Academic Honours Colours and, once says Jun. more, Academic Proficiency. He Jun, humbly does not take full credit for also found himself on the All Round his HSC success. “My achievements at Achievers’ List, receiving 90% or above King’s were only possible thanks to the in each course. Jun won several awards dedication and support of my parents, including the GB Owen Tuck Prize for teachers and friends.” Original Literacy Composition and the Chinese in Context prize at Graduation.

However, not all of Jun’s learning took place in the classroom. “Participating in a wide range of activities while at King’s was an integral element of my success. On one hand, the countless co-curricular activities and opportunities offered gave me a break from my academic life, allowing me to clear my head and ultimately improve my study habits. On the other hand, and more importantly, through participating in activities such as sport, Cadet Corps and Duke of Edinburgh, I learnt how to manage my time effectively, how to be resilient and self-disciplined,” said Jun. “While I have learned a great deal in my classes, I believe the life lessons and challenges you experience outside of the classroom are far more valuable and are integral to a well-rounded King’s experience.” He found this experience helped him out of his comfort zone and allowed him to grow through new challenges and experiences. Jun is currently enrolled at Melbourne University, where he will study a Bachelor of Biomedicine. He then intends to undertake a Doctor of Medicine. During this time, he hopes to continue studying Physics, Chemistry and Biology, while exploring a new city. 11





roviding unique opportunities so that students may find and explore their passions is an essential part of The King’s School. Through the Enrichment and Extension program and accelerated courses, students are pushed beyond the general curriculum, working at levels that match their abilities. With success looking different for each boy, King’s ensures every student has the resources and support to find their niche, passion and purpose.

Starting his King’s journey in Year 7, Max Ma has been one to watch. As an already high achieving student, Max took the Mathematics Advanced accelerated course in Year 11 (2020), finding great benefit in this opportunity. “The accelerated courses provided at King’s are such an excellent opportunity for bright students to extend themselves and excel in their studies,” said Max.

“The greatest practical benefit is the unique opportunity to experience the HSC study regime, process and examination in Year 11 - a year ahead of everyone else - while also freeing up your workload in Year 12.” Yet, it’s not simply the accelerated courses that helped Max achieve such a high ranking, but the immense support he received along the way. “The extraordinary teachers I’ve had over the years at King’s have consistently worked to extend my knowledge and support me both academically and emotionally,” says Max.

Max has contributed richly to the King’s community through his academics and co-curricular involvement. Using the same dedication applied to his studies, Max found his interests nurtured through the Model UN, Ethics Olympiad and the Da Vinci Decathlon. In recognition of Max’s academic achievements and his resilience as a Kingsman, he attained the Award of Year 11 2020 Dux. In his final year at King’s, we anticipate big things from Max. He intends to be triumphant in all that he does, giving his best efforts academically and personally.

When faced with the original dilemma of selecting between a non-selective school versus one of the top selective schools in the state, Max chose King’s as he knew this path would be the most well-rounded and beneficial for him in the long run. Max states, “I knew King’s would help me to not just become academically successful, but guide me in the journey to become a better person, and a better man.”

The accelerated courses provided at King’s are such an excellent opportunity for bright students to extend themselves and excel in their studies. 13

Leading Through the COVID-19 Pandemic


he 2020 Monitors took up their leadership of The King’s School in what seemed like an ordinary year. Who could have foreseen that their reign would take place during one of the most challenging times in King’s history. In March 2020, just months into their first year as Year 12 School leaders, COVID-19 made its way to King’s. The pandemic tested the adaptability of our leaders, forcing them to think differently about their leadership style. The usual leadership tactics used in assemblies and Dining Hall duties were no longer an option, leaving the boys to adapt, coming up with new creative ways to meet the needs of their student body. Nevertheless, through this time of crisis, the boys were more equipped than ever to lead.

Unlike previous years, 2020 saw the introduction of a new executive monitor board. This meant three additional student leaders were selected to assist the School Captain and Vice-Captain – respectively focusing on King’s key distinctives of Academics, Character and Community. “By appointing more senior leaders, amongst the Monitors, it distributes the responsibilities amongst more students. This distributed leadership model reflects King’s three Pillars and our three Deputy Heads,” said David Idstein, Director of Leadership and Character Development. When students and staff were forced to transition to remote learning, it was time for the new executive team to make a difference. With the lack of face-to-face leadership opportunities, the team knew they needed to take action. “This was the moment that would show our true colours as leaders,” said 2020 School Captain, Rupert Douglass.

After a few executive Zoom meetings, the team called in the rest of the Monitors, giving everyone a stake, a voice and therefore a responsibility. “At first, the Zoom meetings weren’t particularly pretty, having to overcome the challenges presented from meeting while remote. Yet, from these meetings, we were able to keep a sense of unity amongst our Monitors, and thus demonstrate positive leadership to our Year group and the School at large,” says Rupert. Then, as King’s restructured its policies to support learning through COVID-19, and students returned to campus for faceto-face learning, the executive team’s leadership approach was redefined once more. Although 2020 was a year with many new challenges, the boys were able to see through several initiatives, making significant strides for the School.

This was the moment that would show our true colours as leaders. 2020 SCHOOL CAPTAIN, RUPERT DOUGLASS 14

School Captain: Rupert Douglass

School Vice-Captain: Jinyoung Kim

Role model, leader and friend, Rupert Douglass encompasses all the traits found in a true Kingsman. Rupert faithfully served the School and his peers as School Captain, School Monitor and Gowan Brae Monitor (2018), proving himself to be one to look up to. His selfless nature earned him the respect and admiration of his teachers and fellow students, culminating in him being awarded the Burkitt Shield in 2020.

Determined and focused, Jinyoung Kim was an exceptional student within the Year 12 2020 cohort. His academic achievements and impressive score of 99% in 2019 for Mathematics (now Advanced Mathematics) continued in 2020, where he received a Certificate for Academic Proficiency, Academic Honours Colours and prizes for Chinese Continuers, English Extension 1, Modern History and History Extension, as well as the Faversham Prize for Oratory. Jinyoung has also landed himself a spot on the All Round Achievers’ List for reaching 90% or above in each course. He also pushed himself beyond the curriculum, completing 14 units in the HSC, while also writing a published essay for The Concord Review – winning the Orme Prize.

