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KING’S

Candidate Brief Director of Boarding

The King’s School is a Christian community that seeks to make an outstanding impact for the good of society through its students, and by the quality of its teaching and leadership in education. THE KING’S SCHOOL MISSION STATEMENT

Welcome

We believe there is more to education than merely the inculcation of knowledge and skills with the occasional inclusion of co-curricular and sports activities. The commitment of The King’s School to students is to provide Academic Excellence with Character Development within the context of a Christian Community, so that they might graduate as leaders of Christian wisdom and integrity for a world in need. This was the founding purpose of the School, established by King William IV in 1831, to provide leaders for the emerging colony of New South Wales. The King’s School Mission Statement captures this founding sentiment in describing the School as “A Christian community that seeks to make an outstanding impact for the good of society through its students, and by the quality of its teaching and leadership in education.” King’s students are challenged to grow and develop into global thought leaders. They are not only intellectual, physical, social, emotional, and spiritual, but also courageous, adventurous, entrepreneurial, faithful, honourable, dependable, and egalitarian King’s students who strive to be the very best they can be for the sake of serving others – we each seek to be excellent in order to be excellent for others.

The King’s School is endowed with an extraordinary geographic footprint in Parramatta and the Southern Highlands, with facilities for teaching and learning, sport, drama and music, outdoor education and residential facilities for staff and students alike. The achievement of the School’s mission is dependent on the quality of our teaching and leadership in education. The King’s School is both blessed by and committed to recruiting and developing outstanding members of staff who lead and guide students in their growth and development. Whether they are directly involved in the classroom or not, every member of staff is a role model for our students – as teachers, coaches, mentors and carers committed to safeguarding the children in their care. Accordingly, The King’s School continues to demonstrate its commitment to staff training and development, through The King’s School Institute. Boarding is a defining feature of the School and plays a critical role within our broader commitment to developing young people through our three educational distinctives of Academic Excellence, Character Development and Christian Community. As a key component of the Community distinctive, the boarding program seeks to provide a safe, nurturing and enriching residential environment in which students can thrive. The Director of Boarding provides strategic and operational leadership for all aspects of the School’s boarding program across two campuses. This is a full-time permanent role commencing 2027.

Reverend Stephen Edwards

Headmaster

Our Values HUMILITY

Honesty

Integrity

Compassion

We do not think more highly of ourselves than we ought. We are human and we share in the humanity of others. Being humble arises from our Christian belief that we are equal in the sight of God because we are all created in His image. Humility is a fundamentally Christian value and is the starting point for all our other values, for it is when we are humble that we are able to be honest about ourselves and with others.

BE HUMBLE

GRATITUDE We celebrate with Gratitude to God and each other. Gratitude is important in celebrating excellence in others, for keeping us humble and protects us from a spirit of complaint.

Excellence Respect

WITH Responsibility Humility CELEBRATE GRATITUDE

EXCELLENCE We strive to be excellent for others and ourselves. We do this in order to make an outstanding impact for the good of society. Striving for Excellence means seeking to improve and better ourselves; to be always growing. Our striving for Excellence is that we may be excellent for the sake of others. Excellence begins with an attitude of Humility that enables us to be Honest with ourselves and one another, so that we might Respect each other, taking Responsibility for ourselves and others, as a community of Integrity and Compassion.

STRIVE FOR EXCELLENCE

COMPASSION We live to serve one another. Having Compassion means caring for others, being kind and gentle. Compassion is stronger than sympathy or empathy; it is much more active and intentional. In a Christian sense, it is going out of one’s way to help others, to be generous towards others, to care for others and stand up for others. Compassion flows from our Humility, Honesty, Respect, Responsibility and Integrity, and underpins our understanding of Excellence.

BE COMPASSIONATE

Honesty

Integrity

Compassion

HONESTY We are honest about ourselves and with others. Honesty means being trustworthy, sincere and authentic. We are true to ourselves, and one another. We do not mislead or misrepresent each other. Honesty depends on an attitude of Humility. It is when we are honest about ourselves and towards each other that we are able to Respect one another.

BE HONEST

Honesty

Excellence Respect RESPECT

Humility

Compassion Integrity We Respect one another and ourselves. Respect involves valuing people and property so that neither is dishonoured, and follows from our Humility and Honesty. We Respect other’s beliefs and points of view. We do not bully or impose our will on others, whether in thought, word or deed. We do not gossip or spread rumours. Respect is important for being willing to take Responsibility for ourselves and each other. SHOW RESPECT

cellence Respect

Responsibility HumilityRESPONSIBILITY We take Responsibility for ourselves and each other. Responsibility means recognising that we share our lives with others in a shared world. Living and learning in community means taking Responsibility for contributing positively and actively to our community and our world. Responsibility depends on our Respect for ourselves and each other, and is essential for living lives of Integrity.

TAKE RESPONSIBILITY

INTEGRITY We live our lives with Integrity. To demonstrate Integrity means to live a life that is integrated and balanced, cohesive and coherent. As a community of Integrity, we are unified and work together for the common good. We are trustworthy and reliable, we follow through with conviction and courage. Integrity arises from our Humility, Honesty, Respect and Responsibility, and allows us to serve one another as a compassionate community.

