The King's School Gazette 2026

January 2026

Edition

Message from the Acting Headmaster

Community: The Living Heart of a School

In a world of constant change and digital distraction, the need for genuine human connection has never been greater. Schools at their best are far more than places of learning. They are communities where belonging, character, and shared purpose are lived out every day. At The King’s School, this is not just an aspiration; it is a reality that shapes lives and futures.

Community begins with the spirit that defines how we treat one another and what we value most. At King’s, that culture is grounded in respect, gratitude, compassion and integrity. Our motto, Fortiter et Fideliter - bravely and faithfully - captures this ethos. It is not a phrase for the archives but a call to live with humility, courage and a heart for service. Leadership here is not about titles or applause. It is about moral strength and the willingness to put others first. Whether in classrooms, on sports fields, or through acts of service, our students and staff strive to lead with integrity and inspire by example.

Character is shaped in community. It grows through relationships, reflection and practice. At King’s, we believe virtues like honesty, respect and compassion must be lived, not just spoken. Our Anglican Christian heritage provides a moral compass and a guide for navigating life’s challenges with grace and resilience. Through leadership programs, service initiatives, and daily interactions, students learn that true achievement lies not in self-promotion but in lifting others.

Service is one of the clearest expressions of this commitment. When students prepare meals for the homeless or support families through programs like Ronald McDonald House, they encounter realities far beyond their own experience. These moments teach empathy, dignity and the value of every person. They remind us that community does not stop at the School gates - it reaches outward, meeting the world as it is.

Trust is never automatic. It must be earned and protected. In a world that often feels fragmented, the enduring strength of King’s lies in its people who serve with courage and humility, who look forward with conviction and hope. As we approach the milestone of our bicentenary, we are called to be stewards of something precious by honouring our heritage, not as nostalgia, but as a foundation for renewal. Gratitude for the past becomes responsibility for the future. Tradition becomes a promise to adapt and grow.

Community is not a slogan. It is a living reality reflecting a network of relationships, a culture of care and a shared commitment to something greater than ourselves. It is the assurance that, in this place, every individual is known, valued and supported. As we look ahead, our task is to shape a school that remains worthy of its heritage - bravely, faithfully and together.

As you will discover in this edition of The Gazette, 2025 has been a year where ‘community’ has been at the centre. From stories of resilience and compassion to initiatives that strengthen our shared values, this issue celebrates the many ways our School community has come together to learn, serve and lead. Each feature reflects the spirit of connection and purpose that defines King’s, offering a glimpse into the moments and milestones that have shaped this remarkable year.

“And let us consider how we may spur one another on toward love and good deeds, not giving up meeting together, as some are in the habit of doing, but encouraging one another—and all the more as you see the Day approaching.” Hebrews 10:24–25.

Reverend Stephen Edwards Acting Headmaster

Message from the Chairman

The Heartbeat of The King’s School: Living Our Shared Values

In a fast-paced and often disconnected world, the enduring power of genuine community has never been more important. Amid digital distractions and shifting priorities, we all long for a place to truly belong - a place that grounds us, supports us, and where we are valued.

Beyond academic or sporting triumphs are countless stories of quiet encouragement, acts of kindness and the simple reassurance of being noticed and cared for.

For many, The King’s School is such a place: a living community where character, connection, and shared purpose are not just ideals, but embodied each day.

What sets King’s apart from other educational institutions isn’t just its rich history, beautiful campus, or long list of achievements. At its heart, it’s the relationships - deep, authentic, and lastingthat define our daily school life.

Whenever I speak with parents, students, or staff, I’m struck by the genuine sense of belonging and the unwavering support that sets our community apart. Beyond academic or sporting triumphs are countless stories of quiet encouragement, acts of kindness and the simple reassurance of being noticed and cared for. These moments - a teacher greeting a student by name, friends helping each other through tough times, or a quiet act of support with no fanfare -become lasting memories and shape the culture of our School.

These connections do not end at graduation. Many students, staff and parents form lifelong friendships and a loyalty that persists long after their time at King’s. While our school is not perfect, it is in our ongoing, daily effort to ensure everyone is known, valued, and encouraged to grow that helps make King’s feel like a family.

Community at King’s is more than a group of people - it is a culture shaped by our values, which are rooted in our Christian heritage. This ethos isn’t just a label; it’s woven into the way we interact, lead, and support one another.

Fortiter et Fideliter – bravely and faithfully.

Yes, it’s our motto, but it also serves as our very foundation - one built on humility, courage, integrity, and a commitment to learning. These aren’t abstract ideals, but practical realities by which we seek to be guided in our decision-making and in the shaping of relationships.

Leadership development is highly valued at King’s, and is fundamentally built into our original charter which remains central to both our Mission and the educational offering that we provide.

The King’s model of leadership is not about titles, awards, or being in the spotlight, but by standards of true leadership that is measured by moral courage, humility, and a willingness to serve.

As key markers of our community, we encourage both staff and students to lead with integrity, be this on the sports field, in the classroom, or through service. Quietly inspiring others will help make a positive and lasting impact. Parents and Old Boys have a critical role in helping model strong character, supporting our community and setting a positive example for others.

Values such as respect, honesty and kindness are not just slogans; they are intended to be part of the fabric of our school life. It is important to consider whether these values are being practiced. Do our daily actions reflect the ethos we promote?

At King’s, we recognise that character is not formed in isolation. It is taught, caught and sought - shaped through practice, reflection, and learning from mistakes. Our Christian foundation provides a shared moral compass and a language for navigating life’s challenges with grace and resilience.

Community development and character formation go hand in hand. From sports coaching and leadership opportunities to everyday interactions - King’s offers countless ways for each community member to grow in virtue - be this academically, morally, or in relationships.

One ongoing challenge in character education is bridging the gap between knowing what’s right, and consistently acting upon it. At King’s, we seek to be intentional about creating a culture where virtues are not only taught but practised and celebrated.

At the very heart of King’s is a commitment to service. Acts of service foster gratitude, deepen connections, and nurture compassion that extends beyond our school gates.

Cultivating this spirit is vital. Not only does it help us recognise and honour excellence in others, but it also helps keep us grounded, shielding us against the corrosive effects of complaint or resentment.

By embracing our shared traditions, nurturing strong relationships, and committing wholeheartedly to our values, we can ensure that The King’s School continues to be a place where every individual is known, valued, and supported.

As we look to the future, it is this spirit of unity and purposeful growth - grounded in our heritage and shaped by our daily actions- that will sustain a community of integrity, belonging, and learning for generations to come.

Mr

Ken Chapman (’77) Chairman ︱ Council of The King’s School

Message from the Chaplain Engaging with the World as we Find it

Over a decade ago, when I was a parish minister in an Anglican church in Melbourne, a man in his early twenties walked into my Church after all the services were over for the morning. I was by myself and about to head home. The Church building was located a little out of the way, so we rarely had people simply walk in off the street. The guy was dressed in army camouflage pants and a white singlet. He had short, cropped hair and was muscular, but he was no Wolverine from X-Men. Sweat rolled down his face.

Now that would be understandable if it was a hot Melbourne summer. But it was seven degrees outside, overcast, and the middle of winter.

Something wasn’t quite right. His eyes were bloodshot, he was slightly agitated, and seemed to be under the influence of illicit substances.

Sometimes we make the choice to engage with the world as we find it. At other times, it has a way of engaging us and, at points, it can be confronting.

Jesus regularly had a way of engaging with others as he found them. In the Gospel of John chapter 4, Jesus comes across a Samaritan woman at a well. Jewish people - like Jesus - and Samaritans had a centurieslong history of antagonism, not to mention, in a traditional culture the awkwardness of a woman having a public conversation with a man who wasn’t known to her.

Jesus - to show his identity as God’s Son and the one who brings spiritual renewal with God - asks the woman to go and call her husband to come back. He knew that she was living with a man to whom she was not married and that she had previously been married five times. We have no idea whether her previous husbands had suffered some misfortune or illness. Or, perhaps, in an age of very lax divorce laws that favoured men, these previous husbands had divorced her for some trivial reason. Whatever the case, in a First Century AD patriarchal world, an unmarried woman faced difficulties surviving if she had no male family member to support her. There was social and financial pressure to find a male partner.

But why does Jesus point out the woman’s history? To embarrass her?

No, simply to show that, as the Son of God, he has supernatural knowledge of her situation. And that he alone is the way for people to gain access to God, to understand his purposes for the world and know what it means to worship God truly.

As Jesus engages with the world as he finds it, the woman is compelled to go back to her town to report his miraculous knowledge and message. It brings many to Jesus to confess him as the Saviour of the world.

If we turn to the Gospel of Luke chapter 17, in this instance Jesus is at the border of Samaria when he encounters ten men. All of them have a skin disease that excludes them from society and the communal worship of God.

Rather than recoiling from the men, Jesus engages them as he finds them, has compassion on them, and heals their physical condition. He then sends them to the Jewish priests to have their healings confirmed, according to the law that God had given in the book of Leviticus.

Yet only one man returned to Jesus praising God for his physical restoration. The other nine disappear. And so, only this one man discovers, in Jesus, spiritual renewal with the physical. His faith in Jesus has made him well.

One of the great aspects of being an Anglican School is our Service Learning program. We have a dedicated Director of Service Learning who, driven by the kindness and mercy of Jesus, supports our students in engaging compassionately with the world as they find it.

Our Senior School boys, particularly, as they prepare and serve meals for the homeless and disadvantaged, get to take in a side of life that is worlds apart from their own experience. They learn the dignity and value of each person and each story, as they seek to bring the grace and love of Jesus to people in practical ways.

Our boys gain invaluable skills in meeting people where they’re at and being able to connect with and to support those who rarely receive kindness from others. They also experience very powerfully what it means for us to be an Anglican School and where each person fits in God’s big story.

This brings me back to the young man in camouflage pants and white singlet who stopped by my parish in Melbourne early on a winter’s afternoon. When I asked him if he needed anything, he began to talk about how “the Russians were right”.

The rest of what he said was a disorganised jumble of thoughts and conspiracies that made me wonder if he was having a psychotic episode. As I listened, I realised that the only thing I had for this young guy was to bring him to Jesus in prayer.

After listening, I offered to pray for him, and he graciously accepted. I asked that Jesus would calm his mind and that he would know the supernatural peace of Jesus that passes all understanding.

After I prayed, he seemed more settled and at ease. He thanked me, we shook hands, and he went on his way. I never saw him again. Sometimes that is the nature of engaging with the world as you find it.

And yet each ‘chance’ encounter, such as this, provides an opportunity to bring people to the gracious and compassionate person of Jesus and to experience the kindness and love of God in him.

Reverend Dr Jason Hobba Director of Christian Community

School Chaplain

An Exemplar of Inclusion Alexander Ball, School Captain 2026

Our 2026 School Captain Alexander Ball, is committed to being a servant leaderone who prioritises the needs of others and seeks to promote their wellbeing and growth.

It’s a model that traces its lineage to the Gospels, with the story of Jesus reminding us that true leadership can be earned through humility and service, rather than attained through power and dominance.

“The ethos of the King’s community is defined by persistent support and encouragement, whatever your chosen endeavour,” Alexander says.

“These standards foster a sense of belonging, and my vision for the Executive Monitors team is for us to continue to extend that sense of belonging; to make it clear that there is a place for every boy, in every part of our School.”

As a member of the King’s family since his Kindergarten year in 2014, Alexander is no stranger to leadership positions. A House Captain in the Preparatory School, he draws inspiration from the teachers who supported him during his early years; teachers whose behaviour exemplified the notion of fortiter et suaviter, or strength through gentleness.

“I appreciated those who took the time to get to know me, celebrated my achievements and comforted me in my shortcomings when I failed to achieve goals I’d set for myself,” Alexander says.

“They taught me to lead with compassion by fostering trust and mutual connection. A leader who is kind and respectful has genuine influence over those they seek to lead and creates an environment in which they’re encouraged and empowered to pursue their passions and achieve their potential.”

Those lessons have placed Alexander in good stead during his time in The King’s School Cadet Corps, which is compulsory for all boys in Years 9 and 10. Appointed a Staff Sergeant in 1 Platoon in Year 11, he’s put these learnings into practice during activities such as the Annual Field Exercise, which are designed to test stamina, fortitude and courage, and build esprit de corps.

“It can be easy - especially in the Corpsto view leadership as the firm, loud and uncompromising voice of authority,” Alexander says.

“But when you’re responsible for leading 20 boys up mountains on a gruelling seven-day camp, you quickly realise that empathy and connections are more effective. Those two things are the foundation of servant leadership.”

Participating in the Cadet program has taught Alexander another valuable leadership lesson: the importance of mixing in broad circles and meeting individuals whose upbringings, aspirations and opinions differ from one’s own.

“Given the size of King’s, it can be very easy to fall into small, tight groups or cliques but the beauty of Cadets is that it forces you out of that comfort zone,” Alexander says.

“It breaks down barriers and enables you to engage, in a genuine and meaningful way, with a wide range of boys from outside your year group and friendship circle.

“Having those diverse interactions has helped both myself and other members of the Monitor group form a vision of what we want to change and achieve during our senior year.”

Part of that vision is breaking down accessibility barriers.

“We want to continue to build on initiatives like Team of the Week that shine a spotlight on boys who are making a quiet contribution to the King’s community and the community at large,” Alexander says.

“We hope to make all boys feel that their dedication is meaningful and worthy of recognition.”

Encouraging less confident students to become more active in School life beyond the classroom is also a priority.

“We don’t just want to lead initiatives that give them the opportunity to participate –we want to bring the initiatives to them,” Alexander says.

“We believe that if we make opportunities more visible and accessible and really strive to eliminate stereotypes about ‘who engages with what’, more boys will participate in extra-curricular programs and feel the sense of belonging that comes with that.”

“It’s easy to get the majority of students on board and engaged but the most profound impact comes when you reach out to those who are easily overlooked. If you want to foster a community that supports and uplifts people, it must be inclusive.”

Alexander will lead the School with the support of an outstanding Monitorial team. Their numbers include School Vice Captain Hugo Wallace, Executive Monitor (Academics) Finn McDonald, Executive Monitor (Character) Will Taylor, Executive Monitor (Community) Yul Shin and Executive Monitor (Chaplaincy) Hamish Matthews.

The Team is committed to ensuring empathy and approachability are hallmarks of their leadership style in 2026.

“You operate at your best when you are in a position to serve if you have the ability to make other people’s problems your own and carry part of their burden with genuine care and understanding,” Alexander says.

“When you do this, people feel seen, valued and included in their community. However, it’s only possible to show empathy when people are willing to share their experiences with you. That’s why approachability is essential.”

“If leaders are approachable, it removes the perception of exclusivity within the School and gives people the confidence to engage directly. That promotes a sense of belonging for everyone.”

Participating in the King’s debating team has enabled Alexander to develop the skills and confidence to communicate effectively, with groups of all sizes. These are skills that will stand him in excellent stead during his time as Captain of The King’s School.

Just as importantly, the experience has given him an appreciation of the importance for viewing issues from all sides and not merely through the lens of one’s own experience.

“Oftentimes, the key to solving or resolving a problem lies in understanding how and why it’s occurred,” Alexander says.

In his thirteenth and final year at The King’s School, he is passionate about ensuring the boys following in his footsteps feel it is somewhere they can grow and thrive, as he has done.

“The continual backing I’ve been given has emboldened me to extend myself and made moments of success so much more meaningful because I’ve had a community to share them with,” he says.

“I’m honoured and grateful to have the opportunity to give back to the place that has given me so much.”

Living, Learning and Growing Together

For many generations, boarding has been at the heart of The King’s School experience.

Boarding is where young people learn not only independence, but also the values of character, community and connection. Within these close-knit residential settings, lifelong friendships are formed, resilience is built, and students discover the strength that comes from belonging to something bigger than themselves.

Leaving home for the first time can be both exciting and daunting. It is an experience that comes early in life for boarders at Tudor House.

Many come from rural and remote locations, where educational opportunities are limited.

“Farming families are the backbone of our nation; they do so much for us,” says Mr Anthony Philips, Head of Boarding at Tudor House.

“Traditionally, boarding schools were there to support them to educate their children, and, while the demographic may have changed somewhat in recent years, that’s a tradition we at Tudor House are proud to continue. We’ve always taken the view that the boarding community is the heart of our School.”