Along with his strong leadership abilities, Rupert was gifted academically, achieving an outstanding 99.65 ATAR, as well as earning a place on the All Round Achievers’ List, achieving above 90% in each of his HSC courses. His efforts were also recognised through his Award of Full Colours for academics in 2019 and 2020. Rupert pushed himself continuously, participating in The Future Project, Twelve Club and other extension activities. Rupert’s impressive mind was also matched with a strong sense of character. His involvement around the School and within the community was boundless. Rupert’s six years as a boarder, offered him the opportunity to actively immerse himself in every aspect of King’s. Boarding also gave him the chance to be a role model for other boys at a young age. His contributions greatly enhanced the King’s experience for everyone around him. Rupert is currently enrolled at Sydney University studying a double Bachelor of Commerce and Advanced Computing Degree.

Jinyoung furthered his academic potential through learning opportunities outside the classroom. His interpersonal skills and ability to work well with others saw him take a leading role in extra-curricular activities such as Twelve Club (Captain), Senior A’s GPS Debating, Senior Sloane Debating, NSW Debating and GPS 1st Representative Debating, where he served as Captain - winning three consecutive NSW competitions. He also was a finalist for the NSW Multicultural Youth Medal and founder of the Student Colloquium. Jinyoung is currently enrolled at Sydney University, where he will study a Bachelor of Advanced Computing, while also working as an intern at Australian Philanthropic Services. He has also been accepted into Stanford University and intends to study Symbolic Systems - an AI based computer science degree that incorporates philosophy, linguistics and psychology. Jinyoung will continue sharing his knowledge through tutoring.

2020 School Captain and Vice-Captain Leadership Contributions Organised the Prefect Afternoon Tea/ Leadership Conference in Term 4, 2019 – Centred around multiculturalism - invited over 150 prefects from around Sydney, both private and public schools – Keynote speaker: Dr Jioji Ravulo, Western Sydney University professor, with 12 years’ experience in youth and social work, particularly in marginalised communities across South-West Sydney and who has worked with NSW Department of Juvenile Justice and NSW Police. – Shared the message of inclusivity and equality between students, using the hashtag #makeadifferencethroughdifferences Organised thank you notes for teachers, promoting student involvement – Over 100 thank you notes were written and hung in classrooms to show appreciation for the teachers’ efforts during remote learning. 2020 TKS Indigenous Fund – Initiative developed in response to COVID related community challenges – Entrusted to APS Foundation, the fund provides the financial means for a future Indigenous bursary program at The King’s School – The fund has the flexibility to support other charities which work to address injustices and support Indigenous communities in more cost effective and targeted ways Giving Day – Raised over $110,000 on the day, affirming the compassion of the King’s community.


Community: George Poolman

Academic: Callum Taylor

George is currently studying a double Bachelor of Commerce and Engineering at Sydney University. George is playing rugby for Sydney University, while also training with the NSW Waratahs U20 Academy. He also continues work with his father’s company.

Callum has been accepted at Harvard University where he is looking forward to experiencing a liberal arts education that will offer him a range of courses across various disciplines. He intends to major in Computer Science and Electrical Engineering with the aim of completing a Master’s Degree within his four year undergraduate program.

Community Contributions

Academic Contributions

Introduced a new student newspaper - Half Blues Herald

Organised student led academic seminars during the School holidays

– A new way for Monitors to communicate with the School, for younger boys to voice or promote things directly to the School and to keep the student body connected.

Bangladesh fundraising

– Organised fundraising events – Student Representative Council (SRC) BBQ and ‘Mufti Day’

– High achieving students from each subject created an hour-long Zoom presentation for the Year 12 students

– Centred around collaboration and teamwork, with the aim to lift HSC results within the cohort

Cancer awareness day

Established note and resource sharing on iCollaborate (a page on iLearn) and Microsoft teams

Organised academic encouragement meetings

– Organised fundraising days – ‘Mufti Day’ and ‘Beanie Day’

Organised Year 5 Leadership Day at the Prep School, showcasing a series of leadership activities Organised Tudor House leadership weekend


– Years 11 and 12 students camped with Year 6 in Term 4, 2019

– Year 12 meetings using academic encouragement to inspire continuous hard work, goal setting, study techniques and more.

Ran ‘Boys to Men’ seminars in Term 4, 2019, focusing on university admission information and study techniques

Above: George Poolman, Callum Taylor, Rev Stephen Edwards (Head of Senior School and Deputy Headmaster), Rupert Douglass (School Captain), Mr Tony George (Headmaster), Jinyoung Kim (School Vice Captain), Max von Appen Image: Monitors’ Commissioning Service Term 4 2019.

Character: Max Von Appen Max is currently focusing his time and effort towards training for the Australian Rowing U21 team. He then intends to save money so he can travel around Australia.

Unlike previous years, 2020 saw the introduction of a new executive monitor board. This meant three additional student leaders were selected to assist the School Captain and Vice-Captain – respectively focusing on King’s key distinctives of Academics, Character and Community.

Character Contributions rganised an inter-house competition called the O ‘House Cup’ – Updated the School via fortnightly emails about the points tally Combined all inter-School carnivals ( eg swimming, athletics, cross country, etc.), with uniform inspections and detentions – Goal to increase involvement in carnivals, better uniform/ behaviour and House spirit Developed a way to increase interest and participation in Assembly – Planned inter-House assembly competitions such as a spelling bee and handball Organised ‘Team of the Week’ – An initiative celebrating teams which displayed the School’s values – Announced winners in Assembly every fortnight Developed the drought video for students – Bringing attention to what some rural families were experiencing





ay Boy for two years and Boarder for six, Callum Taylor is a remarkable young man who is an all-round gifted Kingsman, having experienced all facets of life at King’s.

Callum’s leadership abilities took hold early in his King’s journey, with time spent in boarding aiding his character development, as well as offering him opportunities for vast contributions within the community. Callum’s involvement within the School and his ability to lead inside and outside the classroom, saw him naturally progress to School Monitor, followed by selection as Monitorial Executive (Academics) in Year 12. 18

Callum reflects on his time spent on the Executive Board stating, “I greatly enjoyed working with some of the most incredible students I have met, through the Monitorial group. It was amazing to see how much academic passion and commitment these boys displayed, all in the hope of improving the experiences of the boys in our year and in the years below.” Cadet Corps was another aspect of King’s life that stood out for Callum. The time dedicated to working his way up the ranks, with promotions to Cadet Under Officer and Company Commander, contributed to his ability to lead in the service of others. “I greatly enjoyed the opportunity to get away from the classroom and spend time with my mates, as well as being a role model in

the Cadet Corps structure, helping out the boys in the younger years.” His involvement at King’s saw participation in various other co-curricular activities, specifically finding his niche in the academic space. Callum worked closely with the Enrichment and Extension program, “an instrumental force in allowing many King’s boys to follow their passions,” he says. In recognition of his academic abilities, Callum was awarded a Certificate for Academic Proficiency, Academic Full Colours, as well as the Drama Prize – an especially significant accomplishment as Callum had no previous Drama experience before King’s.