DEMONSTRATE INTEGRITY

Responsibility

Boarding Boarding Houses The King’s School offers world class boarding facilities for students from Years 3 to 12. At Tudor House, students in Years 3 to 6 live in a co-educational boarding environment that provides a supportive introduction to boarding life. In Year 7, boys board in Gowan Brae on the Parramatta campus, where the dormitory-style accommodation supports their transition into Senior School. For those in Years 8 to 12, four senior houses are home to approximately 80 boys each, offering air-conditioned rooms, well-equipped communal spaces and outdoor recreation areas. Boarding houses at King’s are designed to encourage a sense of belonging, build relationships and foster the pursuit of Academic Excellence. Wherever they may be in their boarding journey, boarders at King’s have everything they need to successfully navigate adolescence and achieve their potential. There are five distinct boarding houses on the Parramatta campus along with our co-educational boarding house at Tudor House:

Medley House (Tudor House) The co-educational boarding house at Tudor House, Medley is located at the heart of the 169-acre campus. It comprises of six dormitories, with separate accommodation for boys and girls. Each dormitory is equipped with reverse-cycle air conditioning and heating and includes a combination of bunk and single beds. Each boarder can store their personal items in a bedside table with a cupboard and a blanket box and the end of their bed, along with shelving for shoes and uniform items. Medley House also features several shared living spaces for boarders to relax, socialise and participate in the daily life of boarding.

Gowan Brae (Year 7) Boarders join Gowan Brae in Year 7 where they learn the basics of Senior School boarding, adjust to life in a residential community and form valuable friendships with their peers. During Term 4, Year 7 students will be allocated their senior houses based on their friendship groups or brothers in senior houses.

Broughton Forrest Named in honour of the Right Rev. William Grant Broughton, the first and only Anglican Bishop of Australia and founder of The King’s School, and Rev. Robert Forrest, the founding Headmaster of King’s who opened the School in Parramatta in 1832 and served as Headmaster for two seasons – 1832-39 and 1848-53.

Baker Hake Named after Rev. Edward Morgan Baker, an early Headmaster of King’s (1919-32), and Herbert Dennis Hake OBE (1939-64), who oversaw the acquisition of and relocation to Gowan Brae.

Macarthur Waddy Named in recognition of Rev. George Fairfowl Macarthur, Headmaster (1868-86) and one of the first students of King’s (1832-39), and Rev. Percival Stacy Waddy who served as Headmaster from 1907-16 before resigning his post and taking up a position in the AIF as Chaplain to serve alongside his students and Old Boys.

Bishop Barker Harris Named after Bishop Frederic Barker, the second Anglican Bishop of Sydney who was instrumental in the School’s revival in the mid-nineteenth century, and Rev. Edward Harris, a notable clergyman and educator who served as Headmaster from 1889-95.

Child Safeguarding

Child Safeguarding is a term that refers to the policies, processes and strategies that are designed to keep students safe at The King’s School. The School has several policies and documents that outline the expectations and standards that staff are held accountable, including the Staff Code of Conduct, the Child Safe Policy and the Statement of Commitment to child Safety. These documents can be found on the School’s Policy Portal on KingsNet. The King’s School is committed to a child safe culture where the safety, wellbeing and participation of students are paramount. Safeguarding the interests, dignity and rights of students is achieved through the comprehensive implementation of the NSW Child Safe Standards. All staff are trained in child safe practices and receive ongoing professional development for best practice in residential environments.

Boarding Facilities

Tudor House

Senior School

Boarders have extended access to a wide range of facilities around the Tudor House campus. These include the extensive school grounds, rugby/football ovals, cricket nets, tennis and basketball courts, mountain bike track and Kahiba areas. These are available for boarders to use under the guidance and supervision of staff, along with the main common room in Medley House which has a pool table, leather lounges, television, Lego table and kitchenette. Medley House has six dormitories; L, I, T and S for our male boarders and A and H for our female boarders. These dormitories are all on the first floor but in separate wings. Each dormitory has between 5 to 10 beds with a mixture of singles and bunks.

Boarders have extended access to a wide range of sporting facilities, including swimming pools, cricket ovals, playing fields and basketball and tennis courts. A kitchenette is provided in each House for the preparation of supper and snacks. It is expected that the boys clean up after themselves and manage these spaces collectively. All boarding houses have large screen TVs, pool and table tennis tables and a variety of areas for recreation and relaxation. Boys are expected to assist with jobs around their House and to ensure that these amenities are treated with care. As students progress through the years, they share their rooms with fewer students. Gowan Brae offers dormitory style accommodation, while Year 8 to 10 students share twin rooms equipped with their own desk, cupboard, shelf and storage space. Year 11 and 12 boarders have individual bedrooms located on the ground floor of each House. All senior houses contain lockable cupboard space for each student and shared bathrooms for each year group.

At the heart of our boarding experience is a deep commitment to helping students explore, understand, and live out The King’s School values of Honesty, Humility, and Respect. Students are encouraged to take responsibility for their actions and words, develop a sense of place, recognise the opportunities available to them, and grow in their appreciation of these blessings.

Position Description Director of Boarding

Introduction

Primary Accountabilities

All positions at The King’s School support the mission of the School which is to make an outstanding impact for the good of society through its students, and by the quality of its teaching and leadership in education.

The Director of Boarding will deliver the strategic vision and plan for Boarding across The King’s School, in conjunction with the key executives (outlined in this Position Description) and the wider boarding staff community.