The boarding staff go to great lengths to remain in contact with the School’s regional alumni network, touring the length and breadth of the state each year and holding a host of community and outreach events.

“We’re always keen to catch up with our alumni, current families and to meet new families when we tour regional Australia,” Mr Philips says.

“It’s one of the aspects of my role that I enjoy most, in seeing the impact our boarding community has on regional families and the contribution their children make to the community at Tudor House

and the Senior School. It’s a wonderfully reciprocal bond that we’ve forged - over several generations in some cases.”

Equally enduring is the bond students form with their fellow boarders in the youngest years.

“Very often, the Old Tudorians we meet at our events tell us they made lots of friends in their various high schools, but the people they met during their time at Tudor House are the ones they remain closest to today,” Mr Philips says.

Everyone on the boarding team, from live-in teachers, gap-year boarding assistants and counsellors, to the Tudor House chef and School Nurse, strives to create a caring, nurturing environment in which these extraordinary connections can be made.

That means being attentive to the students’ wellbeing and ensuring their needs are met - educationally, physically and emotionally.

“We provide support to our students when they’re homesick, and build fun activities into the week to ensure they enjoy the boarding experience,” Mr Philips says.

“There are casual dinners for staff and students every Sunday. In summer, that can be a big barbecue on Hamilton Lawn with a game of touch football or cricket, or the kids playing on the jungle gym, enjoying each other’s company.”

“Given the ages of our boarders, we make sure we do a lot of things together as a community, with the partners and children of staff who live on-site contributing to that ‘one big family’ atmosphere.”

After graduating from Tudor House, boarders spend a year in Gowan Brae, participating in King’s dedicated Year 7 boarding program, before transitioning to a senior boarding house.

Like Tudor House, it offers much more than merely accommodation at the School for the enrolled boarders each year.

“It’s an immersive environment that shapes young people for life, grounding them in Anglican values and teaching them the importance of living their lives with purpose and impact,” says Mr James Peters, Director of Boarding.

“Our three pillars, Academic Excellence, Character Development and Christian Community, are embedded in every aspect of residential life at King’s.”

With a wealth of academic and pastoral care experience, boarding staff are well-equipped to provide the support the boys need as they navigate the journey through adolescence to adulthood.

“Our Housemasters are accomplished teachers with decades of boarding experience, while our House Matrons serve as a caring, steady presence that nurtures the character and confidence of our young men,” Mr Peters says.

“We also employ specialised academic tutors to run our structured evening study sessions. They help the students manage their workloads and develop the independent learning skills that will help them thrive throughout their lives.”

Being part of a residential boarding community teaches many other crucial life skills, including self-discipline and resilience, as well as empathy, patience and responsibility.

Boarders learn to manage their time, navigate relationships and appreciate diversity, all within a framework of shared values and purpose.

“Through our pastoral and leadership programs, students develop confidence, integrity and a clear sense of who they are and what they stand for,” Mr Peters says.

“When they leave King’s, they do so not just with strong academic outcomes but with the moral compass, adaptability and interpersonal skills needed to make an outstanding contribution to society.”

The vertical structure of the King’s boarding house enables students to connect with boys from other grades. It is a system that allows siblings to maintain family bonds and encourages older students to befriend and support their younger counterparts.

The sense of camaraderie and esprit de corps forged after hours has a palpable impact on the broader school community.

“Boarders bring a unique depth and vibrancy to the life of our School,” Mr Peters says.

“They’re often the first on the field, last to leave the tech block, and the ones who keep the campus alive long after the final bell. Their presence shapes the rhythm of daily life and the culture and tone of our community.”

Serving in that community is an immense privilege, Mr Peters adds.

“It truly takes a village to raise a man, and at King’s that village is formed by a deeply committed team of residential staff, teachers, chaplains and mentors who walk beside each student on their journey to adulthood.”

Building Stronger Communities Through Servant-Hearted Leadership

Compassion, empathy and courage are deeply aligned with the Anglican faith that underpins every aspect of life and learning at The King’s School.

Formalised in 2022, The King’s School’s Service Learning Program teaches students how to put these tenets into practice, during their time as Kingsmen and in later life.

From Kindergarten through to Year 12, students are encouraged to embrace ‘servant-hearted leadership’ through the School’s Service-Learning Program; marrying a sense of social responsibility with the skills needed to make a positive impact on the lives of others.

The benefits of giving – of both time and resources – are amplified when it is done in a targeted and considered way.

“Our students engage in Service Learning activites that are authentic, age-appropriate and designed to reflect our core philosophy of education, training, service and reflection,” explains Astrid Sampson, Director of Service Learning.

King’s works with trusted partners to deliver a well-planned program of initiatives for Senior School boys throughout the year. Each grade is teamed with a different organisation.

“In Year 7, for example, we partner with Hope in a Suitcase, which cares for children who have been removed from their homes and taken into foster care,” Ms Sampson says.

This year, the boys had the privilege of packing suitcases for the organisation. Each suitcase was carefully packed with essentials, including clothes, toiletries, school supplies and age-appropriate toys and activities.

Boys in Year 8 serve St Vincent de Paul and students in Year 9 get the opportunity to support children with severe disabilities at Karonga School

Boys from the new Service Learning Club have visited Westmead Hospital’s Ronald McDonald House; cooking for, and chatting with, the families in residence.A tutoring program for the siblings of children undergoing long-term treatment at the hospital is in the works to launch in 2026.

Year 10 boys accompany King’s staff to serve on the St Vincent de Paul Night Patrol in Mt Druitt, Parramatta and Merrylands. Older boys and staff devote their time to assist in inner-city Darlinghurst; providing food, clothing, toiletries and social support to individuals in the community who are sleeping rough.

“When engaging with those in need, people who are in very difficult situations or dealing with complex mental health issues, our students need to show kindness, empathy and courage,” Ms Sampson says.

“Whether they are serving food, playing Scrabble or engaging in conversation with patrons, students must demonstrate character to ensure they are creating a warm, welcoming and non-judgmental environment.”

At Tudor House, fundraising for charity is a longstanding tradition.

The School’s annual Red Cross concert allows students to channel their creative talents for the good of the broader community. Invariably drawing a crowd from near and far, it has raised around $1,000 a year for The Australian Red Cross since its inception in the 1940s.

Throughout the year, students participate in a range of other events, from environmental projects, to fundraising drives for local charities and the annual Anglicare Toys ‘n’ Tucker Christmas appeal. Encouraging students to identify causes they are passionate about and reflect their interests provides a space for authentic service learning to emerge.

It is never too early to start teaching children to think beyond themselves and to recognise others’ needs, according to Richard Deck, Deputy Head, Students and Community (Tudor House).

“Servant-hearted leadership is central to the School’s identity and values,” he says.

“It enhances students’ experience of community, strengthens their moral compass and deepens their understanding of what it means to lead with humility and purpose, as Christ did.”

“Through service, our young boys and girls learn that leadership is grounded in kindness, responsibility and action. This helps them grow into people who are prepared to contribute meaningfully to their local communities, throughout their lives.”

The Preparatory School runs a similar program of activities. Each of the four Houses must nominate its own Service Learning initiative. In 2025, the boys of Thomas House organised a sponsored swimathon to raise funds for Beyond Blue Stiles House worked with The Salvation Army to collect toys for refugees and children of struggling families.

Food security has been a focus this year too, with staff and boys teaming up with local churches and the King’s Women’s Network to collect dry goods and household items for refugees in Western Sydney.

In 2024, the first year we ran the Food Drive, we contributed thousands of grocery items to support vulnerable communities in the local area. This year, we doubled our target. The School ended up having to hire trucks to distribute everything that was contributed,” says Chris Atwood, Deputy Head of Students and Community (Prep School).

The Preparatory School is also a proud supporter of Golden Wickets, a charity which collects and donates used sports equipment and clothing, such as cricket bats and football boots, to underprivileged communities in Australia and across the Indian subcontinent.

Founded by Year 5 student and proud Kingsman, Aaryaveer Tangri, in 2020, it has put smiles on the faces of hundreds of children at home and abroad.

“It started with Veer collecting outgrown soccer boots from the Prep boys, most of which were practically new, cleaning them and shipping them to underprivileged communities in India,” Mr Atwood says.

“Veer showed a genuine desire to help others. His initiative has brought joy to children in sport-loving communities who might not otherwise have access to proper equipment and uniforms, making a meaningful difference in their lives.”

Whatever service goals and targets are set, teaching and support staff from across the three campuses of The King’s School come together with the students to make them happen.

“Doing something meaningful together not only supports the community at large. It also enables us to develop compassion, empathy and courage within our school community and creates a common purpose.” Ms Sampson says.

“From this, our students observe that it is not just words, but rather actions modelled by staff, which compel them to make a difference.”

Our students engage in Service Learning activites that are authentic, age-appropriate and designed to reflect our core philosophy of education, training, service and reflection.

ASTRID SAMPSON, DIRECTOR

OF

Honouring History, Creating Community: King’s House System

From it’s foundation almost two centuries ago, The King’s School has been a Christian environment steeped in the Anglican faith. Over that time, the School has been dedicated to supporting the whole student on their journey to adulthood, socially and spiritually, as well as academically.

One of the ways this happens is the School’s long-standing House system, which helps to transform a campus into a community. Upon arrival, each student is allocated to a House, all of which have been named in honour of individuals who have played a significant role in the School’s history. They include King’s founder Bishop Broughton, first Headmaster Robert Forrest, long-time Senior Master and mathematician William Burkitt, and founder of The King’s School Cadet Corps William Dalmas. Other Houses commemorate influential figures such as Jon Wickham, the 18th Headmaster who served for 13 years and taught at the School for 16 years prior.

At The Preparatory School, the contributions of Henry Charles Blaxland, an early 20th-century master and coach; Charles Henry Harrison, a committed teacher and athletics and rugby coach; and George Sydney Stiles, both student and master whose leadership and scholarship shaped the School’s early character, are honoured through the Prep Houses that carry their names.

Thomas House was founded in 1922, when the School Council purchased “Brookside” at Westmead as an intermediate boarding house for boys progressing from the Preparatory School to Senior School. Named in memory of Senior Master David John Thomas, a five-time Acting Headmaster remembered for his kindness, Thomas House became a lively community with fruit trees, chickens, a pony named Midge, sports competitions, and even its own student newspaper, The Thomas Onion. Although the original house closed in 1965 and has since been demolished, its spirit lives on in the Prep School’s Thomas House.

At Tudor House, the House system is set up differently, with students allocated to Colours -Red, White and Blue - a tradition dating back to the 1930s. Introduced by Sir John Medley (HM 1931-38), the Colours were originally created for sporting competition. Over Tudor’s history, however, students have also belonged to a range of boarding and day houses. At various times, Quarterdeck catered for Year 3 and below; Inman for Year 4; Meyer for Year 5; Medley for Year 6; and Fisher for the Day Boys. With the exception of Quarterdeck, all were named in honour of former Headmasters.

The origins of some Senior Campus Houses highlight the evolution of the system itself, which was established under Percival Stacy Waddy (11th Headmaster) when he purchased Newlands House in 1909 and renamed it Farm House. It was finally named Broughton House once he had purchased a second house in 1911 which he named Macarthur. Both these buildings survive in the heart of Parramatta.

One of the lovely things about our House system is that the younger boys can find someone they can look up to and aspire to be in the House.

JOSH HOOGLAND, DEPUTY HEAD OF STUDENTS AND COMMUNITY (SENIOR SCHOOL)

The next collection of Houses created were School House Baker and School House Forrest in 1934. The next year, Macquarie House was formed to commemorate Macquarie Fields where the School had relocated after the Parramatta campus closed in the 1860s. It was actually a house known as Day Boy House renamed that had existed since 1909.

Macquarie was then split into Macquarie A-K and L-Z until 1957, when A-K became Dalmas House. Further expansion saw Burkitt House established in 1959, Britten in 1963, Hake in 1965, Waddy in 1967 and Bishop Barker in 1968. In 1994, Gowan Brae became a transition House for Year 7.

It was the 21st century before new houses were added with Kurrle and Wickham in 2001, followed by the merger of eight separate boarding houses into four between 2007 and 2013.

Wickham House in the Senior School fosters respect, pride and determination, emphasising teamwork, resilience and integrity, while Harrison and Stiles Houses reflect the achievements of their namesakes in athletics, leadership and scholarship.

With around 2,150 students enrolled each year across its three campuses, The King’s School is no small institution - but dividing students into Houses makes it feel like one.

“The House system provides a smaller, family-like unit within the larger school which is essential for pastoral care,” says Richard Deck, Deputy Head, Students and Community (Tudor House).

“Each student is known personally by their House staff and peers. We create layers of support, through Housemasters, Assistant Housemasters and student leaders. They all play a part in monitoring and encouraging the wellbeing of every student and we are dedicated to ensuring no child slips through the cracks.”

Also contributing to the family-like atmosphere in every House: the deliberate mixing of students from different age groups.

“Just as older brothers and sisters do, our older students act as role models and mentors who guide their younger peers academically and emotionally,” Mr Deck says. “Younger students look up to and learn from the older students.”

As well as engendering ‘vertical’ bonds, this structure contributes to a sense of continuity and legacy. House lore – traditions, values and memories – is passed on from outgoing students to the incoming cohort.

At Tudor House, for example, new students are welcomed into the fold by way of what has been dubbed the ‘Sorting Akubra’ ceremony. Each is called to the stage in turn and required to sit in the ‘sorting chair’ where they learn the colour of the House to which they have been assigned.

“Having Housemasters and old students cheering and clapping the children who join each House helps our new arrivals feel part of something larger than themselves,” Mr Deck says.

In the Preparatory School, the experience of joining one of its four Houses feels much like becoming part of a tribe. Every boy is affiliated with both his House and a Patrol Group, which consists of 10 students ranging from Kindergarten to Year 6. Patrol Leaders motivate the boys to become Kingsmen and represent the School’s values, while also creating safe environments for younger students to develop essential social and emotional skills.

These skills include a sense of responsibility toward others, conflict resolution, and the ability to engage in healthy competition with other Houses and schools.

Chris Atwood, the Deputy Head of Students and Community in the Preparatory School, shares, “We strive to create a structure that allows our boys to feel a sense of pride and an understanding that ‘this is my House’. It is where I belong, and together, we will all work to be the best we can be.”

That esprit de corps sticks with students as they move into the Senior School, by way of the dedicated Year 7 House, Gowan Brae.

The Gowan Brae Boarding House is particularly important for the younger boarders entrusted to its care. For many, coming to King’s is their first experience of being away from home for more than a brief period. Homesickness and anxiety are common, at least until students find their feet and form new friendships.

An annual calendar that is packed with co-curricular activities, including sports carnivals and service initiatives, helps boys of all ages engage with their Houses and one another.

“We focus on fostering teamwork, school spirit and a sense of belonging,” says Josh Hoogland, Deputy Head of Students and Community (Senior School).

“Spending time together and sharing those unique ‘House’ experiences helps build bonds between the boys, friendships that often endure long after their school years have ended.”

School leaders take care to ensure each of the nine Houses contains a cross-section of individuals: sportsmen; academics; and those with an interest in performing arts. It replicates what happens in the School at large but in an environment that feels smaller, safer and more welcoming.

It also enables boys with similar interests to find one another, even though they may not be in the same Year group.

“Whether it’s a shared love of cricket, robotics or drama, whatever it happens to be, there is a community and shared identity,” Mr Hoogland says.

“One of the lovely things about our House system is that the younger boys can find someone they can look up to and aspire to be in the House. It gives both the older and younger boys an opportunity to build a friendship.”

Meanwhile, placing brothers and cousins in the same House allows boys to maintain important familial bonds and to share memories of their time together at King’s.

Within each Senior School House, students are split into smaller mentor groups: clusters of up to 25 boys, each of which is overseen by a teacher who is responsible for providing pastoral care as students move through the grades.

“They’ll be the person a boy goes to when he’s facing a challenge, whether that’s a friendship issue, or if he’s struggling academically, or even if he is needing help hunting down lost property,” Mr Hoogland says.

“Mentors are the primary contact for families too, and very often forge special relationships over their time at King’s.”

Having Housemasters and old students cheering and clapping the children who join each House helps our new arrivals feel part of something larger than themselves.