“Before I came to King’s, I never would have thought that Drama would be a subject I would do for the HSC, but after a few lessons with the Drama Department, it quickly became one of my favourite subjects. Not only did it improve my presentation skills, something which has been incredibly important for interviews and pitching, but it allowed me to deconstruct personalities and better understand how we tell stories.” Callum was one of the 86% of King’s Drama students who attained a Band 6 result. Callum’s many contributions around the School have not gone unnoticed by his peers and teachers, culminating in him being awarded the Alan Mitchell Prize – shared with classmate and friend, Alexander Lin.

As Callum embarks on the next chapter of his life, he is confident his King’s journey adequately prepared him for what lies ahead. “I think it is fair to say that the opportunities King’s boys are exposed to are second to none. Whether you are an aspiring musician, farmer, entrepreneur or athlete, there are always staff and programs to help you achieve your goals. The staff and students I have worked with have supported and challenged me to push myself further, all of which has been pivotal to preparing me for the next chapter of my life.”

him a range of courses across various disciplines. Callum intends to major in Computer Science and Electrical Engineering, with the aim to complete a Master’s degree within his four year undergraduate program. “Having already worked with Harvard alumni, I have seen first-hand the opportunities available at these institutions. I can’t wait to throw myself into the Harvard community and meet the incredible professors and students.”

Callum is currently enrolled at Harvard University – a monumental achievement, where he looks forward to experiencing a liberal arts education that will offer





Jonathan Bartlet ‘Lepidoptera Deiectae – The Dismantled Butterflies & Moths’


Thomas Blatchford ‘Where the Water Doesn’t Lie’’


Heng Jiang ‘The Long Walk’



Luke Higginbotham ‘Prussian Perspectivism: A Consciousness Echoing Through Cityscapes’


Harry Veil ‘All That we See or Seem is But a Dream Within a Dream’


Benjamin Irving ‘Light Itself is a Revelation’


Max Von Appen ‘2050 A Great Summers Day at the Lagoon’



Lyndon Lin Saxophone


James Robinson Saxophone 21




Ben Addison Individual


James Camilleri Individual


Vansh Dua Individual



Christopher Anania Individual


Noah Clarke Individual


Ashish George Individual


Shrom Bidarkar Individual


Mackenzie Cooke Individual


George Gikas Individual




Luke Irving Individual

Harry Little-Estens Individual

Jack Middleton Individual




Angus Murray Individual


Riley Taylor Individual


Imran Mirza Individual


Akshay Pandian Rajan Andre Prideaux Individual Individual

Callum Taylor Individual



Pranay Tripathi Individual


Kris Ward Individual

Sean Marshall Set Design




Design & Technology




Alexander Lewis Ergonomic Surfboard

Harry Martens Shredding Recycling Bin

Callum Taylor Autonomous ImageRecognition Drone





Industrial Technology

Rami Al Mansuri Flatbed Trailer with Accessories


William Boag Flatbed Trailer


Angus Arnott Farm Utility Box Trailer


William Bucknell Flatbed Trailer

Thomas Blatchford 2000L Dual Axle Diesel Trailer


Elliot Busch Bentwood Designer Table

Two Nominations


Industrial Technology CONTINUED



Teague Hall Flatbed Goodness Trailer


Thomas Munro Tandem-Axle Fully Enclosed Trailer



Thomas Clare Camping Trailer

Harry Dakin Calf Cradle

Henry Gubbins Flatbed Hydraulic Tipping Trailer




Oliver Lees Flatbed 3500 Tonne Trailer


Harrison Stewart Box Trailer with Accessories

Lachlan Maher Hydraulic Tipper Trailer


Ryan Tilley Outdoor Fire Pit with Grill

Alexander Massey Off-Road Camping Trailer


Alan Weng Steam Bent Lounge Chair

25 Samuel Forster ‘The Hollow Man’




Industrial Technology CONTINUED


Thomas Williamson Circular Expanding Table


Jack Witts Portable Hydraulic Sheep Bulk Handler

Two Nominations

Callum Taylor OnSTAGE and Shape

Thomas Blatchford ARTEXPRESS & InTech






can’t pinpoint the exact moment that I felt like giving up this year. The moment I was just worn down and over it. It could have been something said to me when I was in the wrong mood. The early possibility of no HSC. It could have been another night with not enough sleep or the pressures seeping in from receiving more and more homework. People wanting me to be in three places at once, not being able to see family members in a high risk category, or watching my mates get beaten down by disappointment.

It’s been a year of challenges. Not just for me, not just for our Year group or School, but for a nation. A once in a century challenge for humanity itself - maybe me stressing over my ATAR is minor in comparison to what’s happening around the world. We’re so fortunate to live in a country like 28

Australia, attend a school like King’s and be safe. Yet, in saying so, we still face challenges. We still get stressed, overloaded and disappointed.

broader society – our healthcare workers, politicians, people who lost homes in the bushfires, those who recently have lost family and jobs.

Sometimes we’ll overcome these challenges and reap success. We’ll be stronger and grow because of it - we’ll be better prepared for the next challenge. But at other times, it will seem relentless. Like everything is piling on you. I’ve felt this many times this year. My mates have felt this and I’m sure you have too. Your challenges are not insignificant, or in the same way not too big. We’re still young and we’re still learning how to manage them.

It might not be as large in comparison, but we’ve also shown resilience. Resilience during distance learning, resilience when our rowers had to compete four days earlier, or when the Musical looked like it would be cancelled, they kept rehearsing. When the HSC could have been off, we kept studying, when the winter sport season looked indefinitely postponed, we kept training. We kept everything as normal as possible in the most abnormal of circumstances.