The King’s School values all its employees, and it recognises that the service given, in the classroom as well as in support and operational capacities, equally contributes to an environment wherein boys are witnessing professional and dedicated behaviour. All employees of The King’s School contribute to those intangibles of tone and ethos which can have a profound impact upon a student.

Provide a Climate of Excellence

Role Purpose The Director of Boarding is an essential member of The King’s School Extended Executive Leadership Team, who works closely with the Deputy Headmaster, Heads of Campus, the Deputy Heads – Students & Community (at both Senior School and Tudor House), the Director of Christian Community and the wider Boarding Community. The position has delegated responsibility for the efficient and effective leadership across Boarding while ensuring seamless operations. The Director of Boarding is expected to live residentially onsite at the North Parramatta Campus. The incumbent is expected to bring unity and consistency of purpose across Boarding and will provide guidance and leadership to the Boarding staff across all campuses of The King’s School. Simultaneously, the Director of Boarding will actively engage in developing future succession opportunities across the team. The Director of Boarding will work collaboratively with the broader Extended Executive to develop and build a vibrant and engaged Boarding Community, through participation in Marketing and Admissions activities and coaching the Boarding leadership team to build capacity in these activities.

• Maintain a climate of excellence in leadership and

administration in line with the School Mission and current strategic direction, through the implementation of effective procedures within Boarding and the development of collaborative relationships with and between all The King’s School leaders.

Leading Teaching and Learning • Initiate and coordinate annual and long-range plans and

objectives for boarding students ensuring alignment to the overall School strategic plan and direction; • Contribute to the ongoing development of Boarding

as a centre of quality residential boarding experiences; • Advise and liaise with the relevant executives regarding

staff training and Staff Professional Development of the Boarding team; • Ensure accurate records for all aspects of Boarding; and • Teach in specific discipline as required.

Developing Self and Others • Develop, in conjunction with the other members of

Extended Executive, an environment of belonging and connectedness across the Boarding community and the residential community; • Develop and manage annual goals and objectives for self

and the ‘Boarding’ cohort; • Identify potential future boarding leaders and collaborate

with relevant teams to assist in coaching and developing these employees.

• Identify and monitor staff performance through leaders

within the cohort;

Students

• Assist broader school leadership in the ongoing

• Enable Boarding Leadership team, boarding supervisors

development of The King’s School as a centre of excellence in Christian education and character development; and

• Foster solid relationships with those responsible for Day

• Assist in the review and feedback of leaders and

managers within cohort, in consultation with relevant Executives.

Leading Improvement, Innovation and Change • Lead and manage the Boarding teams to deliver effective

outcomes in line with the School vision and strategy, in all aspects of the Value Distinctive Model. Collaborate with the relevant executives to optimise employee performance and achievements; • Nurture the Christian ethos and positive human relations

of the Senior School and The King’s School community in the ongoing development of the School as a centre of excellence in students’ Christian education and personal wellbeing development; • Identify new and innovative approaches to student,

community and residential belonging and wellbeing, and lead the implementation of these across the Boarding community; • Support leaders and managers within the cohort in

leading change when required and developing and maintaining effective strategies in their respective houses; • Exercise effective team leadership in line with the

concept of Teams and Team Leadership that underpins the organisational structure of The King’s School; • Collaborate with the Director of Continuous Improvement

to continually improve, develop and implement programmes towards the achievement and the delivery of positive boarding outcomes, • Leading the management of the Students and Community Stream of Boarders in the School.

General • Collaborate with others to deliver annual reviews of

workforce planning and salary budgeting, to ensure appropriate resourcing that contributes to excellent student and community outcomes; and • Lead a focus on Risk Management and Compliance

across the entire boarding community.

and House Matrons in their care of the boys; students, whilst maintaining and growing partnerships with those in Boarding; • Foster positive and productive House communities; • Provide pastoral care and support boarding community

staff and students; • Manage significant disciplinary concerns (in support of the

Boarding Housemasters), that occur within Boarding; • Assist and coach Lead Boarding Housemasters,

Housemasters and 2ICs; • Appoint Boarding Housemasters, in collaboration with

others, as required, and • Manage (as necessary) Child Protection investigations, as

required for both Boarding and Day student matters, in conjunction with relevant School leadership.

Health and Wellbeing • Collaborate with the medical specialist team to ensure

smooth and seamless operations in the delivery of health services and support to boarders; and • Collaborate with School Counsellors on student wellbeing.

Engaging and working with the Community • Represent the School and the Boarding Community

through frequent involvement in regional tours, building connections to foster engagement with current and future boarding families; • Assist with the development and implementation of

programmes relevant to belonging and connectedness, enhancing the School’s public image through School and public activities; • Assist in the maintenance of effective communication with

the School community through formal bodies and informal contacts; • Establish and regularly review policies for adequate

communication of boarding students’ progress to parents; • Maintain a high profile in support of public and special

occasions; • Be actively involved in the School’s co-curricular program

of activities; • Contribute to agreed public image of the School by

ensuring the maintenance of high boarding standards; and • Nurture relationships with the current and future parent

community.