RICHARD DECK, DEPUTY HEAD, STUDENTS AND COMMUNITY (TUDOR HOUSE)

Sharing Meals and Shaping Community

At the King’s School, we love our food. But, at its heart, food at King’s is much more than getting fuel for the body. It is about connection, belonging and challenge. Sharing a meal together around a table expresses something very deep about who we are as an Anglican Christian Community.

One of the key and constant pictures we have of Jesus in the Christian Scriptures is of him sharing a meal, and so sharing his life, connecting with a range of people -sometimes people with whom he disagreed quite strongly. He was known for eating with ‘tax collectors and sinners,’ expressing welcome and belonging to those with whom no-one else wanted to eat. He extended forgiveness and told parables that challenged people’s ideas about others, themselves, and who they thought they were before God. And, at his last meal before his arrest, crucifixion, and later his resurrection, he took on the role of a slave, serving his disciples in love by washing their feet. Then he challenged them to go and do likewise.

At King’s, as we share meals, we extend welcome, we foster belonging, we connect and challenge each other’s ideas, and we discover what it means to serve and share our lives with those around us. That is part of the reason the Dining Hall has long been the heart of The King’s School. It is a special place where students and staff come together to give thanks, eat and build relationships that can last a lifetime.

It is also the venue for many school events, large and small, from Executive Monitor team breakfasts to end-of-season dinners.

The School is one of the few remaining Australian schools to serve three meals a

day, with day students joining boarders and teachers from midday for a healthy hot lunch.

“We focus on community,” Deputy Headmaster Reverend Stephen Edwards says. “For the boys and staff to gather, sit, slow down, share stories and eat, that’s a very special part of our School.”

While some members of the Old Boys’ community may retain ‘fond’ memories of the canteen fare dished up in days of yore – toad in the hole, anyone? Today’s cohort of students enjoy a rather higher standard of cuisine. For the boarders, the morning begins with a hearty spread of cereal, fruit and hot dishes to set them up for the morning’s

learning. Homestyle cooking features heavily on dinner menus, with roasts, meat pies and ribs on regular rotation.

Lunch offers the catering team a chance to mix it up. They strive to take students around the world, with noodles, curries and other more exotic dishes jostling for position on the Dining Hall buffet.

“We like lunch to be an educational experience as well as a delicious meal,” Reverend Edwards says. “Experiencing different foods, rather than eating the same old thing day after day, deepens the students’ understanding of other people and places.”

“We are a wonderfully diverse community here at King’s and very representative of Australia’s vibrant multicultural society. Sharing the food of different cultures allows us to enter their worlds and appreciate them in a practical way.”

Nothing is on rations, with the boys allowed to eat as much as they want. They are also encouraged to show appreciation for the hardworking kitchen crew who cook and serve around 15,000 delicious meals a week, many more covers than the average function venue.

“Everyone can see the dedication and teamwork that’s involved in bringing so much good food to the table for students and staff to enjoy together,” Reverend Edwards says.

That same sense of Christian community is palpable at the primary campuses, where shared meals are the glue that holds groups together.

For both day students and boarders at Tudor House, sharing a meal has a powerfully bonding effect. All the more so in today’s times, when takeaway food and eating on the run are increasingly the norm for busy families.

“Having students sit down every day around the table for a fixed period of time where no one can get up to leave is something that’s unique to boarding schools in Australia,” says Mr Adam Larby, Head of Tudor House.

“There’s really nothing like breaking bread together for accelerating connections.”

While the Preparatory School caters only to day students, the boarding school ethos of connection and community is very much at the fore. Prep students are encouraged to come together at lunchtime to talk, eat together, and have a laugh before heading into the playground to burn off some of their abundant energy. Tables and chairs are clustered in outdoor areas across the Prep campus and boys are seated with others from their grade.

“Building our culture around shared mealtimes is an important program for us, even without a dining hall, and we are investing in increased access to shady, pleasant, shared eating areas. Having boys sit facing each other around tables, chatting while they eat and then waiting to be dismissed before they head out to play helps make lunch quite a special time,” Head of Preparatory School, Mr Daniel McClintock says.

At Tudor House, those shared mealtimes are viewed as an educational opportunity. They are a chance for students to learn about making healthy food choices, etiquette and putting others first.

“We maintain an explicit focus on manners,” Mr Larby says. “We talk about noise levels and teach the students to make polite conversation with the person opposite them about their day, rather than yelling across tables.”

How to use cutlery and napkins, pass dishes and condiments to fellow diners, and react appropriately if something is spilled at the table are other lessons that are both modelled and taught.

Older children are assigned to tables of younger ones to serve the food and clear plates afterwards.

“There’s a real sense of order about it and the children look forward to having that responsibility,” Mr Larby says. “Providing them with those opportunities to serve is so important.”

On weekends, meanwhile, the vibe is more relaxed. Sunday afternoon barbecues for boarders, staff, their families and the occasional parent frequently morph into impromptu cricket matches and games of touch footy on the lawn.

Each term, boarding houses at the Senior School come together for a House Dinner and Chapel Service. Students, alongside their Housemasters, Matrons, the Chaplaincy Team and often the families of boarding staff, share a formal meal in the Trophy Room.

Table conversations centre on the theme of the Chapel Service that follows dinner, encouraging thoughtful discussion and reflection. The evening also provides an opportunity for boys to practise proper table etiquette, assist in with table clearing and express their gratitude to the Chartwells staff for their care and preparation of the meal. The importance of giving thanks is also integral to the Tudor House dining experience.

“As an Anglican Diocesan school for more than 100 years, we say grace before and after every meal,” Mr Larby says. “Stopping to thank God for the food is a very centring thing. It provides structure to our meals and is a daily reminder of the importance of practising gratitude.”

Mr McClintock adds that the same spirit carries through to lunchtimes in the Preparatory School. “Whether they choose to bring something from home or partake in a school lunch, supplied fresh daily by Chartwells, the emphasis is on tasty, nourishing food and Christian fellowship.”

“It’s an event within the day – part of the experience of being a part of the Preparatory School family – rather than something to be raced through as quickly as possible. It’s an opportunity to enjoy a sense of community and to take care of the environment at cleanup time.”

In every corner of the School, the simple act of sharing a meal continues to nurture connection, gratitude and Christian fellowship - nourishing both hearts and minds for life beyond the table.

Building Bonds Through Sport

The King’s School’s outstanding record of academic attainment has long been matched by its impressive sporting prowess. Since its inception in 1831, a long list of alumni has done the School proud in both national and international sporting arenas, including representative rugby players, Olympic rowers, first-class cricketers, tennis aces and track and field stars.

Celebrations after AAGPS Athletics Triple Crown Win

Yet individual and team sports offer far more than just an opportunity for gifted and dedicated boys to bring home ribbons, trophies and medals.

There is a strong link between sport and academic performance, with participation associated with higher NAPLAN scores, better school attendance and a greater likelihood of university admission, according to a 2024 study by the University of Sydney.

At King’s, sport underpins social and emotional growth that is central to character development. Across all three campuses, it’s a living, breathing force that brings together students of all ages and abilities.

“Sport’s true value has always been found and felt, not just in the pursuit of victory, but in the moments in between,” observes Wes Dunne, Deputy Head, Co-Curricular (Senior School).

“The camaraderie on the bus to an away game, the quiet encouragement from one team mate to another after a tough loss, the collective cheer that echoes across the JS White Oval on a winter’s afternoon when the home team scores a try - these are the moments that build esprit de corps, that sense of belonging and of Schoolwide identity and community that’s always been a hallmark of the King’s experience.”

Senior School students are expected to play at least one sport each season and King’s has a number to choose from: in 2025, they included rugby union, football, cricket, athletics, cross country, basketball, rowing, swimming, tennis, volleyball, table tennis and badminton.

The School is committed to making sport accessible and enjoyable while ensuring that, regardless of skill level, every student has the opportunity to be part of a team.

Participation teaches the same vital life skills to all: how to manage pressure, communicate with clarity, celebrate with teammates at times of triumph, and support one another when adversity strikes.

“Lessons of resilience, leadership and empathy are carried into the classroom, the Boarding houses and into family homes,” Mr Dunne says.

Students begin learning those lessons early. In the Preparatory School, playing sports such as cricket, rugby and football is an opportunity to form a strong network of connections.

“It encourages teamwork and collaboration, and promotes social connection and a sense of belonging,” says Greg Blackman, Deputy Head, Co-Curricular (Prep School).

“We see sport as the catalyst that enables boys to develop relationships with others who may not be in their immediate circle of friends, or even in their year group.

“It’s rewarding to see them connect as a team, looking out for each other, providing support and fostering friendships that, in many instances, continue throughout their educational journey and into their adult lives.”

It is a similar story when new students begin their educational journey at Tudor House.

“Sporting pursuits help our boys and girls build character. For our boarders in particular, participation provides the perfect means of connecting with the local community,” says Mark Hitchiner, Deputy Head, Co-Curricular (Tudor House).

School teams often travel considerable distances to matches, billeting with King’s families on occasion.

Sport’s true value has always been found and felt, not just in the pursuit of victory, but in the moments in between.

WES DUNNE, DEPUTY HEAD, CO-CURRICULAR (SENIOR SCHOOL)

“This year our cricket team stayed in the Kelly family’s shearing shed while ‘on tour’,” Mr Hitchiner says.

“Many of our young boarders come from rural and regional Australia, and maintaining links with those communities through our sporting program is part of what makes our The King’s School special.”

It is even more special when parents travel with players interstate and overseas, as many did when the Under 12s rugby team toured New Zealand in 2024.

“Our Supporter Clubs, both official and unofficial, drive such a wonderful atmosphere and sense of community,” Mr Hitchiner says. “Having them cheering on the sidelines really helps our players lift their game, especially when they’re playing away.”

Meanwhile, local tournaments and competitions provide regular opportunities for the King’s community to come together throughout the year.

So too does an annual calendar of events that give former Kingsmen and current parents the chance to don the navy and grey, relive glory days and show they still have what it takes to put opponents on their mettle.

The Old Buffers’ Cricket Game is an occasion for over-60s alumni to square up at the stumps against the Prep boys, while ‘The Ashes’ sees Prep parents pitted against their counterparts from the Senior School.

“Events such as these enable our families, particularly those who come from diverse backgrounds, to meet and connect with one another. That engenders an enduring sense of belonging and connection with the School.”

Saturday sport is inherently social, too, especially for supporters on the sidelines who turn out week after week to cheer on the King’s teams.

Many a friendship is forged behind the Fathers’ Association Canteen counter in the Prep Sports Pavilion, as dads roll up their sleeves and serve bacon and egg rolls and coffee to scores of players and spectators.

“Not only do these volunteers do a great job catering for the crowds, they are also a terrific advertisement for The King’s School,” Mr Blackman says.

“They epitomise our ethos of active participation and our dedication to ensuring our School is a supportive, inclusive environment for all students and their families.”

Long may that continue, Mr Dunne adds: “Sport is a language spoken by all, and the spirit of our community comes alive in every match played and every cheer heard.”

Bringing an International Perspective to the Educational Experience at King’s

We live in a complex, interconnected world. Producing responsible citizens who want to make it a better place is part of The King’s School’s overarching mission.

From Pre-Kindergarten to Year 12, students are encouraged to be caring, open-minded learners. To that end, the School offers a broad range of programs and subjects that enable them to engage with diverse cultures and concepts.

At the Preparatory School and Tudor House, The Primary Years Programme (PYP) is designed to open students’ eyes to other cultures through programs that celebrate diversity. In line with the International Baccalaureate (IB) mission, students are encouraged to develop an appreciation of cultural perspectives, to build empathy and to understand their role in creating a more peaceful and interconnected world. These experiences help them to value diversity as a strength and engage with others with empathy and respect.

The School’s commitment to nurturing Global Thought Leaders is further strengthened through the PYP’s six transdisciplinary themes such as ‘Sharing the World’, ‘How the World Works’ and

‘Who we are’. These broad and globally relevant themes guide rich learning experiences that encourage students to inquire, make connections and explore the world through multiple lenses.

“International mindedness grows when students inquire into meaningful issues, make connections beyond their immediate context, and recognise themselves as part of a global community,” explains Mrs Danielle Hippmann, Deputy Head, Academics (Preparatory School).

The Year 6 Exhibition is a significant milestone in the PYP journey. It brings together the skills, understandings and dispositions students have developed as they inquire into a global issue of personal interest, sharing their learning with peers, parents and teachers.

At the Senior School, the International Baccalaureate Diploma Programme (IBDP) is one of three pathways for Years 11 and 12 students. The IBDP gives graduates

a globally recognised qualification for university entry. In addition to its focus on interdisciplinary study and critical inquiry, the curriculum features subjects such as Global Politics, Literature, Economics and Theory of Knowledge.

The Programme places a strong emphasis on cross-cultural collaboration. Students are encouraged to participate in international exchanges with other IB World Schools, think critically about global challenges, and act ethically and with purpose.

Beyond school, many Kingsmen have embarked on undergraduate degrees at universities across Europe, Asia and North America.

To support students looking to study abroad, US College Board examinations are offered on campus, and students are guided by the School’s dedicated Careers Advisor and Global Pathways Coordinator. In addition to providing information and guidance, these knowledgeable professionals regularly

connect students with mentors from the King’s alumni network; Old Boys who have studied and worked abroad and enjoyed success in their chosen fields.

Early in Year 10, boys are offered the chance to sit the Morrisby Careers profile. This is an effective tool to assist with Year 11 subject selection.

In June each year, The King’s School hosts a Careers expo attended by over 50 tertiary institutions and providers. This event provides the students with an opportunity to ask questions and investigate the opportunities available to them. The Careers office also offers one-on-one assistance that covers the range of post-school options and choices.

Academic staff are encouraged to explore new ideas and embrace the innovative pedagogical practices emerging elsewhere in the world.

Several teachers across the three campuses of the School attended the annual IB Global Conference in Singapore and collaborate with their counterparts at high-performing schools around the world, including Tanglin Trust, UWCSEA, Dulwich College and Stamford American International School.

“These international opportunities allow us to benchmark our teaching practices, share innovations and ensure that King’s remains at the forefront of global education,” says Mrs Jackie Camilleri, Deputy Head, Academics (Senior School).

The Languages Program is embedded from the primary years.

At Tudor House, students embrace the study of French as part of their PYP, developing both linguistic skills and a deeper appreciation of global cultures. Through learning one of the world’s most widely spoken languages, students build intercultural understanding and gain insight into how people live and communicate across different contexts.

“At Tudor House, our PYP learners study French to grow as global inquirers and connectors, opening doors to a widely spoken language, deepening intercultural understanding and broadening their perspective of how people live and communicate across the world,” says Ms Amber Bidwell, Deputy Head, Academics (Tudor House).

At the Preparatory School, students learn Mandarin from Pre-Kindergarten onwards. The program is thoughtfully staffed to support both native and nonnative speakers, ensuring every learner is appropriately challenged and well supported as they develop confidence and competence in the language. This

approach aligns with the International Baccalaureate mission by nurturing students who can communicate in more than one language and who demonstrate intercultural understanding and respect.

“At the Preparatory School, learning Mandarin is a meaningful way for our boys to build global awareness, develop cultural understanding and connect with one of the most widely spoken languages in the world,” says Mrs Hippmann.

The Language Program in the Senior School gives students an insight into life in other countries and cultures. Boys may learn French, German, Chinese and Spanish, or choose from a range of other languages offered through the NSW School of Languages.

Many put their lessons into practice by being immersed in the language and culture of their target country. In 2025, 11 Kingsmen participated in Language Exchange Programs with partner schools, living with host families and attending classes with their peers for up to a term at a time. They were hosted by families in Toulouse and Paris in France, and Bonn and Cologne in Germany. Their exchange partners also were hosted by King’s, adding a further enriching international dimension to Year 10 classes.

The exchange is a two-way one: King’s regularly hosts boys from across Asia, Europe and North America in the boarding house and day scholar community. It is a practice that benefits not just individual visitors but the School community at large.

“International students enrich our culture and foster an authentic appreciation of diversity,” Mrs Camilleri says.

“Having boys from across Asia, Europe, and the Pacific living and learning alongside local students helps us to create a vibrant multicultural community.”