We can look over the year as one where everything didn’t go our way, where we missed out on certain milestones. Or we can look at it through a different lens, a more positive lens. We can see it as the year of resilience, of grit. A year where, yes things didn’t go exactly how we planned, but we emerged stronger. We got better at adapting, at using our initiative and being mature. Resilience has been epitomised throughout this year. Epitomised in

I do miss seeing Futter Hall and the parade ground filled. I miss the whole School shouting war cries around the White. I miss a bustling Dining Hall, a Friday night debate in the Auditorium, being at the athletics or the Head of the River. Sitting round the campfire at Cadet Corps, hearing stories. I miss many things. We’re so lucky as a cohort that we’ve experienced all of these before. These moments where you feel a part of something really

special, that leaves you wanting more. Although our moments may have been cut short, we’ll be back as Old Boys to feel it again, cheering on those future King’s boys doing us proud. This year has been challenging and we’ve learnt a lot about ourselves. We could have thrown our hands in the air and given up. I’ve certainly felt like it but we and our teachers didn’t. We’ve picked ourselves up and kept going when things weren’t in our control. When we get to the other side, I’m sure there’ll be a new normal. A new normal where we keep developing as a School and a community. A new normal where we’ll need to reassess what we value, where the younger boys will keep working to make this place the great school that it is – because culture is something that is always changing. I’ve heard people claim that we’ve recently lost our culture. I agree if they’re saying there’s been a shift in attitude around King’s, but I wouldn’t claim a loss of culture, I’d claim a better culture. A better culture in the relationships between the older and younger boys, in the boarding houses, in dining hall lines, in how we’ve embraced our differences and celebrated all of us. A culture where instead of fearing the Year 12s, you have a chat to them, you learn from them, you look up to them because they’re simply good blokes. You shouldn’t feel intimidated by the older boys, but in the same vein, you should respect them and in return, they’ll respect you. If you ask me what culture looks like, it’s when we sing “One Hundred Years”, when we’re in unison. We’re one voice, one powerful voice. The mighty sky blue and white. We’re a School of karate champions, rugby prodigies and physics geniuses. A School of the best musicians, actors and athletes in the country. But we’re also a School of boys who aren’t any of these. Who aren’t the smartest, aren’t the best at sport or haven’t found their passion. But we get around everyone - we have passion for everyone. We cheer on those who relish in success and do so for those who don’t.

We’re a School of terracotta poles, a red stripe down our pants. We’re a crest, a shield and a crown. The King’s School. We have fun, we have banter, but we know where to draw the line. We have grit. We stick our teeth in, we pick our mates up. A School whose teachers get up early and stay up late. They don’t have to, but they do. We stand when someone enters the room, we look someone in the eye and when we’re able to, we give them a firm handshake. We’re a School that looks out for the community, not just our own, but the wider one as well. As our founder said in 1831, the “education received in The King’s School is not for the exclusive benefit upon those whom it has been bestowed, but for that of the entire community”. We serve, we give generously. We are the future leaders of society. We strive to make this world better. We’re a School that embraces its differences. That realises, how good it is being different? Because we aren’t like anyone else. A School that can be free of racism and bullying if we try. A School that drives us, gets us up in the morning. A School that can throw dirt in our face, not to weaken us, but to strengthen us. That’s why we do Corps. It’s why we do the Musical, why we row, why we study hard. We’ve certainly had some dirt thrown in our faces this year, but we’ve wiped it away, picked ourselves and each other up. We have shown resilience. That’s what I believe culture is. A culture that creates that special feeling. That feeling that just puts a smile on my face and makes me sad to leave next week. That feeling that I know many boys have felt before me. A little fire inside you, a feeling of belonging, of mateship and pride. A feeling I get when I walk through the quad, seeing the smiles and laughter of boys playing handball, a feeling when we play for King’s, when we win games, when we march off the White for the final time. That’s the feeling I’m talking about. When we sit in the Dining Hall chatting over a meal – sometimes for the whole of lunch. When we put on the uniform for the first time and take it off for the last. When we help each other conquer Monkey’s and stand proudly at the top,

rewarded by the view. When the Musical gets a standing ovation or when we sing “battle-shield” as loud as we can in Chapel. That’s the feeling I’m talking about. I’ve spoken a lot about getting on with things, about showing resilience. But I would be lying to say it’s this simple. I’ve struggled many times this year. I’ve felt worn down, like getting angry and wanting to cry. These things are normal. When we’re under the pump and feeling the pressure, we’re allowed to be fragile. We can speak up when we’re not ok. I haven’t loved every moment of school. It’s been hard at times. I’ve skipped class and visited the counsellor. I find that hard to admit, yet talking to someone gave me resilience. It’s certainly been a hard year, but let’s try and take as many positives out of it as we can. The year of resilience. I hope the younger boys set a culture that endorses this attitude. One where we’re challenged and grow, but one where we feel a sense of belonging and support. Keep working for your passion, your drive. Something that motivates you through the hard times, that gives you some resilience. If you haven’t, keep looking, keep trying new things – immerse yourself in this place more than you even think is possible. One day, when you’re about to leave, when you take off that uniform or leave the turning circle for the final time, when you look back and realise how lucky you’ve been, you’ll know that feeling I’m talking about.

Although our moments may have been cut short, we’ll be back as Old Boys to feel it again, cheering on those future King’s boys, doing us proud. 29



he education in The King’s School is not for the exclusive benefit of those upon whom it is bestowed, but for that of the entire community.


Over the past 190 years, King’s has developed an approach to education that is committed to growing brave and faithful leaders, prepared for a life of service. From the moment students first step onto the grounds to when they last walk through the gates, King’s provides every student the means and support necessary to follow the path of their dreams. Whether life takes them into the professional world or down education pathways, students possess the integrity and drive necessary to join society as global thought leaders.

Kris Ward


ctively participating in King’s co-curricular program, recent graduate Kristin (Kris) Ward is an excellent example of a Kingsman whose passions, while explored at School, have led to exciting future prospects. While acting has always been a passion of his, Kris immersed himself within the Drama Department, performing at every opportunity he could - featuring in eight theatre productions, three as lead. Kris knew from a young age he wanted to study in New York City in hopes of performing on Broadway. However, it was the countless opportunities that King’s offered him which confirmed his passion, thus leading to his current success. For his drama achievements, Kris was awarded the Braeside Award for Acting in 2019 and 2020 and received an OnSTAGE nomination for 2020. Kris gives much credit to the King’s staff who personally added to his rich co-curricular experience, where he was able to achieve a balance between academic and co-curricular opportunities. Kris has accepted a scholarship and will attend the American Musical and Dramatic Academy (AMDA) in New York City. His future ambition is to be cast for Broadway or in film. He also sees himself one day receiving a nomination for a Tony Award.