Position Description Director of Boarding C O NT I NUED

General Requirements

stakeholders and providers, including but not limited to:

General responsibilities of the Director of Boarding include:

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Association of Independent Schools

–

NESA

• Supporting and advancing the mission of the School

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Australian Boarding School Association

–

Local providers and contractors

–

Others as required.

as a Christian community that seeks to make an outstanding impact for the good of society through its students and by the quality of its teaching and leadership in education; •

Role modelling The King’s School values;

• Modelling Christian character and good moral behaviour; • Demonstrating advanced communication and

inter-personal skill; • Creating and contributing to a happy and productive

school environment where staff and students are valued and respected; and • Supporting the Headmaster and Head of Senior School

and helping to translate and facilitate the wishes of the School Governance and School Management into effective practice.

Required Skills, Knowledge and Experience Vision and Values • Commitment to Christianity and the mission of

The King’s School which underpins the culture of the School, and the ability to articulate this to future families accurately and passionately; • Love of learning and a growth mindset; and • Supporting and advancing the values of the School as a

community that seeks to promote.

Key Relationships

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Humility

–

Honesty

• Responsible to the Deputy Headmaster, Head of Senior

–

Respect

–

Responsibility

–

Integrity

–

Compassion

–

Excellence

–

Gratitude.

School and Head of Tudor House, along with the Director of Christian Community; • Reports to the Deputy Headmaster and to both Deputy

Head – Students & Community, Senior School and Tudor House; • Strong working relationships with with the Extended

School Executive, Housemasters, Boarding Community, risk management and compliance team and applicable support services teams; • Collaborative relationship with broader boarding

leadership team, boarding community and support services teams;

• Maintains strong links with both internal and external

Knowledge and Understanding • Previous experience in teaching across the board from

Pre-Kindergarten to Year 12; • Experience in a variety of schools;

• Ongoing professional development, keeping up to date

with boarding trends and initiatives, contemporary compliance requirements; • Proven experience as a team player; and

• Following Safe Work Procedures, Standard Operating

Procedures and Manual Handling Guidelines appropriate to your duties; and • Undertaking WHS training as deemed relevant to your role.

• Experience in managing challenging, complex and

ambiguous situations effectively and objectively.

Personal qualities, social and interpersonal skills • Authentic with a strong personal presence, poise and

natural capacity to collaborate and engage with all members of the team; • Agency; • Highly organised with excellent attention to detail; • Outstanding communication skills and relationship

building skills; • Love of learning and a growth mindset; • Highly motivated and self-directed with a positive

outlook; • Understanding of the Privacy Act and the confidential

nature of sensitive information; and • Ability to work flexible hours including at night and on

weekends as required.

Qualifications • A qualified educator with teaching qualifications; and • A Masters in Leadership / and another complimentary

stream (preferred not mandatory).

Work Health and Safety The King’s School has a documented Work Health and Safety Policy together with relevant procedures and other documentation. You are required to comply at all times with the Policy and Procedures as well as any reasonable and lawful direction relating to workplace safety. Your WHS obligations include: • Cooperating with the School in ensuring your safety and

the safety of others at all times; • Following policies, procedures and lawful direction

designed to ensure a safe work environment; • Reporting any hazard, injury, or near miss through the

School’s RMS system;

Finally No position description can capture the complexity of tasks within a school. Therefore, this position description should not be seen as limiting and some flexibility is required when using this position description. There will be other tasks, not described above, that may be given to this position from time-to-time. All positions evolve and change over time, and the School commits to regularly review and update position descriptions to accurately reflect the contribution of employees.

• Following emergency evacuation and management

procedures if required;

Senior School Academic Excellence

At The King’s School, we believe that education is not simply the acquisition of knowledge, but the transformation of character, mindset and purpose. We understand that true academic education is not defined by rote learning or content recall, but by the development of wisdom, the ability to discern, apply and act upon knowledge with insight, empathy, and integrity. Here, Academic Excellence is the cornerstone of a broader vision, to grow confident, capable and compassionate young men who will lead lives of significance and service in a rapidly evolving world. Our academic program is carefully curated to provide a rich, rigorous and future-focused education, grounded in the values of curiosity, integrity and perseverance. We are committed to nurturing the next generation of global thought leaders, young men who think deeply, act ethically and shape the world around them.

A Transformative Academic Journey The King’s School offers a continuous academic journey from Years 7 to 12, designed to ignite curiosity, deepen understanding and cultivate independent thought. Each stage of learning builds seamlessly upon the last, allowing students to expand their capabilities and pursue excellence at their own pace and in their own direction. In Stage 4 (Years 7–8), students are introduced to the full spectrum of academic disciplines and foundational learning habits. This is a time of discovery, where boys begin to see themselves as capable, self-directed learners.

In Stage 5 (Years 9–10), students start to shape their individual learning pathways through elective choices and deeper subject engagement. The curriculum sharpens analytical thinking and introduces them to more complex problem-solving. By Stage 6 (Years 11–12), students select from a suite of academic pathways, the HSC, IBDP, or VET, based on their unique strengths, interests and aspirations. The result is a highly personalised senior experience that prepares students for success beyond the School, whether that be in tertiary education, entrepreneurial ventures, or direct entry into the workforce. Our School motto, Fortiter et Fideliter (Bravely and Faithfully), is more than just a phrase, it is a call to action for students to embrace challenge, pursue truth and learn with integrity. It reflects our unwavering belief that true learning involves taking risks, overcoming setbacks and growing through persistence and reflection.