The 2024 European Music Tour was a transformative journey through four of Europe’s great musical capitals: Budapest, Vienna, Salzburg, and Prague. Over two inspiring weeks, fifty young musicians from the School shared their talents in world-class venues and engaged in masterclasses with leading artists, forging an unforgettable connection between learning, performance and cultural discovery.

Highlights including performances at St Stephen’s Basilica in Budapest, the Imperial Chapel in Vienna, Salzburg Cathedral, and the Church of St Simon and Jude in Prague. These stunning venues provided our boys with the opportunity to showcase their talents in front of captivated audiences, surrounded by the rich cultural heritage of these magnificent cities. The History Tour to Germany and Austria was

an opportunity for students to explore significant historical and cultural sites such as the Berlin Wall, Nuremberg Rally Sites and Medieval Castles. The tour also allowed for contemplative reflection on challenging areas of History through a tour of Dachau Concentration Camp and the Berlin Topography of Terror Museum.

Students also had the opportunity to widen their world view to other cultures, exploring major European cities such as Vienna, Munich and Berlin after being guided on how to independently navigate these locations and cultural expectations.

“The History Tour to Germany and Austria provided me with the opportunity to immerse myself in the culture of both countries. Visiting historical sites in person was surreal and deepened my understanding of the events that shaped their history,” says Sebastian Da Silva (Year 11).

Students at King’s continue to engage in a diverse range of academic competitions with global pathways, providing them with opportunities to showcase their talents on the world stage.

In 2025, Kingsmen participated in a number of prestigious international academic and STEM competitions, including the World Scholar’s Cup, the VEX Robotics Competition and the Da Vinci Decathlon. The Senior School’s VEX Robotics team travelled to Dallas in May 2025 to compete on the international stage in the VEX World Championships. The boys gained invaluable global experience, collaborating with teams from multiple countries and showcasing their innovation under real competition pressure.

“These platforms highlight our students’ innovation and collaborative skills,” says Mrs Camilleri. “Participating in such events helps them develop intellectual agility, intercultural competence and the confidence to succeed at university and beyond - wherever in the world their journey may take them.”

Meanwhile, Tudor House students achieved outstanding success, taking first place in the 2025 Kids’ Lit Quiz World Final, an annual competition for students aged 10–13 held across 10 countries, where teams are challenged with questions about children’s literature.

“As well as being a lot of fun, opportunities like this foster intercultural understanding, build empathy and encourage students to see learning as part of a global conversation,” says Ms Bidwell.

Tudor House 2025 Highlights

Life is Better Together

At Tudor House, our vision for education goes beyond simply providing an opportunity for students to develop knowledge and skills. Our educational philosophy is holistic in nature and encompasses the mind, body and spirit of every child.

To bring our unique, first-class Tudor House educational philosophy to life we rely on a simple recipe to guide us. This recipe for an incredible school has four key parts: 1. People

To create great humans and great learners who are equipped to make an outstanding impact for the good of society, schools need to have great people in their community that serve as guides, mentors and role models for the students.

At Tudor House this includes the teachers and broader staff team, parents and extended family like grandparents, sport coaches, Old Tudorians and the local Southern Highlands community. At its core it is people and their invaluable contributions who are the drivers of community, and ultimately it is the power of human connection that sustains us through the highs and lows of life.

Our incredible 169-acre campus is a beautiful example of the power of the physical environment to foster community and connection. Climbing trees, riding bikes, catching yabbies, collecting eggs and playing on the jungle gym are all moments shared together in small and large groups. Year 6 students camping overnight in small groups without direct teacher supervision, putting on the Tudor jersey and taking the field or court together and capsizing the canoe in the dam and swimming to the edge are other moments where Tudor House can leverage the environment and philosophy to foster connection and build community.

The shared experiences of the students, staff and parents are the third ingredient that strengthen the Tudor House community. From Pre-Kindergarten students participating in Forest play and Paddock to Plate activities to Year 6 students walking to the top of Mount Kosciuszko, the entire program is built sequentially from the first day to the last to intentionally provide opportunities to create friction, discomfort and challenge. This in turn places decision making, teamwork, responsibility and courage at the heart of students’ relationships with their peers and their teachers.

Finally, no community can thrive and flourish without a common set of values. The eight School values act as a North Star that guides the community, reminding new and existing members about what is important and valued. The values are then brought to life by members of the community who live them out and celebrate them in action.

Like all the best recipes, these ingredients are thoroughly tested and retested to ensure consistency and quality. Tudor House is no different. The School has had 128 years of refining the key ingredients to ensure it is just right. These are the reminders that make one realise what a blessing it is to be part of community like this.

As you explore the stories of life at Tudor House in 2025, you will see that our learning is grounded in the strength of a connected and caring community.

Mr Adam Larby Head of The King’s School, Tudor House

World Champions

A team of Tudor House students were crowned 2025 Kids’ Lit Quiz World Champions after a thrilling final in South Africa. The Kids’ Lit Quiz is an international competition that challenges teams of four to answer 100 questions covering books and literature of all genres.

Representing Tudor House were Maya Bischoff and Alexis Larby (Year 6), Maddie Neggo (Year 5) and Lyndon Deck (Year 4). Under the guidance of Tudor House’s Teacher Librarian, Mrs Eleanor Foster, the team spent months preparing, meeting weekly in the school library to practice, read widely and engage in buzzer training. The students honed not only their literary knowledge but also their communication and teamwork skills. The team’s strategy of discussing and justifying their answers before buzzing in proved critical to their success.

The team won the Illawarra Regional Final in April and proceeded to the National Final in Sydney in June. As National Champions they were invited to participate in the World Final in South Africa against the other National Champions from across the world.

After a thrilling back-and-forth with the host nation, Lyndon’s lightning-fast buzz sent the match to a tiebreaker, and Maddie sealed the win with two perfect answers. The Tudor House team were the youngest team in the World Final and competed against numerous 13-year-olds on their knowledge of literature. Additionally, 10-year-old Lyndon was the youngest-ever competitor in the World Final.

On their return, the entire School community rallied behind the team, holding a celebratory parade for the World Champions.

Kite Flying on Foxy Paddock

A perfect winter evening set the scene for a spectacular 2025 Tudor House Kite Flying and Bonfire Night.

In the late afternoon sun, many families tried their hand at kite flying in Foxy Paddock, with plenty of practice running up and down the hills to keep their kites in the air. By late afternoon the temperature dropped, and our community gathered around the bonfire to warm themselves.

There were many scrumptious food options available, and many enjoyed cooking marshmallows by the various fire pits. The community were treated to music from Oberon Lane and Pete Balinski which helped to create a wonderful atmosphere.

Inquiry in Action

As a milestone of their learning, our Year 6 Tudorians presented at the International Baccalaureate Primary Years Programme (PYP) Exhibition, a showcase of student-led inquiry into ‘Sharing the Planet’.

The central idea was ‘conflict arises from unmet needs and wants and can lead to growth if addressed constructively’, which inspired students to investigate real-world issues in contexts ranging from sport and school to global issues.

Through thoughtful inquiry, collaboration and reflection, students demonstrated their ability to approach complex challenges with empathy and understanding, embodying the PYP values of curiosity, action and global citizenship.

Following on from this, Tudor House welcomed two representatives from the International Baccalaureate (IB) for the Primary Years Programme Evaluation Visit.

Held every five years, the evaluation provides a valuable opportunity to reflect on and celebrate achievements, while sharing how the PYP philosophy is brought to life through teaching, learning and the vibrant environment across our School - in true Tudor style.

In preparation for the visit, new wall displays and classroom learning showcases were created to highlight student inquiry, the Learner Profile attributes and the many ways our students take action as part of their learning journey.

World Play Day

Pre-Kindergarten to Year 2 students came together to celebrate World Play Day with a joyful afternoon of play-based learning.

The Lower School was transformed into a vibrant playground of multi-age, multi-sensory experiences. With a special ‘punch card’ in hand, students roamed freely between activities – from making tea with lemon water and excavating dinosaurs from ice eggs to kinetic sand ice cream and colourful spray-painted lanterns.

There was no shortage of imagination either, with some students dressing up in costumes, making puppets and creating masks. Students built cubby houses and even a French restaurant made from recycled materials, and made creations using beads. Students participated in gross motor play by having a dance party and navigating a huge obstacle course on the Lower School Lawn.

The day was a wonderful celebration of curiosity, creativity and the power of play.

Pre-Kindergarten’s Year of Learning and Adventure

2025 marked the expansion of the much-loved ‘Paddock to Plate’ program to include Pre-Kindergarten.

Students explored the journey food takes from seed, to plant, to harvest, to plate. They learnt that food grows with the help of bees, gardeners and farmers; that eating fresh vegetables keeps them healthy and strong; and the responsibilities they need when we grow food, it teaches them responsibility and how to care for the Earth.

Pre-Kindergarten also enjoyed Café Day, working together to plan and prepare a delicious three-course meal, voting on their favourite dishes and following recipes to create them with parent helpers. They served cheesy Vegemite scrolls for entrée, mini pizzas for main and chocolate-covered strawberries for dessert.

The students celebrated Friendship Day to appreciate the value of friends, wearing red and pink clothes to School and practised sharing by bringing a piece of fruit for their friendship fruit salad.

The day included activities such as reading books about friendship, with boys and girls then writing down thoughts about what it means to be a good friend, creating pink and red heart strings, and working with a friend to complete a three-legged race. The Forest

Play program held each Wednesday morning, allows children to explore the Early Years Learning Framework (EYLF) outcomes in a hands-on, natural environment that inspires curiosity and creativity.

This year, students have used nature treasures to create self-portraits, explored how rainbows are formed by painting on transparent plastic and practised counting and measurement with sticks and other forest finds. As part of their ‘Sharing the Planet’ inquiry, they have photographed living and non-living things, searched for marine creatures and built habitats using natural materials.

Dancing in the Spotlight

Now in its third year, the Tudor House Dance Club continues to thrive, offering students a creative outlet through choreographed routines that change each term, with growing numbers of enthusiastic participants joining each year.

This year, the Dance Club proudly competed for the first time at the Shoalhaven Dance Eisteddfod. Competing against a strong field of primary schools, our talented Tudorians brought the stage to life with ‘Tea Party’, a Toy Story-inspired piece imagining a world where broken dolls come to life while the children are away.

The students impressed both the audience and judges, earning a ‘Highly Commended’ (fourth place) in their division, an incredible result for their first competition appearance and a testament to their enthusiasm and teamwork.

Snow Success at Ski Week

Over 80 Tudorians took to the slopes at Ski Week in Perisher, enjoying daily lessons, brilliant snow conditions and the opportunity to share in one of Tudor House’s most treasured traditions.

2025 proved to be the most successful in Tudor House history, with record results at the Snow Australia Interschools, placing third overall in the State Primary Schools Co-Ed Division. In addition, Tudor House was the Biathlon Australia NSW Laser Schools champion for 2025, retaining the award won in 2024. The School also placed tenth overall at Nationals in Primary Co-Ed, with Winter de Maria (Kindergarten) winning multi-class category at State and Nationals.

Lights, Laughter and Madagascar Jr

Tudorians in Years 5 and 6 performed Madagascar Jr to three very enthusiastic audiences.

Supported by parents and staff, the musical showcased the students’ talent, teamwork and joy in performance. The annual musical provides a comprehensive learning experience for students, combining performance, vocal training and teamwork. It was a wonderful reminder of how the Arts bring the School community together and builds confidence through creativity.

Hair-Raising Generosity

Red House hosted a Crazy Hair Day fundraiser to support leukaemia research.

Students showed off their wildest and most creative hairstyles, raising funds for this important cause.

In addition to the students’ efforts, Miss Jessica Brown and Mrs Stephanie Affleck had their hair chopped by our Red House Captains, with finishing touches provided by Red House parent, Mrs Maia Warren.

The event was a wonderful demonstration of Red House spirit and generosity among the Tudor House Community.

A Clash to Remember

The Preparatory School and Tudor House went head-to-head in their annual Rugby clash, this year taking place at Back to King’s, and it was a thriller to the very end.

On a wet oval, Tudor stormed to a 12-0 lead before Prep fought back to level the scores at 17-17 with just minutes remaining. In the dying moments, Tudor capitalised on a turnover and crossed for the match-winning try, sealing a 22-17 victory.

It was an incredible atmosphere for all involved, with strong support by many parents, Old Boys and Old Tudorians.

Kids MBA

As part of the Kids MBA Program, Tudorians in Year 5 used $10 of seed funding to create businesses and sell their wares at market stalls.

Three years ago, Tudor House became the first Australian school to offer the KidsMBA program, designed to educate children on business skills, and it has gathered momentum each year. The thinking, collaboration, problem-solving, strategising and collegiality on display amongst the Year 5 students was impressive. Some of the business ideas included a Polaroid dress-up booth, traditional Norfolk Island handmade bracelets with shells, ‘The Pizza Cookie’, Pet treats and 3D printed toys.

The Year 5 students then presented their businesses in a ‘Shark Tank’ exhibition. Each team presented a thoughtful, creative and well prepared business pitch, demonstrating impressive growth in confidence, collaboration and entrepreneurial thinking. The “sharks” were genuinely impressed by the level of polish and professionalism shown.

Racing Tradition

The 27th Annual Billy Cart Derby brought all the speed, excitement and community spirit that makes this event a highly anticipated Tudor House tradition.

Students took to both the circuit track and the downhill run, showcasing their creativity, teamwork and daring as they raced their carts to the finish.

The circuit track was hotly contested, with the team of Wilbur Young, Cooper Dean, William Kelly and Marlowe Clark (Year 6) taking out the win. On the downhill, Harriet Sellors (Year 6) stole the show with a lightning-fast run, reaching an impressive 47 km/h to claim first place – breaking her own previous record of 45km/h which she shared with another student.

One of the day’s most memorable highlights was the Old Tudorian Circuit Race, where former students jumped back into the driver’s seat to relive their childhood memories and take on the track once more.

It was another fantastic day for the whole Tudor House community, cementing the Billy Cart Derby as one of the most loved events on the School calendar.

Kahiba

In 2025, laser rifles have been a popular addition to the Kahiba program. Tudorians have been challenged with 15 targets within a time limit at five, ten and fifteen metre ranges. The students were also provided with safety training, learning to always treat the rifles like loaded weapons and taught various techniques including how to use the trigger, breathing and positioning. Each grade across the Upper Primary School now has its own space for Kahiba activities, with separate spaces for Year 3 and 4 being added this year, allowing for more opportunities for exploration and inquiry-based learning.

Carols on the Lawn

The year ended on a high note with the annual Festival of Lessons and Carols, an opportunity for the community to pause together and celebrate the joy of Christmas. With the beautiful backdrop of Inman House, families and members of our community gathered on Hamilton Lawn to enjoy our final community event for 2025.

Families enjoyed performances from the Tudor House Choir and Lower School students, and groups from the Senior School including the Senior Choir and Symphony Orchestra.

Our community was treated to a visit from a life-size Buzz Lightyear Action Figure (who looked strangely like Mr Larby) while Mr Deck explained how Jesus was an even better gift than a Buzz Lightyear!

A Weekend to Remember: Year 5 Boarding Experience

Tudorians in Year 5 enjoyed a memorable weekend while visiting the Parramatta campuses for Back to King’s.

The adventure began with an overnight stay at Naamaroo, where excitement and anticipation ran high. On Saturday, students boarded the bus to King’s to join in the festivities of Back to King’s Day, cheering on the 1st XV and soaking up the atmosphere of one of the School’s most spirited occasions. The Tudorians made the most of their visit – from enjoying dinner in the Dining Hall with senior boarders, to friendly games of dodgeball and paper plane competitions in the gym. The evening finished with supper in Gowan Brae, where students caught up with Old Tudorians now boarding at the Senior School.

After a night back at Naamaroo, Sunday began with a hearty barbeque breakfast at Gowan Brae, followed by a fun and competitive putt-putt challenge. The students then enjoyed a tour of the Senior Campus, exploring the High Performance Gym before a photo to mark the occasion in front of Gowan Brae. The weekend wrapped up with a relaxed lunch and reflections on what lies ahead as they prepare to join the Senior School community.

Growing Success at the Robertson and Moss Vale Shows

Tudor House students demonstrated outstanding skill and dedication at this year’s Robertson and Moss Vale Shows, achieving top honours across gardening, farm produce, and equestrian events.