Lexi McClean ATAR 94.00


oarding student, Alexander (Lexi) McClean is a dedicated rower, representing King’s in the 1st VIII Rowing crew. Lexi’s achievements as a King’s rower led to him receiving Rowing Honours Colours and an appointment as Vice-Captain of Boats. Lexi’s rowing abilities also saw him represent Australia in the Junior National Rowing Team – an immense opportunity which afforded him the experience to compete on a world stage, despite only starting his rowing journey in Year 7.

As a boarding student, Lexi was surrounded from a young age with older rowing students who inspired him to reach for the stars. With Old Boy rowers as role models, many of whom were attending top international universities such as Harvard, Lexi was inspired to turn his dream into a tangible goal.

While boarding is an essential part of the King’s experience, it was truly a vital factor that set him on his current path. “Boarding at King’s provided me with many skills necessary to start a new life in another country, through independence to live ‘on my own’. Boarding also equipped me with the social skills and emotional intelligence to form new relationships outside my comfort zone,” said Lexi. Lexi is currently enrolled at Yale University where he will continue rowing throughout his four-year degree. Following university rowing, his goal is to row with the Australian National Rowing crew and thereafter the Olympics.

Lachlan Roach ATAR 97.30


owing in King’s 1st VIII Crew for two consecutive years, Lachlan reflects on his most treasured moments while at King’s - cherishing one particular event above all, the annual Head of the River rowing regatta. Joining the rowing program in Year 8, and not having any experience with the sport before, Lachlan credits much of his current success to the School’s competitive academic environment and great rowing program. While rowing for King’s, Lachlan was surrounded by motivated Kingsmen, who worked hard and pushed him to be the best he could be. This, along with the exceptional coaches and training programs, helped Lachlan develop the rowing abilities he needed to compete at the same level as university rowers. His contributions within rowing were recognised with his appointment as Vice-Captain of Boats and the receipt of Honours Colours. Lachlan’s efforts to maintain high academic levels while also keeping up with the demands of rowing were essential in preparing him for his next chapter. Lachlan has accepted an offer from Harvard University where he intends to study Mechanical Engineering. Most impressive of all, as his rowing career has been relatively short, Lachlan will crew for the Harvard rowing team. 31



ocational Education and Training at The King’s School provides students with the opportunity to embrace their potential, develop practical skills and get a head start on their career. At The King’s School, we are committed to preparing our young men to take their place in the workforce or go on to further studies. Every student learns differently and there is no ‘onesize-fits-all’ approach to learning.


Teague Hall

For some students learning takes places through practical experiences at school or in the workplace. Vocational Education and Training (VET) courses are accredited by the NSW Education Standards Authority (NESA) and can count towards a Record of School Achievement (RoSA) and NSW Higher School Certificate (HSC). These courses provide students with a practical hands-on style of learning, allowing them to achieve success in their chosen area and provide them with real world experience and work ready qualifications. VET courses not only appeal to the interests and aptitudes of young people, they reflect the realities of the job market and its shifting demands for skills and training. The provision of industry and university-recognised VET courses expands opportunities for our students and enables them move into the competitive workforce with skills and confidence. In the coming years, King’s will continue to support and develop more VET programs, offering new TAFE accredited and nationally recognised courses, available here at the Senior School. We recognise the value these courses have in creating maximum global opportunities for our students after they leave King’s, whether that be trade-related employment or a fast track to their university studies.

Richard Phelps VET Coordinator

We recognise the value these courses have in creating maximum global opportunities for our students after they leave King’s. RICHARD PHELPS 32


ow many Year 12 students can graduate high school knowing they’ve already taken a major step towards reaching their future career goal? Teague Hall is one of those lucky students.

Based in Marra Creek, just north of Warren, Teague started his journey as a Year 5 boarder at The King’s School, Tudor House. Although just a young boy making new friends, Teague was already involving himself in as many activities as he could. His fondest memory of building (and racing) billy carts for the annual Billy Cart Derby was perhaps foreshadowing his future career. As his King’s journey progressed, Teague found himself deeply immersed in clubs that further appealed to his interests, such as agriculture, technology and industrial arts. He welcomed

new challenges and loved getting his hands dirty. In his Senior years, Teague’s interest in building and machinery was put to the test in the Industrial Technology courses. In an impressive feat, Teague built a Gooseneck Trailer - which shortly after completion he sold to a Queensland based cattle mustering contractor. Teague took full advantage of King’s advanced Industrial Arts work space to bring his project to fruition. Teague’s love of practical work was further met through his VET course. “I was really happy to have the opportunity to take the Automotive VET course. I enjoyed being able to participate in practical activities that I could relate to, as they were centred around an interest of mine,” says Teague.

He also underwent a TAFE course, giving him two full years of experience in the industry path he enjoys, before even leaving King’s. Teague feels this course was extremely beneficial, stating, “The course definitely aided me reaching my future goals. I know this experience, attained before finishing school, makes me very attractive to future employers.” Teague’s teachers note he should have no issues with future employers as they know him to be a young man of substance, character and integrity. “At the cornerstone of Teague’s development has been the honest and authentic approach he has taken to every facet of his life,” says former Housemaster and current Director of Community Engagement, Mike Symons.

Teague, by all measures, is a true Kingsman, having the ability to be agile and transition his learned practical skills from one passion to the next. He is currently working for Peel Valley Machinery Quirindi (John Deere) as a full time mechanic and as a second year apprentice. Yet, he sees a future for himself in fabrication stating his acquired skill will help him broaden his capabilities for other interests and industries. Teague will also continue with TAFE classes, once every two months, to finish his training in heavy vehicles.






Gabe Preston

William Penisini


tudents and staff who know Gabe Preston, will tell you about his generous sense of humour and his all-around good nature. Gabe’s kind heart and genuine desire to put others first, has earned him a deep sense of respect amongst his peers.