Excellence in Teaching and Learning At King’s, the pursuit of academic excellence is guided by passionate educators who are not only subject experts but mentors and role models. Our teachers use evidence-informed practice and the latest pedagogical research to deliver learning that is engaging, inclusive and transformative. Each student’s learning is supported by an academic team that includes Deans of Studies for each stage, Heads of Department, Housemasters and specialist tutors. This collaborative network seeks to ensure that no student falls through the cracks, and that every boy is known, valued and appropriately challenged.

Our staff continually analyse student data to inform teaching and learning, making it possible to adapt strategies and interventions that maximise outcomes for all learners. We believe in supporting students at their current level and helping them take the next step in their learning journey.

Multiple Pathways for Personalised Success We understand that no two students learn in exactly the same way or share the same future ambitions. At King’s, our commitment to personalisation is reflected in the range of academic pathways we offer:

Higher School Certificate (HSC) This is a rigorous, standards-referenced curriculum governed by NSW Education Standards Authority (NESA). Students typically undertake a pattern of study that may include Extension courses in subjects such as Mathematics, English and History, allowing for academic acceleration and depth. The King’s School has a long and distinguished record of HSC excellence, with consistently high ATAR outcomes, state rankings, and recognition across a broad range of disciplines including STEAM, Humanities, Languages and the Creative Arts. The pathway supports both breadth and specialisation, enabling students to tailor subject selections to align with university prerequisites, including Engineering, Medicine, Law and Commerce. Through structured mentoring, data-informed tracking, and academic enrichment programs, the HSC pathway at King’s emphasises scholarship, character and disciplined study habits, equipping students for competitive university entry both in Australia and internationally.

International Baccalaureate Diploma Programme (IBDP) Authorised by the International Baccalaureate Organization, the International Baccalaureate Diploma Programme (IBDP) is a globally recognised and respected qualification that develops reflective, principled and internationally minded learners. As an academically rigorous alternative to the HSC, the IBDP is structured around six subject groups studied at Higher and Standard Level, alongside the core components of Theory of Knowledge (TOK), the Extended Essay (EE), and Creativity, Activity, Service (CAS). This holistic framework cultivates critical thinking, intercultural understanding and independent research skills, positioning students strongly for entry into leading universities worldwide. At King’s, the IBDP complements the School’s commitment to forming global thought leaders by fostering intellectual inquiry, ethical reflection and service-minded leadership. Students benefit from small cohort support, close academic mentoring, and alignment with international benchmarking standards, ensuring the programme sits cohesively within the School’s broader vision of academic excellence, character development within a Christian community.

Vocational Education and Training (VET) Our VET offerings provide students with practical skills, industryspecific knowledge and nationally recognised qualifications. Many of these TAFE courses such as Construction, Primary Industries and Business Services are taught onsite by King’s School teachers, which provides students with the advantage of learning in a familiar environment with dedicated support. We also support students who wish to pursue additional TAFE courses off-site, collaborating with external providers to ensure flexibility and alignment with individual career goals. This handson pathway is ideal for students looking to enter the workforce with real-world experience or progress to apprenticeships and further study. Each of these pathways is underpinned by a strong focus on personal agency, rigorous academic challenge and individual support.

The King’s Extended Day Program We recognise that true academic success requires more than great teaching; it demands a culture of continuous support. That is why we proudly offer the King’s Extended Day Program, a world-class academic support system that operates before school, after school and on weekends. This program ensures that every student has access to personalised academic help whenever it is needed most. It reflects our belief that learning does not end with the final school bell, it is a lifelong pursuit.

Features of the Extended Day Program •

Morning Literacy and Homework Support (8.00am – 8.40am): A quiet, focused environment with specialist staff on hand to assist with literacy development, handwriting and organisational skills.

•

After-School Academic Help (3.30pm – 6.30pm): Subjectspecific sessions in English, Maths, Science, and Digital Learning, alongside Homework Club and assignment workshops.

•

Evening Study in Boarding Houses (7.00pm – 10.00pm): Structured, supported study time for boarding students delivered by academic patrons and experienced tutors.

•

Weekend Tutoring (Saturday and Sunday, 10.00am – 4.00pm): Walk-in tutoring and seminars tailored to senior students, helping them to consolidate knowledge and prepare for assessment.

•

Specialised Programs: • • •

Language Enrichment & EAL/D Support CLL Tutoring for HSC & IB subjects (online booking system) Study Skills Sessions led by the Academic Monitor Portfolio team

Success for each individual student at King’s is to feel a sense of rigour, motivation, achievement and enjoyment from what they are learning by acknowledging their learning needs, strengths, interests and goals.

This comprehensive, high-touch model of academic care enables all students to build confidence, manage pressure and strive for personal excellence in every aspect of their learning.

Academic Enrichment and Extension Gifted learners at King’s are supported through a wide-ranging Enrichment and Extension Program designed to inspire and challenge. These opportunities include: •

Advanced coursework and differentiated classroom instruction

•

Academic competitions and Olympiads

•

Research mentorships and university-level projects

•

Public speaking, debating and enterprise challenges

We seek to unlock each student’s full intellectual potential while nurturing their social and emotional growth. Our goal is not simply to accelerate students, but to deepen their capacity for understanding, empathy and impact.

Educational Support Services Our Educational Support Services (ESS) team provides a highly personalised framework of support for students who need it most. Whether a student is consolidating foundational literacy, adjusting to learning in English, or managing a diagnosed learning difficulty, ESS works collaboratively with families and classroom teachers to ensure continuity of learning and wellbeing. Inclusive learning programs and specialist staff ensure that every boy at King’s can participate fully in the academic life of the School.