At the Robertson Show, Tudor House was awarded Champion Exhibitor for Junior Produce, Vegetable and Fruit exhibits. The students claimed first place wins in tomatoes, cucumbers, honey and hydrangeas, with strong performances across other vegetable and honey categories, earning several second and third place finishes.

The success continued at the Moss Vale Show, where Tudor House secured multiple wins in eggs, jams and cut flowers, earning the title of Most Successful Exhibitor – Junior Farm Produce.

Tudor students also excelled in equestrian competitions at both shows. At Robertson, Chloe McLean (Year 1) and Maya Bischoff (Year 6) were crowned Champions, with Sydney Warren (Year 1), Tilly McLean (Year 3), and Heidi Bischoff (Year 1) taking first place in their divisions. Poppy Burgess (Year 3) and Jemima Curran (Year 6) earned Reserve Champion titles, while Chloe and Sydney placed third in the Pair of Riders event.

At Moss Vale, Chloe and Maya again won Champion titles, while Poppy and Sydney claimed Reserve and first place honours in their divisions, continuing Tudor House’s strong equestrian tradition.

Tilly McLean continued her equestrian success, delivering an outstanding performance at the Australian Interschools Equestrian Championships, achieving the 2025 Show Rider Trophy.

Year 6 Challenging Change Day

The Year 6 Challenging Change Day was a meaningful and engaging experience designed to help students think about how they respond to change and uncertaintyespecially as they prepare for the exciting transition to high school next year.

Throughout the day, students worked in small teams to complete a series of hands-on challenges around the campus. From tackling the low ropes course and creating bush furniture using rope and sticks, to lighting fires, cooking and crafting bird feeders, each activity required collaboration, problemsolving and a willingness to adapt when things did not go to plan.

The day reminded students that change can be both challenging and rewarding. Just as much as they learned about tying knots, balancing on ropes, or keeping a fire burning - they also discovered that resilience, flexibility and teamwork are key to facing new situations with confidence.

By the end of the day’s activities, many students reflected on how stepping out of their comfort zone helped them grow in independence and courage. As they look ahead to Year 7, they were encouraged to see change not as something to fear, but as an opportunity to learn, grow and discover new strengths within themselves.

A Memorable Farewell: Year 6 Leavers’ Weekend

The Year 6 Leavers’ Weekend was an unforgettable celebration for our graduating Tudorians – a fitting farewell to their time at Tudor House and a joyful reflection on the friendships, memories and growth they have shared.

Festivities began on Friday evening with a lively disco in the School Hall, marking the end of their primary years with energy and laughter. Afterwards, the cohort enjoyed one final campout on the School grounds – a cherished Tudor tradition and their last night under the stars together.

Saturday morning brought an air of excitement and pride as students dressed for their Graduation Ceremony. Families gathered to celebrate this milestone occasion, which included speeches from the School Captain and Year 6 teachers, as well as a heartfelt address from Mr Adam Larby. A moving tribute video captured highlights from their journey, offering moments of nostalgia and joy. Each student received a special graduation showbag containing a Yearbook, Bible and compass — symbols of guidance and reflection on their Tudor journey. They were also presented with an Old Boys’ tie and Old Girls’ scarf, gifted by the Chair of the Tudor House Foundation, Mr Mark Webeck (’71), connecting them to the Old Tudorian community. The celebrations concluded with a spirited round of staff, parents and student sports matches - cricket and basketball - followed by a shared lunch on Hamilton Lawn. The atmosphere was one of warmth, gratitude and pride as families and teachers came together to honour the Class of 2025 and all they have achieved.

As they move on to their next adventure, our Year 6 graduates carry with them the values, friendships and memories that define the Tudor House spirit - ready to take on the world beyond our gates.

The Preparatory School 2025 Highlights

A Warm Return:

Daniel McClintock Appointed Head of the Preparatory School

The King’s community was delighted to welcome Mr Daniel McClintock, who commenced in Term 3 2025, as the new Head of the Preparatory School.

Daniel is well known to the King’s community, having served from 2005 to 2011 as a teacher in the Preparatory School and Assistant Boarding Master in Waddy House. During this time, he and his family lived on campus and were actively involved in School life, including coaching sport, contributing to chapel and helping implement the IB Primary Years Programme.

Following on from his first stint at King’s, Daniel has since established himself as a well-respected educational leader. He was previously Executive Head of Professional Practice at Australian Christian College, Marsden Park, overseeing staff development and pedagogical growth across a large K–12 campus. He has also served as Head of Junior School at Hunter Valley Grammar School, where he led growth in enrolments, achievement and community engagement.

Daniel brings a compelling vision for boys’ education to King’s—formative, aspirational and grounded in purpose. He believes the Preparatory School plays a vital role in shaping young men of character and conviction, and that boys thrive when they are challenged to achieve, inspired to serve, and supported to grow.

Reflecting on his appointment, he shared:

“It is a privilege to return to a school that has shaped me so deeply, both personally and professionally. I have long admired King’s unwavering commitment to forming young men of character, purpose, and faith. To serve in the Preparatory School—where that journey begins—is an honour. I look forward to leading a community that believes boys can be challenged to achieve, inspired to serve, and nurtured to grow into good men.”

A man of strong Christian faith, Daniel embraces the School’s mission to be a Christian community that is inclusive, invitational and anchored in biblical values. Known for his warmth, authenticity and presence, Daniel leads through empathy and connection—qualities that resonate deeply with the culture of King’s.

We warmly welcome Daniel, his wife Meg, and their sons back to The King’s School and look forward to the exciting chapter ahead under his care and leadership.

A Community That Empowers

Boys to Thrive

What sets The King’s School apart from other educational communities?

“Christian Community” is one of the three pillars of the School that make up our Distinctive Difference, yet many schools might highlight that they are a community, even a Christian community.

What is different about us that means we believe our community to be truly distinctive?

It is common for schools with Christian heritage to be described as “safe” and “caring” places. Such schools would have a reputation for providing a “nurturing” environment. Of course, we at King’s aim to be safe, caring, and nurturing. To be an outstanding school, those elements of community are necessary, but they are not sufficient.

To have community that is just “nurturing” would be to miss the essence of what makes King’s truly special. We strive not only to be a community where boys feel safe and supported, but also a place where that safety serves a greater purpose.

At King’s, we understand that a secure, supportive environment is not merely the destination, but a launch pad. Here, boys are encouraged to take on new challenges, to venture beyond their comfort zones, and to develop independence and resilience. Our community scaffolds each boy, giving him the confidence to face tasks that feel progressively more challenging, and to embrace opportunities that ask more of him.

While many schools may talk about their nurturing communities, it is uniquely King’s to see that community as a propulsive force one that fosters a healthy appetite for risk and growth. This perspective is mirrored in educational psychology’s “circles of security” model, where children flourish when they have a secure base from which to explore, and a safe haven to which they can return.

At King’s, we seek to provide just that: a circle that is not only nurturing, but also ever-expanding, pushing the boundaries of security and encouraging each boy to stretch further.

As our students acquire new skills, gain fresh experiences, and grow in confidence, their circle widens. They become more adventurous, more courageous, and more willing to take risks not recklessly, but with the assurance that their community is behind them. This is not just nurturing; this is empowering.

But how does this approach reflect the heart of a truly Christian education? A community that is shaped by the gospel views each boy as intrinsically valuable not for his achievements, but because he is made in the image of God, and it teaches boys to think

the same of themselves, and each other. When a boy believes this, and he finds his worth is secure and unshakeable because it is not attached to successes, status, or popularity, he is free to try, to risk failure, and to grow. His identity is not “on the line” with every setback. He is safe enough to be courageous.

Further, our Christian understanding imbues our boys with a sense of purpose: to “turn wilderness into garden”, to make a difference in the world, to serve the common good. The biblical conviction that “if God is with us, who can be against us?” is not mere rhetoric it is a call to action. Boys are encouraged to “have a go”, to rise after a stumble, and to keep growing.

At King’s, boys are welcomed into a worldview that is energising, coherent, and freeing. Here, safety is just the beginning. Empowerment, purpose, and courage are the hallmarks of a truly great school community and they define what it means to be part of King’s.

I hope that as you read through the highlights of 2025 at the Prep School, you will see this reflected in the rich experiences our students enjoy each and every day.

Mr Daniel McClintock

Head

of the Preparatory School

Year 6 Showcase Their Global Perspectives

Our “Global Issues Symposium” is the culmination of the International Baccalaureate Primary Years Programme (PYP). It is our version of the PYP Exhibition. Students in Year 6 demonstrated impressive depth of understanding and maturity as they presented their inquiries to parents and guests, just like expert presenters at a conference.

The goal of the PYP is to empower students to become skilled inquirers about their world, gradually developing the independence to explore complex issues. In their final year, this learning journey concludes with an independent inquiry into a topic of global significance, the central theme being “Sharing the Planet”. The boys tackled a wide range of pressing global issues from sustainable farming, plastics in waterways, and racial and religious discrimination, sharing their findings and solutions.

During the closing ceremony, the Year 6 students performed an original song, “A Perfect World”, which they co-wrote with Australian composer, Andrew Howes, capturing their hopes for a brighter future. Alongside this, the students collaborated on a collective artwork, weaving recycled CDs to symbolise the complexity and interconnectedness of global issues.

Each art piece told a deeply personal and symbolic journey, weaving together research and imagination around a global issue close to the artist’s heart. From spices layered to capture the intensity of climate change, to tiger stripes tightly-interwoven and restricted to mirror the realities of animals in captivity, the artworks invited the audience to see, feel and think differently about sharing the planet.

Exploring the Prep

Learning Journey

Events are held across the Prep School to show each grade’s learning journey, providing the opportunity to engage parents and the School community in the boys’ learning as they take action to investigate various natural phenomena.

Year 5 students undertook the Unit of Inquiry, “How the World Works”. As part of this unit, they explored Earth’s position in the universe, investigated the structure and features of the solar system and considered the cultural significance of the night sky in Indigenous Australian traditions. These rich learning experiences sparked curiosity and inspired students to think more broadly about our place in the cosmos.

To consolidate their understanding, students embarked on an independent research project, selecting a space-related phenomenon, invention or explorer that aligned with their personal interests. Using the key inquiry concepts of Form (What is it?), Function (How does it work?), and Perspective (Why does it matter to humanity?), they explored a range of books, articles and digital resources to deepen their knowledge. As a creative extension, students also designed and constructed models at home to represent their chosen topics, bringing their learning to life through handson, imaginative projects.

Students confidently shared their knowledge with visitors, expressing their interests, and effectively communicating their detailed research and findings. Beyond the classroom, students also demonstrated their visual arts skills by displaying beautiful lunar-themed installations and concluding the event with an impressive musical performance as a celebration of their learning journey.

Year 3 engaged with a Unit of Inquiry into “How We Organise Ourselves”, by presenting at a “World Expo”. Students explored the ways communities and countries organise their daily lives, their traditions and their celebrations. Through this inquiry, boys have learned the importance of understanding different perspectives. They discovered how families live, how children learn and how people celebrate around the world. This has helped them realise that even though we live in different places, we are all connected. By respecting and valuing diversity, they are helping to build a more inclusive and connected world, demonstrating growing international mindedness.

As part of the Expo, boys presented displays, artefacts, and food and drink demonstrating the knowledge they gained. They also shared their growing understanding of cultures around the world with parents and the Prep community.

Striking Gold in Learning

Year 5 students had an opportunity to step back in time and experience life on the Australian goldfields during a special Gold Rush Day incursion. The day was designed to immerse students in the sights, sounds and experiences of the 1850s, supporting a Unit of Inquiry which explores the impact of significant historical events, such as the Gold Rush, on the development of our nation.

Throughout the day, the boys participated in a series of engaging and hands-on activities that brought history to life. Down at Hunts

Creek, they tried their luck at panning for gold, discovering just how challenging and rewarding this task could be for miners of the past. Students then joined in traditional bush dancing, gaining an appreciation of the music and recreation enjoyed during the era. An old-fashioned classroom provided a glimpse into 19th-century schooling, where students used chalkboards in place of modern-day resources. Around the open fire, they worked together to cook damper, a staple food of the time, before visiting the blacksmith who crafted “gold” chocolate bars, gaining an understanding of trades that were essential in goldfield communities. The day concluded with students engaging in the art of traditional Chinese scroll painting, recognising the important cultural influences that shaped the gold rush and contributed to Australia’s rich multicultural history.

Students thoroughly enjoyed the opportunity to step outside the classroom and immerse themselves in history, strengthening their understanding of how the gold rush era helped shape modern Australia.

Celebrating Connection Across Generations

Kingsmen from Pre-Kindergarten to Year 2 warmly welcomed their grandparents and grand-friends to campus for a joyful day of connection and celebration. Guests were treated to musical performances, classroom visits and a picnic lunch, sharing in the boys’ learning and school life.

It was a special day of inter-generational connection, a powerful moment of community, and a day which continues to be one of the most cherished events on the Prep School calendar.

Celebrating Mums and Dads

Two beloved traditions at the Prep School were celebrated amongst parents and students, with the annual Mother-Son Morning Tea and Father-Son Breakfast.

Year 1 students treated their mothers to a beautiful morning beginning with a Chapel service, followed by a morning tea in the Trophy Room. The boys delighted their guests with handmade cards and musical performances, adding to the touching celebration.

Similarly, Kindergarten boys and their fathers came together for the Father-Son Breakfast. The morning began with a moving chapel service, reflecting on the joys and responsibilities of fatherhood, before a walk through the Trophy Room and a special performance by the boys.

A heartfelt slideshow and reflections from Mr Daniel McClintock added to the celebration, capturing the essence of family and connection.

One of the most treasured moments was the gift exchange, with boys proudly presenting handmade creations, and dads sharing a personal heirloom or item of personal significance in return.

Both occasions celebrated the special bonds between parents and boys within the King’s community.

Football Goes on Tour

A group of Year 6 students travelled to the Central West of New South Wales for the annual Prep School Football Tour.

Across four competitive matches, the boys displayed skill, teamwork and sportsmanship, recording wins against Macquarie United FC (4-0), Dubbo Bulls FC (3-1) and Dubbo Christian College (3-0), and a close loss to the John Moriarty Football Academy (2-1).

Beyond the field, the team enjoyed visiting the Western Plains Zoo and the Royal Flying Doctors’ Service, with plenty of laughter and memories created along the way.

Oliver! Junior Brings Victorian London to Life

The Prep School proudly presented the 2025 Musical Production of Oliver! Junior, delighting audiences with a heart-warming adaptation of Lionel Bart’s classic musical, specially designed for young performers.

Set in Victorian-era London, the production follows orphaned Oliver Twist on his journey from the workhouse to the bustling streets of the city, where he encounters a colourful cast of characters and discovers the true meaning of family and belonging.

With lively songs, memorable characters, and plenty of charm, Oliver! Junior captured the imagination of all who attended, showcasing the remarkable talent and dedication of our young Kingsmen.

Welcoming Students from Japan

The Prep School was delighted to welcome a group of 21 students and 24 teachers and family members from Kawanishi, Japan for their first visit to King’s.

After touring key parts of the School, the day culminated in a friendly rugby match between our Year 5A team and the visitors.

The match was closely contested, with Kawanishi ultimately winning 20–10. More importantly, both teams showed great sportsmanship, respect and teamwork throughout the game.

Following the match, players from each side exchanged gifts and finished the afternoon with a shared meal, marking a meaningful cultural exchange.

Teamwork and Talent at the Da Vinci Decathlon

Nearly 1,000 bright minds gathered for the annual Da Vinci Decathlon State finals, including two teams representing The King’s School Preparatory School.

The Da Vinci Decathlon is a fast-paced, high-energy academic competition across ten disciplines, from engineering and mathematics to art, code-breaking and beyond.

The Year 5 team from the Prep School placed second in Engineering, with a special mention to Zac Shen, Toby Lim and Eldon Pan for working on the engineering paper, while the Year 6 team earned third place in Mathematics, with Eden Chen and Lucas Shou working on the mathematics paper.

Chess continues to be one of the most popular and successful co-curricular activities in the Prep School, with students embracing a wide range of opportunities to develop their skills. From weekly coaching sessions with experts from the Sydney Chess Academy to the NSWJCL Friday afternoon competitions and the NSW SAC Interschool Chess events, Prep boys are consistently challenged and supported as they grow as players. Yet it’s the chance to test themselves against their peers—and even Senior School opponents— that they enjoy most.