Attending King’s for 10 years, Gabe made many contributions within the community through various activities, finding the most pleasure in his VET courses. Taking both Business Services and Mechanical Technology, he appreciated the availability of courses tailored to his industry focused interests. Gabe has always had a passion for mechanics and cars, especially loving the problem solving aspect. “I love how they run and all the different types of engines cars can have. I have always loved problem solving with my hands to see what works and what doesn’t.” Taking the Mechanical Technology VET course was a no brainer for Gabe, as this was a direct path for his future involvement with cars. “I really enjoyed how it was so practical and how I got to learn more about what I loved and what I wanted to do when I was older,” said Gabe. Gabe found many benefits from taking TAFE accredited courses on the Senior School campus, as well as external courses at TAFE. “I liked being able to take these courses at King’s as it was great to be in a place where I knew everyone while taking the courses I enjoyed most. I also liked going to TAFE as it gave me the opportunity to meet new people and access more resources.” Gabe recommends VET courses to other students, stating, “They are an excellent alternative for students who preferred a more hands-on, practical approach to learning.” He finds great joy knowing the VET courses have set him in the right direction, allowing him the opportunity to receive many qualifications and giving him the skills needed to work in his desired industry, as a paid apprentice, while continuing his TAFE course. Gabe is currently attending Wetherill Park TAFE, undergoing a four year course to gain his Mobile Plant Technology Certificate III. He is also at SuperService, a specialised heavy machinery mechanic company. “I’m loving my current job as I love massive machines and how they work, as well as the way you can fix them to get them working again.”



illiami Penisini (known as William) has been a valued member of The King’s School as a Day Boy for five years, truly leaving his mark on the students and staff around him. His ability to carry himself as one to follow saw him serving the School in various leadership positions such as School Monitor, Burkitt House Vice-Captain, service in the Cadet Corps and Captain of the 1st XV Rugby team. William is known for his outstanding sportsmanship, having made many positive contributions within the Rugby Club. William’s efforts were recognised by him receiving Rugby Honours Colours and the Old Boys’ Rugby Cap.

“It’s a great honour and privilege to receive these awards. To have my name in the King’s history book has made my family and me very proud. During the Rugby season, winning awards was not on my mind. All I was focused on was playing my best for the School, our families and all the boys in the team. I was surprised to receive the acknowledgement because there were many equally deserving and talented boys in the 1st XV who all contributed to winning the 2020 GPS Premiership,” he says. William loved King’s Rugby for its culture and the experiences it afforded him, reminiscing on the rich community aspect. “Being part of the team meant you spent most of your time with the

same group of boys. You build a great friendship and a bond that carries you through your school years and continues as best mates after school. I also really enjoyed working closely with the coaching staff. They became much more than teachers, they were mentors who taught us many valuable lessons on and off the field.” Rugby even gave William the opportunity to travel abroad – twice! Having been selected for two Europe Rugby tours in 2017 and 2019, William grew as an individual from the diverse experiences. “To have such an amazing opportunity to travel overseas, visit different countries, experience different cultures and play rugby with my best mates is the ultimate highlight of my King’s Rugby experience - it’s something I will never forget.”

Reflecting on his King’s experience and where he is now, William feels the values instilled at King’s played a major role in him reaching his future aspirations, as both a young professional and rugby player. “King’s has not only provided me an education, but the School has also played a role in building my character, teaching me the skills to be a good leader and helping me pursue the path I want to take now.” William is currently playing with the Parramatta Eels NRL Club pre-season training squad, with hopes for a debut soon. He is enrolled at the International College of Management, where he is completing a Bachelor of Business degree. His future aspirations will lead him to work for a large organisation and then perhaps enable him to be in a position to start up his own business.



Riley Taylor


ormer Adjutant of The King’s School Cadet Corps, Riley Taylor was everything a great leader should be. Always setting the tone and leading by example, Riley was a Kingsman his peers could look up to. His natural ability to read a group situation and contribute positively – whether with his classmates or Cadets, further exhibits his genuine good character and leadership qualities.

While serving in King’s Cadet Corps, Riley was the Cadet in charge. His role saw him overseeing the entire training and assisting CUOs when necessary. His voice was the one the boys would listen and adhere to. “Being the Head of the Corps meant that I also had to be talking to the Corps as a whole at the start and end of Parades, and it was important to set the tone for the day’s training,” said Riley. Yet, it wasn’t until King’s and the Cadet Corps that Riley was able to build this inner-confidence and truly demonstrate his leadership abilities. King’s prides itself on creating an environment with optimal conditions in which leaders are able to grow. The aim is to give students the skills necessary to have confidence in their own judgment, while having the support to make decisions and take action accordingly. This is something Riley benefited from greatly. “Having the opportunity to work independently from staff gave the boys and myself a chance to really step up to the plate and put our developed leadership skills into practice.”


The lessons learnt while Adjutant of the Corps transcend to his life after King’s. “The Corps helped me to be more comfortable in the more challenging situations that arose in my life. It really helped me to make better decisions. These experiences have also helped shape me into a more confident person,” said Riley. In addition to his leading role in the Cadets, Riley contributed richly to the School’s community through co-curricular activities such as Rugby, Rowing, Cricket, Swimming and Theatre, as well as the Crusaders, Future Project and Mock Trial. Along with these numerous activities, Riley also demonstrated strong leadership in the way he interacted with his peers and staff everyday around the School. “The multitude of experiences and co-curricular activities at King’s, exposed me to a wide range of people and skills. Each experience was different, teaching me many new things that I may not have been able to grasp later in life.”

Riley reflects on his King’s experience, reminiscing on his achievements and the moments that meant the most. “There is much I will miss. From the first night at Corps Camp when I sat on my chair and watched the sky turn from day to night, to receiving the Adjutant’s Prize and Simon York Memorial Prize at Graduation. However, what I think I will miss the most are the experiences with my friends. All through King’s, even the most mundane of days were fun because of them, and I think that they certainly helped shape who I am today.” Riley is currently enrolled at the Australian National University (ANU) where he is studying a double degree of a Bachelor of Genetics and Science, majoring in Physics. His career path will likely take him into science research.


I think that one of the most significant factors in the King’s academic experience is the way that all teachers, mentors, tutors, and coaches are invested in the success of each student. 38


Marcus Malouf ATAR 96.65


arcus Malouf is testament that doing the things you love and following your dreams will always be the most rewarding.