Language Learning and Global Citizenship

Innovation through STEAM and Robotics Our STEAM and Robotics programs place King’s at the forefront of future-focused learning. Students engage in hands-on innovation through designing, coding and engineering robotic systems that reflect real-world challenges. Whether building autonomous machines or solving complex mathematical problems, students develop resilience, teamwork and technological fluency. This is education with its eyes on the future.

The Centre for Learning and Leadership Located at the heart of the Senior Campus, the Centre for Learning and Leadership (CLL) is a dynamic and inviting academic hub. With flexible learning zones, maker spaces and a state-of-the-art library, the CLL promotes research, collaboration and quiet study. Students can access the latest digital resources, consult expert library staff, or engage in peer-led tutoring and seminars. It is also the home of The King’s School Institute and the Professional Learning Centre for staff, a space where innovation in teaching and learning is cultivated every day.

Global Recognition and University Preparation King’s is one of Australia’s few accredited providers of the full College Board suite of exams, including SAT, PSAT and Advanced Placement (AP). These internationally benchmarked qualifications position students for competitive university admissions in the United States, United Kingdom and around the world.

Language learning is central to the development of global awareness and intercultural fluency. At King’s, students can study Chinese, French, German and Spanish, or explore additional languages through the NSW School of Languages.

Our Global Pathways team provides expert university counselling, application support and access to overseas scholarships. Our students graduate not only with impressive credentials, but with the confidence and vision to thrive anywhere their journey takes them.

Our Language Exchange Programs offer students immersive and transformative opportunities to experience language and culture firsthand. Through partnerships with leading international schools, students have the chance to participate in reciprocal exchanges, live with host families and attend classes abroad. These programs run for several weeks and are open to students studying languages in Stage 5 and Stage 6. They are designed to foster linguistic fluency, independence, cultural empathy and global understanding, an invaluable complement to classroom learning.

The King’s School is more than a place of learning. It is a launchpad for young men of character, capability and conviction. We invite you to join us in shaping the next generation of global citizens, ready to lead bravely and serve faithfully in a world that needs them more than ever.

Senior School Character Development The King’s School is renowned for the character and integrity of its students, qualities that are framed by our values – the supporting pillars of all that it is to be a Kingsman. These values provide the framework, but it is through application that students forge true character, facing each contest and striving to succeed against adversity, competition or the natural elements. As the cornerstone of the King’s Character Development Framework, students are encouraged to participate in the wide range of co-curricular activities on offer. With this comes the inherent challenges that aim to inspire and develop each student throughout their journey at the School.

The array of co-curricular programs offered exposes students to opportunities to be active and engaged with the School community beyond the classroom. The experiences students encounter in the arts, sport, cadets and clubs range from participation and enjoyment to opportunities that develop considerable skill and support elite aspirations. The student-centred approach, whereby each student takes personal responsibility for their chosen co-curricular activities, aims to foster individual development and a growth mindset under the Character Development framework. The link between co-curricular and curriculum pursuits is one that encourages this evolution as well as engaging the student in a sense of belonging and community pride.

Create

Challenge

Compete

Discuss

Learn

Perform

The Minecraft Guild

Duke of Edinburgh

Sport

CRU Group

Musicals

Debating

Reading Club

Literacy Club

Ag Club

Boys 2 Men

Programming Club

Camps Week

Media Club Robotics Club

Chess

Academic Societies

Academic Extension Clubs

Student Representative Council

STEAM Club

Drama Club Music Ensembles

Homework Club Handwriting Club Language Exchange

As the cornerstone of the King’s Character Development Framework, students are encouraged to participate in a wide range of co-curricular activities on offer. With this comes the inherent challenges that aim to inspire and develop each student throughout their journey at the School. 18

Sport The King’s School fosters an environment of enjoyment and advancement in sport. It is an activity that cultivates leadership, resilience and teamwork and is where our students can test themselves through physical endeavour. The advancement of our students in sport extends far beyond the School grounds with many students going on to representation at State and National levels and a number of Old Boys pursuing professional careers in sport. The level of participation of our students in sport has led to a significant investment across all sporting programs. The School attracts leading national and international coaches and directors who expose students to individual and team skill development pathways that extend their sporting ability and performance. These staff operate within state-of-the-art facilities including extensive playing fields, indoor sports centre, indoor basketball courts, strength and conditioning facilities, outdoor basketball courts, tennis courts, track and field facilities and a 50m swimming pool. Boys look forward to the twice-weekly training sessions and Saturday games. The enjoyment derived from participating in sport and developing their skills is enriched further by excellent inter-school competition.

The King’s School is one of the nine members of schools in the Athletics Association of the Great Public Schools (AAGPS) in New South Wales. The School has had almost 200 years of competitive rivalry in a range of sports and in one of the country’s most keenly contested schoolboy competitions. AAGPS sport is played from Years 7 to 12 and each student is offered the chance to participate in a different sport each sporting season. Senior School students have the option of the following sports: • Winter: Badminton, Rugby, Football (Soccer), Snowsports,

Volleyball, Cross Country, Track and Field • Summer: Basketball, Cricket, Rowing, Swimming,

Tennis, Table Tennis, Water Polo, Summer Athletics • Year-round: Rifle Shooting, Mountain Bike Cycling,

King’s Fit Developing and maintaining physical conditioning and strength is an integral part of each student’s sporting journey at the School. The School has two dedicated strength and conditioning facilities focusing on resistance-based training, an ergometer room, and a rehabilitation and recovery section. The Head of Athletic Development oversees a team of specialist coaches and works very closely with the head coaches and directors of each sport to optimise training for every student.