This year’s Prep Chess Championships drew an impressive 90 competitors, with Year 4 student Leo Kuncoro successfully defending his title as Prep Chess Champion. The excitement continued in the Simultaneous

Chess Competition, where twelve Prep students took on reigning School Champion Josh Liu in a memorable display of strategy and resilience.

The Prep Chess team also delivered a standout performance in the Senior School House Chess Competition, placing third overall—an especially notable achievement given they were competing against much older students. The team’s remarkable result was powered by a young lineup: two Year 2 students, four from Year 4, five from Year 5 and just one from Year 6.

These achievements highlight not only the boys’ talent but also the strength and depth of the Prep Chess program.

Students from Abbotsleigh recently visited the Prep School to take part in a lively Mandarin spoken debate with members of the Prep Mandarin Club. The contest was tightly contested, with Abbotsleigh ultimately adjudicated as the winners after an impressive display of fluency and confidence.

Following the debate, the Abbotsleigh students joined the Prep Mandarin Choir to perform two musical pieces at Assembly, delighting the audience with their harmonious collaboration.

The visit provided a valuable opportunity for Prep boys to connect with peers from another school, practise their Mandarin in authentic contexts, and enjoy a fun, enriching cultural exchange.

Years 5 Leadership Day

The Prep School hosted our annual Year 5 Leadership Day, which drew together Year 5 students from The King’s Prep, Tudor House, and Tara.

The day was an inspiring and thoughtprovoking experience centred on the themes of servant leadership and wisdom under pressure. Students explored what it truly means to lead by serving others – putting the needs of their peers before their own and using their influence to make a positive difference in their community.

Through a mix of interactive sessions, team challenges, and reflective discussions, students were encouraged to think deeply about how they respond when faced with difficult decisions. Leadership is not always about having the loudest voice or the quickest answer – it is often about pausing to listen, seeking wise advice and acting with integrity even when the choice is hard.

One of the key takeaways from the day was that real leadership involves character, not just confidence. When under pressure, wise leaders draw on values such as empathy, humility and courage. They learn that making the right choice may not always be the easiest, but it builds trust and strengthens the community around them.

As our Year 5 students prepare to take on leadership roles in the School next year, this day helped them to recognise that every action, no matter how small, can be an act of service and an opportunity to lead with wisdom and grace.

Boys Host a Morning of Generosity

The youngest Kingsmen proudly hosted a Biggest Morning Tea, raising over $6,000 in support of cancer research.

The morning began with a heartfelt performance of several songs by the boys in Pre-Kindergarten, followed by a delicious high tea.

The students worked hard preparing for the day, making homemade jam and creating a beautiful selection of art and craft items for sale. The winners of both the silent auction and the guessing competition were announced during the event, adding to the excitement.

The boys were true gentlemen, graciously serving their guests and showing kindness, confidence and care in every detail.

The Senior School 2025 Highlights

The Heart of Our School Community

The advance of Artificial Intelligence (AI) brings with it both excitement and intrigue, along with a quiet fear that technology may one day make human roles redundant. Those of us dedicated to developing and sharing knowledge - for example our teachers at The King’s School - might initially feel this fear. But to do so is to misunderstand the broader scope of our community. We are not simply in the business of sharing facts; we are in the enduring business of growing humans.

The true strength of a community is rarely measured during moments of triumph - when premierships are won, performances are flawless, or academic results are exceptional. Instead, that strength is most clearly seen when tragedy strikes. Suffering is an inevitable part of the human experience, and our ability to move forward depends entirely on the depth of our connections. A connection to a computer or a robot will never provide all that we need.

Suffering is an inevitable part of the human experience, and our ability to move forward depends entirely on the depth of our connections. A connection to a computer or a robot will never provide all that we need.

Midway through this year, the sudden loss of Year 12 student Stirling Heriot, in a motor vehicle accident, ripped apart not only a family but also his friends and everyone who knew him. In response to this devastating news, the outpouring of care from boys, staff, and parents was immediate and profound. Our School rallied, demonstrating its deep kindness and unwavering support: from rugby matches to working together to complete the trailer he had started, to impromptu support gatherings, and in providing practical care for his family. Tragically, at the very end of the School year, our community suffered a further heartbreak when Year 12 graduate Astin Gerstl, while on a post-graduation holiday with friends, was swept off the coast. These losses have tested us deeply, yet in wrapping our arms around one another, our Community has shown its true heart.

To be human is to be compassionate; it is to possess the wisdom and empathy to reach out when the time is right. To be human is to stand between this Earth and eternity, the immediate and the transcendent, and question, experience and share God’s grace and mercy. While powerful, no robot can ever be programmed to achieve this kind of connection or depth.

Enjoy reading about how our boys at the Senior School are part of a rich community, one that is providing them with the values and identity to live fully as humans and not robots, especially when facing the most difficult of times.

Reverend Stephen Edwards Head of Senior School

Triple Crown Glory

Master in Charge - Athletics, Mr Ben Gavan celebrated 20 years in his role at King’s, and the occasion was made even more special with Kingsmen taking home the Junior, Intermediate and Senior premierships at the 2025 AAGPS Athletics Championships.

There has only ever been two triple crown winners in the history of the AAGPS Athletics, 2016 and 2025; with both being won by King’s. This remarkable achievement is a testament to both the strength, and depth of the Athletics program at King’s, where every boys’ dedication, contribution and sacrifice contribute to the strength of the team, even by just one point.

Mr Gavan now has 11 Premierships to his name as MIC Athletics, demonstrating exceptional commitment to gaining the best performances out of King’s athletes.

Cadet Corps Visit Singapore

The King’s School Cadet Corps travelled to Singapore, where they experienced an enriching cultural and historical program. It was a particularly touching moment for several sons of King’s Old Boys and James Tyree (‘00) to visit the Kranji War Cemetery in Singapore and view the graves of Old Boys who served in the Second World War. John Louis Edgley and Edward Walter Holden Windeyer attended King’s from 1925-29 and were both killed in service in 1942. They were buried in close proximity to each other within the Cemetery.

Australian Premiere of Newsies

The musical production of Newsies performed to sold-out audiences and standing ovations, thrilling crowds with their high-energy storytelling, precise choreography - including a show-stopping tap number and beautiful harmonies. The collaboration between King’s and Tara Anglican School for Girls was the first time the Broadway classic has been performed in Australia, and the students brought it to life with professionalism and passion.

Echoes Through Time

The grandeur of the Sydney Town Hall provided a magnificent backdrop for King’s in Concert: Echoes Through Time.

Throughout the evening, a diverse array of ensembles showcased the remarkable depth and breadth of musical talent across the three campuses. From soloists and chamber groups to full orchestras and choirs, each performance reflected the commitment, discipline and joy that defines music-making at the School.

Celebrating Innovation at the STEAM Showcase

The School proudly marked National Science Week with the annual STEAM Showcase, celebrating creativity and discovery across Science, Technology, Engineering, Arts and Mathematics. Students from across the Senior School presented an impressive range of projects and innovations from their fields of inquiry. Guests enjoyed an evening of interactive exhibits, hands-on demonstrations and the chance to take home some exciting prizes.

Historic Win at National Snowsports Championships

Twenty-nine Kingsmen travelled to Mt Buller, Victoria, representing the School at the Australian Interschools Snowsports Championships. Competing against 315 schools, the boys showed resilience, determination and courage.

In 2025, King’s made history by winning the overall alpine title for the first time. Edward Selig (Year 12) finished first individually, with River Lusted (Year 11) second in an outstanding one-two. Across all disciplines, King’s placed third overall; an excellent program result built on consistency from regional events through to the national stage.

Snowsports demands much of athletes; variable snow and terrain, changing course sets and often inclement weather, and the team embraced each challenge and raced with skill and composure.

Sport, Spirit and Connection Shine at Back to King’s 2025

The 2025 ‘Back to King’s’ event proved to be a highlight in this year’s school calendar. The day kicked off with exciting football and volleyball matches at home, bringing together students, Old Boys and families. As the morning events wrapped up, the crowd moved to the JS White Oval for an eagerly awaited afternoon of rugby.

The King’s School community, both past and present, gathered in high spirits. The Old Boys’ Union tent was bustling with energy, as several reunions brought former students together to reminisce about their time at King’s. In addition, there was bell ringing and tours of the Memorial Chapel, and a special Service for Old Boys to remember their peers who had passed away.

King’s Show Band Hits the Right Note in 2025

The King’s School Show Band has quickly become one of the most vibrant and unique ensembles on campus. Unlike any other musical group, the Show Band is entirely student-run, performing high-energy, popular music for major sporting events. This creative independence has allowed the boys to forge a lasting legacy, uniting two cornerstones of King’s life-music and sport, while setting the school apart from its peers in the AAGPS community.

Initially limited to senior musicians, the band has expanded to younger students who demonstrate not just skill, but confidence, courage and resilience. Auditions are an intense ‘trial-by-fire,’ placing musicians straight into the action to test their ability to perform on the spot.

The Show Band performs weekly, unlike other school ensembles that rehearse weeks in advance for a big moment. They hold the spotlight at rugby and football fixtures, the Head of the River, and the AAGPS Athletics.

Their repertoire spans fan favourites such as the FSU War Chant, the Rocky theme, Hey Baby, and Kernkraft 400, alongside popular hits like Mask Off and Seven Nation Army, and even original student compositions.

Beyond the music, the Show Band has reshaped the School community. By bringing energy and excitement to every fixture, it gives boys a reason to engage, whether or not they follow the sport itself. Support fixtures are no longer just another event; they are an experience, drawing together boarders, day boys, players and supporters alike.

In 2025, the Show Band has not only entertained the School but also strengthened its culture of inclusivity, creativity and School spirit - proving that music, like sport, has the power to bring everyone together.

Chess Team Achieves Historic Result

Five members of the Chess Club competed in the Grand Final of the Sydney Academy of Chess Interschool Championships, achieving one of the best results in the School’s history.

School champion Josh Liu (Year 8) continued his great run of form to finish fifth in the individual section, scoring 5.5 out of 7. The rest of the squad all contributed to the result, with great scores - Immanuel Collins in Year 8 (5), Oliver Tiong in Year 10 (4.5), Adhruth Srinivasa Prasad in Year 7 (4.5) and Luka Qiu in Year 10 (4). A special mention goes to Immanuel for an incredible match that came down to just four seconds - a testament to his composure and skill.

On the World Stage: VEX Robotics Championships

The King’s School Robotics Team competed at the VEX World Robotics Championships in Dallas, Texas.

Competing against 831 schools from around the globe, against many older competitors with more years of experience, the boys displayed skill, teamwork and determination while forging lasting connections with teams from around the world.

The teams look forward to refining their designs and returning to the VEX World Robotics Championships in 2026, to be held in St Louis, Missouri.

Kingsmen Set Sail for Gold

Kingsmen undertaking their Gold Duke of Edinburgh’s Award embarked on a sailing expedition in the Whitsundays.

After extensive training during Terms 1 and 2, the boys were put to the test in various roles including helmsman, deckhand, skipper and navigator. During the nights at anchor, the boys rotated through an anchor watch in pairs.

Across two boats, the crews departed and arrived back to Airlie Beach in the Whitsundays and visited Hayman Island, Long Island and Lindeman Island, as well as beaches such as Whitehaven. Between voyages, the boys enjoyed hiking, swimming, snorkelling, fishing and beach rugby.

Double Premiership Glory for King’s Cricket

The 1st XI and 2nd XI Cricket teams capped off their seasons with both winning the AAGPS Premiership for the second time in three seasons.

The wonderful season for King’s cricketers was celebrated on Saturday night at the JS White Oval, where players from across the 20 teams joined in for some fun competitions and a sausage sizzle.

The strength and depth of cricket at King’s was seen with the 1st XI winning 13 of their 14 matches, the Under 15 team winning the Northern District Cup knockout competition and both our 16B and 13A teams having an undefeated season.

King’s First IBDP Cohort

In 2025, King’s proudly launched the International Baccalaureate Diploma Programme (IBDP) for students entering Year 11, paving the way for the School’s first Year 12 IBDP cohort in 2026.

The IB Diploma cohort has experienced a remarkable year of growth, resilience and achievement. They have successfully navigated two demanding examination blocks, showcasing not only their academic ability but also their perseverance and adaptability. The students collaborated across disciplines during the Group 4 Project, bringing science to life through teamwork, inquiry and innovation. Their engagement with Theory of Knowledge has been particularly impressive, as they have grappled with complex questions about how we construct, justify and challenge knowledge across different disciplines. Alongside their studies, they have shown deep commitment to the core CAS programme - balancing creativity, activity and service with purpose and compassion. Through these experiences, they have honed essential skills in critical thinking, communication, research and reflection.

Recognising Excellence in VET

James Hurley (Year 12) proudly represented King’s and NSW at the prestigious 2025 WorldSkills Australia National Championships and Skills Show.

James was one of 605 competitors from across Australia, including both VET in Schools (VETiS) students and open competitors from TAFE and apprenticeships. Participants competed in 63 skill categories, ranging from cookery and mechatronics to hairdressing and carpentry.

Over three days, James showcased his theoretical knowledge and practical skills by constructing a garden arbour and seat, judged on precision, technique and craftsmanship.

James’ performance drew praise from his mentor and the NSW Construction Team Leader, Scott Trenaman, who commended his skill, dedication and professionalism. “James was an outstanding representative of The King’s School,” the mentor noted. “His talent and work ethic were evident throughout the competition.”

Celebrating the Class of 2025

The Class of 2025, comprising 256 young men, proudly leave The King’s School ready to make their mark on the world as Global Thought Leaders and contributors to society.

The achievements of this remarkable cohort extend far beyond ATAR scores. Their success will be measured by how they apply the lessons learned through the HSC, VET programs, sports, performing arts, and camps to positively impact their communities.

Graduation Day provided a heartfelt opportunity for families and staff to come together in celebration. Award recipients were recognised for their outstanding accomplishments, and the boys united in a final war cry before confetti rained down and guests rose in a standing ovation to honour the Class of 2025.

Community Events 2025

The King’s School Kickstart in Colour

Mother’s Day Fun Run Chapel Service

Lunar New Year Celebrations

The King’s School High Tea

Back to King’s

The King’s School Mother’s Day Fun Run

Year 9 Mother’s Day Afternoon Tea

Back to King’s The King’s School Art Prize

Tudor House Mother’s Day Breakfast

Peter Denyer Farewell

Preparatory School Grandparents’ Day

The King’s School Old Boys’ Union Annual Lunch

The King’s School Art Prize

Tudor House Mother’s Day Breakfast

The King’s School High Tea

The King’s School Volunteer Thank You Event

Back to King’s

Tudor House Billy Cart Derby

The King’s School Kickstart in Colour

Year 9 Mothers’ Day

Back to King’s Chapel Service

Farewell to Mr Peter Allison: Celebrating 25 Years of Service at King’s

After an extraordinary 40-year career in education spanning Australia, Canada and Singapore, and a remarkable 25 years across two chapters at The King’s School, Mr Peter Allison retired as the Head of the Preparatory School at the end of Term 1 2025.

Peter’s association with The King’s School began in January 1995 in a period that lasted for 13 years, concluding in December 2007.

He returned to the School in January 2013 to take up the role of Head of the Preparatory School, a position he held until his retirement in April 2025.

Over the past decade, Peter has led the Preparatory School with unwavering professionalism, dedication and care, leaving an enduring legacy of growth and strength within the campus.

As Head of the Preparatory School, Peter has not only nurtured the learning environment of our classrooms, but also the Christian heart of the School community.

A man of deep faith, he has guided staff, students and families with compassion and integrity, ensuring that the School’s spiritual life remained central to its culture. His leadership extended beyond the Preparatory School, serving as an integral member of The King’s School Executive and Senior Leadership Team.

Peter’s contributions reach far beyond his professional role. Known for his collegiality, warmth and ability to connect meaningfully with others, he has been a source of encouragement and wisdom to colleagues, students and parents alike throughout his tenure. His passion for relational leadership has shaped his approach.

“I hope to be remembered as a relational Head of School. I have always believed that if a child is known as an individual, they will feel valued. And if someone feels valued, that is when they give their best”, says Peter.

Throughout his time at King’s, Peter has enjoyed countless highlights, from camps in the Prep School and international cultural and sporting tours to the everyday joys of working alongside curious students and dedicated staff.