Starting his King’s journey in Kindergarten, Marcus spent the next 13 years taking on every opportunity he could, forming lasting relationships with students and staff alike. His positive involvement inside and outside the classroom earned him great respect as he grew into an accomplished young man. With a ‘why not’ attitude, Marcus involved himself in the co-curricular program as much as he could. The busier he was, the better. Being extremely determined from a young age, Marcus took a particular interest in Rowing and Cadets - two highly disciplined co-curricular activities.

Marcus demonstrated his leadership abilities while holding positions including School Monitor and Britten House Vice-Captain, as well as achieving his Gold Duke of Edinburgh Award. Yet, his true passion for leadership came from his time serving as Regimental Sergeant Major of The King’s School Cadet Corps. His role saw him leading by example ensuring the Cadets upheld the Corps’ traditions and were well trained, while also ensuring they had a rich experience. Marcus was a diligent leader, attributes that did not waver when COVID-19 impacted King’s. “The pandemic restricted so much normal activity for the Cadet Corps. For me, persistence and perseverance were the two main contributions to my growth, and my own King’s experience”, said Marcus. Marcus adapted and became innovative in his leadership style, inspiring resilience amongst his Cadets, despite their disappointment in not being able to go to camp. He was recognised for his achievements within the Corps by being awarded the Lieutenant OC Atkinson Officer of the Watch Telescope Award for Command Support and Cadet Development, as well as the Major GL Murphy Award for the Development of Military Ethos in the Cadet Corps.

Academically, Marcus has also proven himself to be very accomplished. Throughout his studies he consistently received sensational results in all of his courses. Marcus’ academic efforts saw him awarded a certificate for Academic Proficiency and Academic Half Colours in Year 11, as well as a certificate for Academic Proficiency and Academic Full Colours in Year 12. He has demonstrated immense ability to succeed academically while also balancing a thriving co-curricular life. “I am proud to say that I took the path of doing what I loved, not what would seemingly scale well or get me the best ATAR. And in the end, I can safely attest to the fact that it was because I loved all of my subjects. Because they were all my favourites I succeeded,” he says. “I think that one of the most significant factors in the King’s academic experience is the way that all teachers, mentors, tutors, and coaches are invested in the success of each student. Even during the toughest moments – probably especially during the toughest moments – they were all working together to support me. And that is what makes King’s so great. Not grandiosity, but the little things and the connections we students make within this community. Someone was always there to guide and support me.” Marcus is currently enrolled at The Australian National University (ANU), where he is studying a flexible double Law (Honours) Degree, specialising in Law and International Relations.




Marco Levy


arco Levy, is an impressive young man who didn’t let any opportunity pass him by at King’s. Attending The King’s School as a Day Boy for 11 years, Marco established himself as an active member of the King’s community. With a vibrant and selfless personality, Marco gave back to the community whenever he could.

Showing great perseverance, inside and outside the classroom, Marco gave his all in every facet of his day-to-day life. He was perpetually enthusiastic about his involvement in co-curricular activities, finding passions within Cricket, Cross Country, Shooting, Rugby refereeing and Cadets, as well as Tech and Chess Club. He also participated in the Duke of Edinburgh Award Scheme receiving his Gold Award. For his rich involvement and contributions to the life of the School, Marco received the Malcolm Austin Prize – another indicator of his strong character and perseverance.


Marco thoroughly enjoyed the strong sense of community imparted at King’s. As a Day Boy, he found the School’s unique Day Houses to be an integral part of his experience. “The vertical House system allowed me to make many new friends with boys within, above, and below my Year group. It was also great having the House Captain as a point of contact for me to discuss any challenges or questions I had.” Marco was able to return this service to other boys when he became the Britten House Captain in 2020. “I really enjoyed giving back to the King’s community by being involved, and mentoring the younger boys, to add to their unique King’s experience. Being able to go through the cycle of being mentored, to being a leader within the School was a very significant experience for me,” said Marco. His education was also impacted greatly by the support of the King’s community. With his Housemaster, tutors and teachers always accessible and ready to help, Marco felt supported and motivated to push past his comfort zone to achieve his best possible results. “From exam room help to study tips and HSC student perspectives, I believe the guidance from both Senior students and staff members really inspired me to do the best I could.” Marco is currently enrolled at the International College of Management Sydney (ICMS) in Manly where he will undergo a Bachelor of Business, majoring in Sports Management. His dream career pathway will see him employed within the NRL. While he studies, Marco will remain engaged with the King’s community, coaching U13 Cricket.





ommunity is one of the three core pillars of The King’s School. It is a continuous focus throughout a Kingsman’s journey. One student in particular who embodies this pillar is recent graduate, Vedang Tiwary.

An active member of the King’s community, commencing his King’s journey in Kindergarten as a Day Boy 13 years ago, Vedang has established himself as a leader and someone everyone wants to be around. Vedang’s long service to the School has seen him in many leadership positions including School Monitor, Gowan Brae House Captain and Tennis Captain, as well as President of the Student Representative Council (SRC) for 2019 and 2020. For his dedication to the School Vedang has been recognised with the Old Boys’ Union Prize for School Citizenship. “I enjoyed my time in the SRC and as a Gowan Brae (Year 7) Captain the most as in these roles it felt as if I was genuinely helping the boys, which has always been a passion of mine,” says Vedang. Since starting at King’s, Vedang had no problem immersing himself in the community as he found there were many different avenues for him to explore and experience happiness. “I loved my King’s experience. I found a sense of belonging, not only through my sport as Tennis Captain, and a member of the team for so long, but I also found it through the theatre and most importantly being a Gowan Brae Captain. Having a House to associate with becomes a big part of your King’s identity, so you always belong.” Vedang credits much of his success to his teachers and peers, stating, “The sense of community definitely helped my education, especially knowing that the staff always wanted the best for me. Being able to study basically every day in the

CLL with my peers, friends and tutors, definitely enhanced my academic involvement and successes.” Vedang looks back on his time at King’s fondly, stating, “Community is promoted throughout the School, from tutor groups in Year 7, to Senior Houses, to sporting teams, to the Corps program and through Theatre. King’s allows us to find our spark and do what we enjoy.” Vedang is currently enrolled at the University of Sydney, where he is undergoing a Bachelor of Commerce and Advanced Studies, majoring in Finance and Ancient History. His future aspiration is to work for himself, running a business of his choosing.