Cadet Corps

The Arts

Discover a tradition of character development at The King’s School, where our Cadet program stands as a cornerstone of our educational philosophy. With a rich history steeped in tradition, we’re proud to be the largest single-school based cadet unit in Australia. In Term 4 of 2026, we’re excited to announce the introduction of Year 7 into our Cadet Unit, offering a tailored program designed to nurture their growth and maturity. Join us as we embark on a journey of leadership, camaraderie, and personal development as we continue to shape global thought leaders for the future.

Performing Arts is a vibrant aspect of life at King’s and one in which many students are involved. The School continues to attract talented musicians and performers and the calibre of school productions across the year are a highlight in the School and community calendars. Annually, The King’s School Musical is staged in conjunction with Tara Anglican School for Girls.

The program goes beyond the facilitation of outdoor activities and recreation with the main focus being leadership development and unit collaboration through the five key programs: Annual Field Exercise (Corps Camp), Promotion Courses, Ceremonial Parades, Drill Competitions and Parade Ground Practice. One of the most popular elements of the cadet year is the annual camp which is usually undertaken in a bush setting in the Hunter Valley. Trekking, camping, initiative exercises, rock climbing and abseiling are just some of the activities undertaken on the camp. Another significant event in the King’s calendar is the Regimental Passing Out Parade, which is a breathtaking spectacle honouring the Senior students who are leaving. The parade is preceded by the Annual Cadet Corps Regimental Dinner – a gracious evening of sparkling silverware and fine dining in keeping with the rich traditions of the Australian Army Cadets.

The commitment of our students to the arts is evident through the extensive range of ensembles and choral groups on offer and the outstanding calibre of students involved. With its inclusive, participatory approach to Music and Drama, The King’s School caters for the interests and abilities of every boy from the beginner to the most advanced.

Clubs and Societies King’s offers an extensive array of clubs and societies. These clubs range from academically focused activities, such as Model UN and other academic enrichment opportunities, to more hands‑on options such as the Industrial Arts and Agriculture Clubs. All of these programs complement and extend the students’ sporting endeavours.

Senior School Christian Community The concept of a Christian Community has been central to the way King’s understands itself since it was founded in 1831. As an Anglican Christian Community, the mission of The King’s School is to make an outstanding impact for the good of society through our students and the quality of our teaching and leadership in education. Our School was founded by the Anglican Archdeacon, William Grant Broughton, almost 200 years ago to produce leaders who exhibited an Anglican Christian wisdom and character. It is the kind of Christian wisdom and character that is expressed in our values of Humility, Honesty, Responsibility, Respect, Integrity, Compassion, Excellence, and Gratitude. These values are at the heart of developing young men who are motivated and equipped to go out into our Global community to live a life not just for themselves, but in service of others, modelled after the mission of Jesus Christ himself who said that he came not to be served by others but to serve and give his life as a ransom for many (Mark 10:45). Every Kingsman, regardless of his personal faith background, or none at all, embraces and observes these values as demonstrating the very best of who we are at King’s and conveying the very best aspirations of all humanity. As a School, we embed and express our Anglican Christian wisdom, character, and values through a range of activities at the core of School life, such as Chapel and other special Chapel Services, in which all boys participate respectfully, courteously, and positively, as they do with the wider Christian community of the School.

Chaplaincy The School’s vibrant and creative Chaplaincy team have the vital function of upholding and promoting the Anglican Christian foundations and values of King’s. Chapel services are an integral part of The King’s School experience as a Christian Community. Students, staff and families can explore the Scriptures, engage with the message of Christ, and be challenged by the faith, values and practices that are at the heart of the School. Our Chaplaincy team focuses on the spiritual wellbeing of our community in the context of the needs and questions of the whole person.

Biblical Studies and Studies of Religion I/II Biblical Studies is a part of every boy’s experience throughout their time at King’s. Years 7 and 8 Biblical Studies examines the foundational Christian story that underpins the School’s history, culture and values and how to use these values in practical ways. Years 9 and 10 build on the previous years to explore how the events of the first Easter bring Christian communities into life and propel them on their journey throughout the centuries. These year groups probe the history of the Christian Church and the impact that Christianity has had on social and community issues. Year 10 also takes a preliminary look at four of the main world religions. Years 11 and 12 take a more practical look at the implications of the Christian faith on ethical decision-making. Year 11 investigates major ethical theories and Christian ethics. The year culminates in an ethical research project and class presentation on a current ethical issue. Year 12 extends further on this ethical application of the Christian faith in a more conversational forum. In addition, Biblical Studies offers the NESA HSC Studies of Religion I and II Courses.

CRU Groups

Pastoral Care

Our CRU Groups are our devotional spaces that form part of our wide array of co-curricular offerings at King’s. Students have opportunities to make friends, explore the Christian faith further, join with others who identify as Christian and discover pathways for Christian leadership. From time to time, King’s CRU Groups also come together with TARA and other schools for combined CRU events.