Reflecting on his experience at the Prep School, Peter shares, “The years spent at King’s have been the most rewarding in my 40-year career in education. I have been honoured to work alongside passionate, professional staff, curious, charismatic children and a dedicated, embracing community. The Allison family leave with many wonderful experiences to treasure and recall.”

Peter’s leadership has left the Preparatory School in a vibrant and flourishing position, well placed for the future. His wife, Alby, has also been a constant and supportive presence, and together they have given generously of themselves to the King’s community.

While his retirement marks the closing of one chapter, it also opens another; one filled with new adventures, family time and a well-earned change of pace.

The King’s School community thanks Peter for his outstanding contributions across his 25 years of service at the School, and extends every blessing to him, Alby and the Allison family for the future.

BOYS’ UNION

President’s Report

It is my pleasure to present the Annual Report of The King’s School Old Boys’ Union (OBU) for 2025. It has been an honour to serve as the President of the Old Boys’ Union again this year. The Committee hopes that it has met your expectations and that many of you were able to benefit directly from your membership this year. I have appreciated the close friendships gained and support received from the OBU Committee, its members and the wider School community this year.

It is stated in the OBU’s Articles of Association that one of the key objects of the Union is to provide a means of “sustaining and strengthening the connection of the past with the present School” through the promotion of social engagement between Old Boys. Through a passion for the School, the OBU Committee works diligently each year to host events to enable Old Boys to come together.

Our first event for 2025 was Commemoration Day, held at the School in February. Old Boys competed against the School in basketball, cricket, football, tennis, shooting and touch rugby. The Old Boys managed to win the Kurrle Cup for the third consecutive year. All teams from both Old Boys and students were well supported, and there is always a wonderful sense of history and celebration around the School on the day. Old Boys also attended a Commemoration Day service at the School Chapel, with the day concluding with lunch in the Thomas Pavilion.

The OBU hosted the Young Old Boys Night. This is an event established for those Old Boys under 30 (along with those still young at heart). Old Boys enjoyed a night of catching up with their school mates, whilst enjoying canapés and drinks. This year again our newest OBU members, Year of 2024

leavers, were presented with OBU cufflinks as a welcome gift to the OBU. We look forward to carrying on this tradition at next year’s Young Old Boys Event for the 2025 leavers.

This year, the Old Boys’ Union held the country event at Dubbo’s ‘Queen of the West’ picnic races. This was our third annual Race Day engagement, and was devised as a format to help us with our aim to hold a similar event in country New South Wales that allows our country network to reconnect. All Old Boys and their families were invited to attend and we are grateful to the many who travelled both from the country and the city to make the day another success. The Committee will be looking to host our next country Race Day event in Walgett next year.

The Old Boys’ Union hosted two Recognition Dinners at The Australian Club in May and September, celebrating the successes of boys currently at the School. This year, we were extremely grateful to have two wonderful guest speakers: staff member Mr Michael Terzo and the Honorable John Anderson AC. (‘74). Both dinners were well attended, and hosted boys from cricket, rowing, basketball, drama, music, football, rugby, academics and athletics. These dinners are very well received by the boys

and as Old Boys, and it is our pleasure to be able to acknowledge and celebrate the achievements of the students.

Back to King’s Day this year continued its popularity amongst Old Boys and the School Community, with this year’s event held in August to coincide with King’s playing Newington College Several year reunions were held over the weekend. The popularity of Back to King’s Day reflects a huge effort from both the School and the OBU Committee in their time and dedication to make the day a great success.

In November, the OBU Annual lunch was held at the Sydney Cricket Ground. The lunch was well received, with more than 140 people spanning across multiple generations of the King’s community in attendance. Jenny Pearce was presented with her Life Membership of the OBU by Michael Thomas (‘97), and our guest speaker, Glenn McGrath AO entertained our guests with many amusing stories from his decorated career in cricket.

The Old Boys’ Union plays a critical role in the governance of the School through selecting Governors of The Council of The King’s School. I record our thanks and appreciation for the efforts of our OBU elected Governors in 2025.

OLD

In October, we hosted what has now become our annual OBU Committee dinner with the School Council at The Australian Club. The evening was an important opportunity to build and strengthen relationships. As President, I would like to take this opportunity to thank Chair of Council Mr Ken Chapman (’77) for his support and consultation with the OBU.

In 2025, the OBU continued its annual support of the Old Boys’ Football and Rugby Clubs. These Clubs provide an important avenue for past students to reconnect with old friends and continue their sporting pursuits. The OBU Committee recognises the importance of working closely with our Sporting Clubs to ensure Old Boys across all age groups maintain a network and connection with the School and we extend our thanks to the Presidents and Old Boys who administer these Clubs.

Harrisford House, at 182 George Street, Parramatta, continues to be a key asset for the OBU, delivering a financial return which allows the OBU to do more for its members. I am pleased to report our recent renovations to Harrisford House are nearing completion.

I also wish to express my thanks to Mrs Nikki Duke, the OBU Administrator, for her valued efforts and support across this year.

This year we have introduced three new initiatives. First, a young members sub-committee comprised of Archie Stacey (‘19), Scott Jenkins (‘13), Edward Bonner (‘13) and Chris Georgiou (‘13) to organise events for younger Old Boys. Secondly, the School asked the OBU to assist with tutoring the Schools’ mock trial and mooting teams, a role we were pleased to be able to assist with. Third, we have published our quarterly news bulletin Down by the White which has greatly improved our communications with Old Boys - my thanks and gratitude to Michael Thomas (‘97) who serves as its Editor. The final OBU event for 2025 was a lunch for Old Boys in Brisbane on 29 November at the Queensland Club. The event was a great success and we hope to continue this as an annual event in the future

I would like to thank the Committee for all their efforts and support this year. I am particularly grateful to our Honorary Secretary Justin Patey (‘82), Honorary Treasurer Gary Honan (‘97), former Presidents Phillip Thomas (‘70) and David Adams (‘70) for their work with Harrisford House, Peter Phipps (‘76) our school member and the new members of our young members sub-committee.

I look forward to seeing you at our events in 2026.

Grant Bonner (‘78)

President ︱ Old Boys’ Union

Old Boy Scholarships Shaping Futures at Home and Abroad

The King’s School’s long-standing commitment to philanthropy is reflected in initiatives such as the Old Boy Scholarship Program, which continues to open doors for graduating Kingsmen. Funded by the generosity of alumni and supporters, the program provides financial assistance for further study, with many recipients securing places at leading universities overseas.

Angad Roy (‘14) is midway through a Master’s of Public Administration at the London School of Economics. This opportunity has been made possible by the Broughton and Forrest Exhibition Scholarship. Established by Robert Campbell in 1853, it supports Kingsmen in pursuing postgraduate study overseas.

Mr Roy’s first-year subjects included economics, quantitative approaches to policy analysis, political science, and the future of capitalism. 2026 will see him participate in a Capstone consultancy project with an external client prior to his graduation. The knowledge he has gained from his course will augment his experience working on information integrity policy reform for local, federal and international organisations back home in Australia.

“It would have been difficult for me to study at LSE without the scholarship,” Mr Roy says.

“It helps cover living expenses in London and gives me the freedom to fully engage with my studies and pursue professional opportunities such as internships. It’s enabling me to make the most of a rigorous and rewarding program.”

It has also strengthened his ties with the place which first inspired him to push himself to excel.

“Being a Broughton and Forrest Scholarship recipient is an immense honour,” Mr Roy says.

“It creates an extraordinary sense of connection with King’s, and a responsibility too. When I first started at the School, my peers and I looked up to senior students as role models, not just because of the way they carried themselves but because of the kind of people they aspired to be.

“That stuck with me after graduation, and I always enjoy hearing about past students who are making a positive impact.”

As his career progresses, he hopes to inspire future King’s boys to pursue their passions and make meaningful, altruistic contributions in their chosen fields.

Across the pond, fellow Old Boy Jinyoung Kim (‘20) recently graduated from Stanford University with a Bachelor of Science, majoring in mathematics. He is now putting his studies in statistics, data science and artificial intelligence to use in his role as a quantitative researcher at New York hedge fund Two Sigma.

In the longer term, Mr Kim has set himself lofty goals of entrepreneurial success and finding way to progress the power of AI, , emulating the example set by many Kingsmen before him.

“They’re hardworking people of strong character who’ve refused to put a ceiling on their own potential, and hearing their stories was very inspiring for me,” Mr Kim says.

Receiving the Stanley Wilson Scholarship made it possible for him to pursue his undergraduate studies in the United States.

Established in 1945 in honour of former Kingsman Arthur Stanley Wilson (1925), who was killed in action serving in the Royal Navy in WWII, the scholarship was originally intended to help an Old Boy attend Oxford, but the terms were recently broadened to allow study at other institutions.

“Universities here in the United States provide a platform for so many incredible opportunities, but they’re also extremely expensive. Without the scholarship, moving over here to attend Stanford would have been difficult for me,” Mr Kim says.

“I’m forever grateful to King’s for enabling me to attend the School on an academic scholarship, and will always look fondly upon everything I learnt in my years there, for the friendships I formed and for their continued support beyond the School gates.”

“What the School community does for its students and alumni is something very special.”

Burton Exhibition Scholar, Jack O’Brien (‘24), is studying Commerce and Law at the University of Sydney while living at St Paul’s College.

Having attended King’s Preparatory School, before moving to Tudor House and finally boarding during Senior School, Mr O’Brien says the School played a huge role in moulding him.

“My education at King’s shaped me through study, sport, cadets and the routine of boarding. But the most invaluable aspect of the King’s experience is how it teaches you about people and the importance of relationships. Boarding, especially, teaches you how to navigate personalities, resolve conflict, support others and ask for support yourself,” says Mr O’Brien.

“While King’s improved my academic ability, it also taught me how to understand others, which is something I’ll carry throughout my life.”

“The scholarship was a vote of confidence. It reminded me I’m not doing this alone and that others believe in my potential, even before I fully see it in myself. This encouragement has allowed me to focus more deeply on my studies and take opportunities I might otherwise have hesitated to pursue,” he says.

Mr O’Brien says learning about the students who are behind these scholarships gives him perspective.

“It speaks to the depth of King’s history and the generations of people who’ve contributed to the School’s legacy. From this arises a sense of responsibility, not in a burdensome way, but something motivating.”

Being a Broughton and Forrest Scholarship recipient is an immense honour, it creates an extraordinary sense of connection with King’s, and a responsibility too. When I first started at the School, my peers and I looked up to senior students as role models, not just because of the way they carried themselves but because of the kind of people they aspired to be.

ANGAD ROY (‘14)

Angad Roy (‘14)

Three Brothers, One House, Endless Memories

Given its proud history of boarding, The King’s School has no shortage of intergenerational alumni, grandfathers, fathers, sons, uncles and cousins who share precious memories of their time living on campus at Parramatta.

Few families however, can boast of the distinction of having three boys in residence in the same boarding house -at the same time.

Cattle producer and 1998 Old Boy Bryce McMurtrie is one of them. In 2025, his eldest son Archie served as House Captain for Gowan Brae, the Year 7 House where boys learn the ropes together before moving on to one of the Senior Houses for the duration of their stint at the School.

Archie has been ably supported by his younger brother Charlie, the 2025 Year 10 House Monitor. Having his two older siblings living alongside him in Gowan Brae has meant few opportunities for 12-year-old Oscar, the McMurtrie family’s youngest, to experience homesickness – or get up to mischief – in his first year away from home.

“For many of the boys, it’s their first time away from home and I remember what that felt like. It’s a big change. Walking with them and encouraging the boys to embrace all the fun boarding offers and step outside their comfort zone is a big part of the mentoring role that I enjoy the most,” says Archie

“Gowan Brae is a busy home, there is always something happening between, school, sport and play. Watching the boys play games like hide and seek at the boarding house never gets old in such a massive house.”

Archie notes a strong camaraderie grows between the boys as they become brothers. Seeing them cheer each other on or give each other red-hot tips on rugby plays is special to watch.

“It’s been a privilege to live at Gowan Brae and be part of the boys’, their families’ and the staff’s lives. I’ll miss it.”

Turning back to Bryce, he says his boys’ boarding experience is both similar to - and different from - his own, which commenced in 1991 when he swapped life on the family property at Braidwood in the NSW Southern Tablelands for a bunk at Gowan Brae.

“The accommodation has been upgraded in keeping with the times, but the boarding experience overall is quite unchanged”, says Mr Bryce McMurtrie (‘98).

“It’s still an environment where boys are encouraged to take part in outdoor activities and build strong connections with people from across the country and around the globe. As you move through the boarding school, you become mates with boys who are five years above you and five years below and many of those friendships stay with you through your life.”

When the time came, Bryce wanted his three sons to have the same opportunities he enjoyed back in the day.

“Making boarding at King’s an intergenerational thing speaks volumes about the strength of our School community,

and is a real testament to the spirit that underpins the enduring King’s ethos,” he says.

Middle son Charlie agrees. He has loved his time at the School and has found helping the younger boys - including Oscar - to find their feet in Gowan Brae a particularly rewarding experience.

“Once you get to know their personalities, you can have a lot of fun with the boys and support them through the ups and downs in that first year living away from home,” Charlie says.

“You’re that older brother figure in the boarding house; someone the boys can play a bit of touch football with or talk to when there’s something is going on.

“My best memories of school so far centre around those social times. We can always find something fun to do, whether it’s playing pool or ping pong, having a hit of golf or tennis, or just sitting around with everyone, sharing stories.”

Oscar has relished the constant camaraderie too, all the more so for having spent the previous three years on his own on the farm while Archie and Charlie were away.

“While education is the central component of the School experience, it’s the spending time with your mates that makes boarding so memorable for the boys,” Bryce says.

“Oscar was longing to be with other kids and getting back together with his brothers has been amazing for him. Having children at exactly the right ages to all be together in Gowan Brae at the same time has been such a special thing for our family.”

A final note from wife and mum, Sarah McMurtrie:

“One of the defining strengths of Gowan Brae is the exceptional staff. Sending your son to board is never easy, but the care, commitment and family atmosphere they create is something that is very special.”

“They build more than routines – they build relationships and a space where the boys can relax and have a good laugh. There is always a great buzz about the House; it really is a second home for the boys.”

Charlie, Bryce (‘98), Archie and Oscar McMurtrie

The Whittaker Family and a Legacy of Community

Seeing parents contributing to school life is what turns an educational institution into a thriving, supportive community. At The King’s School, the Whittaker family has been pitching in for almost 50 years.

Back in 1976, four fathers with boys in the Preparatory School - Richard “Dick” Corin, John Whittaker, Bill Lynch and John David discussed with then Head of the Preparatory School, Roy Horrocks, what they could do as fathers to help the boys. John Whittaker’s wife Robyn was already one of many mums that had contributed heavily to the School community via the Women’s Auxiliary. This was a volunteer organisation for which Robyn was to become honorary secretary for many years. The Women’s Auxiliary at that time was fundamental to the social fabric of the School – from running all the School canteens, to organising the clothing pool (what is now known as Braeside) and regularly staging fundraisers.

After much discussion the four fathers formed the Prep Fathers Association, analogous to the Women’s Auxiliary. The charter of the Prep Fathers Association was simple - enable fathers to get together and do things to support the boys and the Prep School.

At that time, King’s included John’s sons, Scott and Cameron. Both Whittaker boys began boarding at the Prep School in Year 4, to eliminate the three-hour daily commute from the family’s home in then semi-rural Rooty Hill.

Fast forward to 2025 and specialist veterinary ophthalmologist Dr Cameron Whittaker is just as committed to playing a part in the King’s community as his now nonagenarian father was (and still is).

The proud Dad of 11-year-old Prep School student Henry, he is currently President of the Prep Fathers Association and is grateful to have had the opportunity to deepen the Whittaker clan’s ties with the School, which has given its sons so much.

Dr Whittaker recalls his Prep School boarding years as an idyllic experience, building cubbies in the bush, racing homemade billy carts up the drive, flying kites on wild and windy days, lots of cricket in the practice nets before school, card games on weekends and

eating pancakes cooked by then Boarding Housemaster Geoff Grimes’ wife Barbara on Friday nights.

The Prep School was also a place where lifelong bonds were forged with fellow students.