Community is promoted throughout the School, King’s allows us to find our spark and do what we enjoy. 41



chool systems throughout the world acknowledge that the quality of their people, and their teaching staff in particular, are the most critical in-school factor impacting on student outcomes (Darling-Hammond, 2000; Hattie, 2008; Timperley & AltonLee, 2008). Every year, a commitment to improving teaching quality, The King’s School invests in teacher professional learning and regulatory systems to ensure that teachers engage in ongoing, quality professional learning activities. Staff at King’s inculcate a culture of Academic Excellence in all staff for the benefit of our students. From presenting their work at conferences and professional learning events, to undertaking research and leadership degrees, staff continue to demonstrate growing expertise in knowledge and skills to continue to strengthen their practice throughout their career.

The King’s School is committed to ensuring that all staff engage in continuous professional learning and then apply that learning to increase student achievement. In 2020, The King’s Institute processed 324 staff requests for professional learning from the Senior School alone. Additionally, 183 requests were approved by the Preparatory School and Tudor House. The King’s School facilitated over 2000 hours of professional learning experiences to its teaching staff across all three campuses. Almost 20% of these professional learning hours were individually sought professional learning experiences by teaching staff. An additional 20% were individually sought professional learning by teachers that carried NESA accreditation hours. The remaining 60% of professional learning experiences were offered in-school via whole-school professional learning events. The outbreak of the COVID-19 pandemic and the School’s adoption of a new Learning Management System (CANVAS) in 2020 led to all teaching staff being enrolled in a microcredentialled subject of the Macquarie 42

University Master of Education program. It was the School’s intent to equip teachers to critically utilise emerging and existing technologies in their daily teaching practice. The course explored how rapid advances in technology are changing the way teaching and learning occur. The entire suite of modules within the unit remains open for teachers to pursue at their leisure into 2021. Professional learning and development is the strategy most schools use to ensure that educators continue to strengthen their practice throughout their career. The most effective professional development engages teams of teachers to focus on the needs of their students. They learn and problem solve together in order to ensure all students achieve success. John Dewey reminds us about the importance of this role: “What the best and wisest parent wants for his own child, that must be what the community wants for all of its children.” In education, research has shown that teaching quality is one of the most important factors in raising student

achievement. For teachers and leaders to be as effective as possible, they continually expand their knowledge and skills to implement the best educational practices. Educators learn in order to help students learn at the highest levels. We are very fortunate to have the support of The King’s Institute team. The role of The King’s Institute is to drive innovation, research, and continuous improvement in academic excellence, with character development in the context of a Christian community. It is the School’s primary intervention mechanism in driving excellence in Teaching and Learning and paving the way forward for future approaches to pedagogical improvement and change in driving the enablement of academic excellence, character development, and community across all of The King’s School’s three campuses.

Dean Dudley Director of The King’s Institute



Agriculture Ancient History Biology Business Studies Chemistry Chinese Continuers Chinese in Context Chinese Extension Design and Technology Drama Earth and Environmental Science Economics Engineering Studies English Advanced English EAL/D English Extension 1 English Extension 2 English Standard French Continuers French Extension Geography German Continuers German Extension History Extension Industrial Technology (Metal & Timber) Information Processes and Technology Investigating Science Japanese Continuers Legal Studies Mathematics Advanced Mathematics Extension 1 Mathematics Extension 2 Mathematics Standard 2 Modern History Music 1 Music 2 Music Extension PDHPE Physics Science Extension Software Design & Development Spanish Beginners Studies of Religion I Visual Arts

The HSC mark

TAFE/VET Courses Automotive Business Services Construction Retail Services

Is a 50:50 combination of a student’s examination mark and school-based assessment mark that may include tests, written or oral assignments, practical activities, fieldwork and projects. Schools submit an HSC assessment mark for every student in every course. NESA puts the marks through a process of moderation to allow a fair comparison of marks in each course across different schools.

Performance Bands HSC marks for each course are divided into bands and each band aligns with a description of a typical performance by a student within that mark range. For a 2 unit course, Band 6 indicates the highest level of performance and the minimum standard expected is 50. Band 6 = 90-100 marks, Band 5 = 80-89 marks; Band 4 = 70-79 marks; Band 3 = 60-69 marks; Band 2 = 50-59 marks; Band 1 = 0-49 marks. Each band is aligned to what a student at that level of performance typically knows, understands and can do. The ‘average’ performance in most courses is usually a mark in the mid-70s (Band 4). For an Extension course, the bands are E4 (highest level of performance) to E1.

SMH league tables The list published and the information provided in The Sydney Morning Herald is a limited measure. It only takes into consideration Band 6 results. It is important to recognise that other statistics are also important, such as percentage of students in each of the other bands and course means compared with State means. The Honour Roll includes the schools with students who achieved Band 6 only (90 or higher) in a course. High Scores is the number of Band 6 scores. Success is High Scores expressed as a percentage of entries, rounded to two decimal places. Rank is based on the precise success rate.

Distinguished Achievers are the students who achieved a result in the highest band (Band 6 or Band E4) for one or more courses.

Educational Access Schemes (EAS) Help students who have experienced long-term educational disadvantage gain admission to tertiary study.

Schools Recommendation Schemes (SRS) Aim to help you access higher education through recommendations from your school. Universities use a wide range of selection criteria, including school recommendations, senior secondary studies and personal awards and achievements. Early entry schemes (including SRS) make offers before the December and January offer rounds.

Equity Scholarships (ES) Help financially disadvantaged students with the general costs associated with tertiary study. By submitting just one application you’ll be considered for all available Equity Scholarships for which you’re eligible.

The ATAR is a rank, not a mark. The Australian Tertiary Admission Rank (ATAR) is a number between 0.00 and 99.95 that indicates a student’s position relative to all the students in their age group (ie all 16 to 20 year olds in NSW). So, an ATAR of 80.00 means that you are 20 per cent from the top of your age group (not your Year 12 group). Almost 2/3 of King’s boys, consistently attain an ATAR above 80, ie top 20%. 63% of our students gained ATARs over 80 in 2019 (63% in 2018 and 66% in 2017). The average ATAR across the state is usually around 70.00. The ATAR helps universities rank applicants for selection into their courses.


www.kings.edu.au | P: +612 9683 8555 | E: tks @ kings.edu.au | A: PO Box 1 Parramatta 2124, NSW Australia

Cricos No: 02326F | The Council of The King’s School, ABN: 24 481 364 152 | Incorporated by The King’s School Council Act 1893