Healthy, positive relationships are the cornerstone of student life and wellbeing. Our Pastoral Care Program nurtures positive mindsets and a sense of spiritual connection in every student, ensuring they feel a genuine sense of belonging and part of their immediate surroundings and the wider King’s community.

Wellbeing Wellbeing is fundamental to students’ health, their ability to overcome challenges and their capacity to flourish in life. It is achieved by integrating our activities and programs within the King’s distinctives of Academic Excellence, Character Development and Christian Community. Students whose wellbeing is high are generally able to be more successful in their learning and general school life. At King’s, wellbeing is guided by our holistic and positive THRIVES framework: Talents and triumphs, Health, Relationships, Interests, Values, Emotions, and Spirituality. The framework helps us to ensure that our students have good mental health, high life satisfaction, a sense of meaning and purpose, and an ability to manage stress. As our THRIVES framework implies, good relationships are integral to the health and life satisfaction of our students. Our growing focus on social and emotional learning provides students with a range of relational skills to help them become confident and productive contributors in the world. The House System and Mentor Groups provide small communities within King’s, enabling students to build closer bonds and a deeper sense of identity. Alongside Housemasters and Mentors, the Chaplaincy team, Year Coordinators, and Counsellors provide further layers of wellbeing support.

The foundation of The King’s School Pastoral Care Program is the House System, which provides a framework to care for each boy in the School, as well as fostering strong attachments and relationships. A network of Mentors, Housemasters and Year Coordinators monitor the progress of every student. The staff of Gowan Brae House provide exceptional pastoral care through the Year 7 Transition Program for both day students and boarders. In Years 8 to 12, students join the vertical house system which connects them to one of ten senior houses. Each senior house has its own distinctive culture and personality, fostering in students a deep sense of belonging and community.

The Dining Hall The real heart of the campus, according to students, is the Dining Hall. Students and staff come together socially three times a day as they share nutritionally balanced and inspired meals prepared fresh on site.

Health Centre Nursing and medical care is provided on site in the School’s Health Centre by qualified medical staff. A registered nurse is in residence every night to provide 24-hour care and the School Doctor conducts regular clinics.

The community beliefs, values and attitudes of The King’s School are founded on Christian values. Every student, regardless of their personal faith, background or, indeed, even if they profess no personal faith at all, is to observe the values of Humility, Honesty, Responsibility, Respect, Compassion, Integrity and Excellence. 25

Tudor House The King’s School, Tudor House is a regional co-educational preparatory day and boarding school situated in the beautiful Southern Highlands of NSW about 125km from the main campus at North Parramatta. It is a unique and magical Primary School with a rich heritage spanning almost 130 years and is the last quintessential British-style country prep boarding school in Australia. The School is built on a foundation of tradition, diverse opportunities, and a close-knit community.

Founded in Sydney’s Eastern Suburbs in October 1897 by Mr. Wilfred Inman with a handful of students, the School relocated to its present home in the Southern Highlands in January 1902. Inspired by great British Headmasters Dr Thomas Arnold of Rugby School and Reverend Edward Thring of Uppingham School, Mr. Inman believed that an inspiring natural environment was essential for a holistic and fulfilling education. Through its history, the School has evolved in many ways. It has been an Anglican diocesan school since 1925 and has been under the ownership and guidance of The King’s School since January 1942. In 2017, after 120 years as a boys’ school, Tudor House enrolled girls for the first time with girls’ boarding commencing in 2019. Today, Tudor House has 270 students from Pre-Kindergarten to Year 6 who enjoy a pristine 169-acre campus that serves as an ideal setting for active young minds and bodies. Tudor House is an authorised International Baccalaureate (IB) World School offering the Primary Years Programme (PYP). IB World Schools share a commitment to delivering high-quality, challenging international education designed for an interconnected world. The PYP emphasizes whole-child development both inside and outside the classroom, balancing core skill acquisition, conceptual understanding, student agency, positive learning mindsets, and responsible action. At Tudor House, academic programs are delivered by a dedicated team of educators. Learning experiences focus on engagement, collaboration, and rigor to captivate students’ interest. Tudor House offers a wide-ranging of sport and co-curricular activities including equestrian, snow sports, outdoor education and mountain biking. Set within a supportive Christian community, character development is central to the school’s mission, ensuring every child feels known, valued, and loved. The co-educational environment welcomes both day and boarding students, providing every child with the opportunity to flourish. As Australia’s largest stand-alone co-educational primary boarding school, Tudor House leads the way with primary boarding. The historical Medley House has room for 55 boarders and is well supported by a team of residential staff who support boarders aged 8-12. The boarders in Medley House enjoy a home away from home and the privilege of sleepovers with their best friends every day.

The Senior School caters for boys from Year 7 to Year 12. Sharing the same 320 acres site as the Preparatory School, the unique learning landscape of the School provides the challenge and adventure to foster healthy appetites for risk taking and growing personal character. Boarding is at the heart of the King’s experience. From Year 7, boarders enjoy an unparalleled opportunity to live and learn on campus, develop their independence and resilience and form lifelong friendships.

Tudor House caters for boys and girls from Pre-Kindergarten to Year 6. Located on 169 acres in Moss Vale, our holistic approach to education means there are moments of wonder around every corner. Tudor House is one of a few schools in the country that offers co-educational boarding for students in Years 3 to 6. Medley House, the boarders’ home away from home, is situated in the heart of the campus and boarders are given a nurturing, family environment where they live, learn and grow.

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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