“My closest friend is someone I met there on day one in 1976,” Dr Whittaker says. “His name is John Massie and he had the locker next to me. On the other side was another mate, a guy one or two people may have heard of, The Hon. Angus Taylor MP.”

Watching his own son learning and growing in the same supportive environment he and his friends enjoyed has been deeply rewarding.

From performing in school productions -this year the Prep put on a very successful performance of “Oliver! Jr” that Henry was a small part of - to completing all the prerequisites for the enterprise award, the Prep School has its own lore and sharing it with Henry has enriched their bond.

“I have so much respect for the traditions and values of the Prep School,” Dr Whittaker says.

“There’s a very strong emphasis on pastoral care and ensuring the needs of every boy are met. Whether that be academically, on the sporting field or in musical programs that are designed to appeal to a diverse range of interests and talents.”

“To see Henry thriving there and enjoying many of the things I enjoyed myself, back in the day, really means a lot.”

Heading up the Prep Fathers Association has enabled Dr Whittaker to reconnect with other Old Boys and foster ties with families that are newer to King’s.

“The Prep School is a close-knit community, and I’ve thoroughly enjoyed my interactions with the other dads,” Dr Whittaker says.

“We’ve served sausage rolls on Saturday canteens together, raised funds for the School at a variety of events such as the Trivia Night, Family Fun Day, Golf Day, Art Prize Dinner and more. All these events allow us to connect with the families of our sons’ friends.”

“For the dads there is a real sense of all being in this together. As parents we try to encourage our children to be the best versions of themselves. Seeing their dads contribute provides strong role models for the boys.”

Serving as President has also enabled Dr Whittaker to show Henry the importance of giving and giving back. It’s a lesson he hopes to see Henry carry through his life.

“He’s been able to see his dad working hard for the School,” Dr Whittaker says.

“That shows him that even if you’ve got a million other things on your plate, you can still find time to help other people. It’s important the boys learn that not everything you do in life needs to be remunerated; that volunteering and altruism are essential elements of every strong community.”

Cameron, Henry and John Whittaker

The Enduring Legacy of the Futter and Macansh Families

The story of the Futter and Macansh families is one that bridges the pastoral heart of New South Wales and the enduring traditions of The King’s School.

The Macansh family had long been known as pastoral pioneers, their interests extending across the Hunter and the Darling Downs. William Macansh (1859–1921), physician and pastoral director, embodied a generation of civic-minded professionals who combined service with stewardship of the land.

Through Violet’s marriage, the two families’ traditions of industry and philanthropy became intertwined, and their connection with The King’s School deepened.

When Mrs Violet Macansh passed away on 8 March 1950, her Will contained a visionary gift. She directed that the proceeds of her estate be used “for the promotion of education at The King’s School”. Through this act, the School became the beneficiary of the family’s Harden district holdings, including the Beggan Beggan Estate, which was renamed Futter Park in honour of Violet’s brothers.

With roots that stem from early colonial era all the way into the modern age, their shared legacy is woven from enterprise, service and an abiding belief in the power of education.

This shared legacy finds living expression today in Futter Park, a thriving agricultural enterprise near Harden, and in the scholarships, facilities and opportunities it continues to provide for multiple generations of the King’s community.

The Futter family’s great Australian story begins with Lieutenant Robert Futter (1793–1839), a former officer of the Royal Navy who arrived in New South Wales in 1823.

Trading the sea for the sweeping plains of Bungonia near Goulburn, he established the Lumley estate, laying the foundations of a pastoral dynasty. His descendants would go on to expand those holdings across the rich agricultural lands of southern New South Wales, particularly around Gundagai and Murrumburrah, helping to shape the rural economy of the young colony.

Among those descendants was John Sedley Futter, whose daughter Violet would become the bridge linking the Futter and Macansh families, two lineages deeply embedded in the agricultural and civic fabric of New South Wales.

Violet’s brothers, John Dallas, Francis Cuthbert and Victor Sedley Futter all attended King’s between 1891 and 1901, and their education there would one day inspire a legacy of remarkable generosity.

Futter Park has been extensively and ably developed by succeeding generations of the Brooker family, three generations of whom have attended the School, John (TKS 195658), James (TKS 1987-92), and now Jack Brooker (TKS 2020-25) who graduated this year.

Located on the gentle rises of the South West Slopes, Futter Park today spans more than 12,000 acres near Harden. It is a property that speaks to the best of Australian mixed farming- a blend of innovation, resilience, and care for the land.

Each year, its paddocks support around 9,000 Merino ewes producing fine wool and prime lambs, alongside 1,000 breeding cows, including a registered Shorthorn stud. Roughly 3,000 acres are under crop, producing wheat, canola, oats and lupins, while large tracts are reserved for fodder and silage.

Beyond its productivity, Futter Park has also served as a training ground for young agricultural workers and generations of King’s men pursuing practical experience - continuing the family tradition of learning through the land itself.

The Estate part of the Will was valued at more than £784,000, a substantial fortune at the time. Even after significant death duties, The King’s School received an extraordinary endowment equivalent today to more than A$13 million, making it the largest bequest ever made to an Australian school at that time.

To steward this gift, the JD, FC and VS Futter Trust (Futter Park Trust) was established, managed by Futter Park Limited. Its purpose was clear: to manage the property and direct its proceeds toward the advancement of education at King’s.

The impact of that bequest was immediate and transformative. In 1953, funds from the Trust enabled the purchase of the Gowan Brae property, which became the new home of The King’s School and the campus generations of students know to this day.

Over the decades, the Futter Park Trust has continued to nurture the School’s growth, supporting infrastructure such as Futter Hall and the Administration and Staff Centre, and funding a suite of scholarships and bursaries that open the School’s doors to deserving students from across Australia. Among them are:

• The Futter Trust Scholarship (Day or Boarding)

• The Victor Futter Scholarship (Boarder)

• The AWI and ARF Macansh Scholarship (Boarder)

• The Violet Macansh Scholarship (Day or Boarder, Year 7)

• The Frank Futter Scholarship (Boarder)

Each of these awards represents a tangible link between the rural heartland of New South Wales and the educational life of Parramatta.

More than 70 years after Violet Macansh’s passing, the legacy of the Futter and Macansh families continues to shape The King’s School in both visible and understated ways.

From the steady hum of work at Futter Park to the opportunities afforded by its scholarships, the family’s vision endures and is a reminder that education and the land have always been bound by shared values of perseverance, service and faith in the future.

The Futter and Macansh families’ generosity has turned a lifetime of stewardship into a lasting legacy of learning.

This shared legacy finds living expression today in Futter Park, a thriving agricultural enterprise near Harden, and in the scholarships, facilities and opportunities it continues to provide for multiple generations of the King’s community.

JD Futter

WS Macansh and Troop in 1918.

FC Futter

VS Futter

Honouring Our Past. Shaping Our Future. Together.

At King’s, philanthropy is not defined by wealth, but by love of humanity, love of learning and community. It is time volunteered at weekend sport, the mentoring a young graduate, the advice shared over coffee. It really does take a village to raise a child.

The King’s School community is often exemplified by the value of ‘gratitude’ – a spirit of appreciation for our parents, teachers, mentors and mates, for those who came before us who built this School, and for the families and Old Boys whose generosity sustains King’s, both today and into the future.

Of course, “community” is one of those words that can sound like a cliché until you see it lived out. At King’s, it’s the living spirit and social fabric that binds generations of boys, parents, teachers, Old Boys, staff and friends who all believe in something larger than themselves. In a world that seems increasingly divided and uncertain, our School remains an anchor - a place where values act as a moral compass, shaping character and purpose.

Our culture and identity - the shared spirit that defines how people treat one another and what we believe is worth striving for - is our greatest strength.

At King’s, a positive culture is grounded in respect, gratitude and integrity. It is seen in the way boys look out for one another, in how students shake your hand and look you in the eye, in the way staff serve with quiet excellence, and in the way parents and alumni invest their time and faith in something greater than themselves.

When culture is strong, a school becomes more than a place of learning; it becomes a place of belonging, and, in the best sense of the word, a home.

That same spirit of community and culture is the heartbeat of philanthropy.

Philanthropy is not merely about money; it can be about time, people, networks, expertise and giving back in service. At King’s, philanthropy is not defined by wealth, but by love of humanity, love of learning and a love of community. It is time to volunteer at weekend sports, mentor a young graduate and share advice over coffee. It really does take a village to raise a child.

We see this spirit embodied in the generosity of people like Violet Macansh and families such as Douglass, Maple-Brown, Simpson, Thomas, Hungerford, Friend, Binnie, Abbott and Cade – faithful servants of the School, whose gifts have helped shape scholarships, buildings and opportunities that continue to transform lives. Their example reminds us that giving, in any form, is an act of faith in the future.

As we look toward the Foundation’s Golden Jubilee in 2026 and the School’s Bicentenary in 2031, gratitude must guide us - not as nostalgia, but as renewal.

The past informs the present, but it does not fix the future. What we build together now will determine the quality and surety of the next hundred years of King’s.

The School has always reflected the character of our nation - bold, resilient and forward-looking. Each new chapter of progress has demanded courage and faith: courage to evolve, faith to stay true to our purpose.

Today, bravery means more than physical strength - it is moral courage: to listen, to change, to lead with humility. Faithfulness means remaining steadfast in our values, even as the world around us shifts.

We saw that spirit vividly this year in the compassion shown to the Heriot family after the tragic loss of their son, Stirling. In the faces of his friends, the embrace of his boarding house, and the quiet strength of teachers and parents, we witnessed the very best of The King’s School -courage and kindness made real, with community at its heart.

As we approach our Bicentenary, we have an opportunity to become the Re-founders of The King’s School -the generation that secures the School’s independence, perpetuates excellence in our educational programs, and leaves a lasting impact for future generations.

Institutions like ours must earn trust, not assume it. In a febrile world, it can be lost in an instant. Yet the enduring strength of King’s lies in our people - those who serve bravely and faithfully, who look forward with humility and conviction.

The Foundation’s mission is to help bring this community together once more - to remind us that we are stewards of something precious. Our gratitude for the past becomes our duty to the future. Our pride in tradition becomes our promise to evolve. Our faith in the School becomes faith in one another.

As we stand at this moment of reflection and renewal, the task before us is simple yet profound: to honour our heritage by shaping a future worthy of it - bravely, faithfully and together.

Mr Will Halliday Head of

Foundation, The King’s School

History and Heritage

James Forbes (’86) takes over as School Historian

After a long and esteemed period of service, the School Archivist, Mrs Jenny Pearce retired at the end of 2024. Following on from her immense contribution to the School is Mr James Forbes, an Old Boy of Tudor House (’80) and King’s (’86).

At Tudor House, James was the recipient of the OE Rutherford Memorial Prize as well as two Form Prizes. At the Senior School, James was a member of Waddy House, a recipient of the Science Prize and a member of the Drama and Debating clubs.

James has had a storied career in the charity sector for the last 25 years, working across a range of charities that benefit the environment, education, the arts and health. Most recently, James was the CEO of the Jane Goodall Institute Australia. He produced two national tours of Australia by the esteemed conservationist and environmental activist, Dr Jane Goodall, DBE, (1934-2025), and developed an environmental education program for some 4,000 schools around Australia. With a long passion for history, James has recently completed a Bachelor of Arts degree majoring in history with an anthropology minor. He is a member of the Australian Society of Archivists and plans to pursue a Masters in Museum and Heritage Studies. He very much looks forward to meeting and speaking with as many alumni, former parents and staff as possible as the School prepares for its bicentenary in 2031.

James is proud to follow in the footsteps of Jenny, Mr Peter Yeend, Mr Robert Robertson and all those who have walked before in gathering, compiling and sharing the history of The King’s School over nearly 200 years.

Celebrating 70 Years of Prep at Gowan Brae

This year, the Preparatory School proudly celebrated 70 years at Gowan Brae - a milestone that honours both its history and the many generations of boys who began their educational journey on these grounds.

The move to Gowan Brae began when The King’s School signed an agreement with the Presbyterian Church in 1954, allowing the Preparatory School to relocate to the grounds at the start of the 1955 school year.

Staff and contractors worked tirelessly to prepare the new facilities, and the palpable excitement among students was evident. They knew they were not just starting a school year, but at the precipice of a new chapter in King’s history.

To commemorate the occasion, members of the 1955 cohort (those who sat outside Gowan Brae for its official opening) returned to celebrate at the School grounds.

The day began with a chapel service in Horrocks Hall, before the Old Boys and their partners gathered for a commemorative photograph and a joyful lunch that rekindled lifelong bonds. Guests were also treated to a display curated by Prep teacher Mrs Catherine Pearman, featuring treasured images of Prep life from the 1950s. Year 6 students contributed their reflections on their Prep experience, creating a new archive for future generations.

Speakers shared heartfelt memories of childhood days at Gowan Brae, including playing around Stiles House, enjoying the grounds in their wilder days, and marvelling at how some familiar landmarks remain unchanged. Special tribute was paid to Reverend John Price, the Prep’s founding Headmaster, whose vision and leadership helped shape the spirit that still defines the school today.

While today’s Prep has grown to over 440 students and the facilities are vastly different, what struck the Old Boys most was the enduring sense of community and spirit. They spoke of how their years at Prep set the foundation for lifelong friendships, fulfilling lives, and careers shaped by values instilled at King’s.

As the 70th anniversary was marked with pride and gratitude, the celebrations stood as a tribute to the strength of tradition, the power of shared memory, and the enduring bond of King’s men across generations.

Celebrating Generations of King’s Cadets

This enduring spirit was felt at the 2025 Passing Out Parade. Watching the current cadets march with precision and pride, it was clear that the Corps still fulfils its founding purpose of preparing young men for life’s challenges beyond the School gates.

The King’s School Cadet Corps, now in its 159th year, is more than a unit in uniform - it is a living tradition that binds generations of King’s men together.

Its origins stretch back to September 1860, when 72 boys, alongside Headmaster the Reverend F. Armitage and Master L. J. Trollope, joined the Parramatta Volunteer Rifles.

By 1866, under the leadership of Headmaster George Macarthur and Vice Principal William Dalmas, the School received approval to form its own cadet unit. It was the first school-based corps in the colony.

From the beginning, cadet training was understood not only as preparation for service but also as a way of shaping character, instilling loyalty, discipline and resilience. These values have endured to this very day. Whether on the dusty parade grounds of the nineteenth century, during “sham” battles and shooting competitions, or today on the ovals of the School, the Corps has offered a steady rhythm of leadership, teamwork and service across generations. The mottos and symbols may have shifted with time, but the essence remains constant: fidelity and work, embodied in the proud Southern Cross.

The parade was not simply a performance, but a reminder that today’s cadets stand in the footsteps of those boys from the 1860s who shouldered muskets with the Parramatta Volunteer Rifles, or those of the Faithfull brothers, who once credited their cadet training with saving them from a bushranger attack.

For the Harrisford Group - Old Boys over 70 years of age - the occasion carried a particular resonance. As they watched the parade, the familiar sight of uniforms, precise marching and the cadet band, stirred vivid memories of their own days at the School.

On 2 May 1970, Prince Philip, Duke of Edinburgh (1921-2020), in the full-dress uniform of a Field Marshal, viewed a Parade of over 700 Cadets at Victoria Barracks, where he presented his Royal Banner to the Australian Army Cadet Corps. On Parade, he was accompanied by Adjutant Colin Dugald Alison (TKS 1966-70), the Parade Commander.

To gather again in fellowship after the parade was to be reminded that the Cadet Corps is not only about discipline and service, but also about connection: between generations, between School and nation, between past and present.

As the Corps approaches its 160th anniversary in 2026, the link between history and living tradition has never been clearer. The Passing Out Parade and Harrisford luncheon were not just ceremonies; they were celebrations of continuity, memory and the enduring legacy of The King’s School Cadet Corps.

Celebrating 50 Years of Basketball

2025 marks 50 years since the establishment of Basketball as an AAGPS sport and King’s taking out the 1sts Premiership. Basketball was introduced to The King’s School in 1957 by Master Mr Peter Yeend as an alternative to cricket. The first games were played on grass courts beside the Headmaster’s House, and by 1959, dedicated courts were built at the Preparatory School.

The sport flourished, and in 1975 The King’s School played a pivotal role in establishing basketball as an AAGPS competition sport, winning both the 1st V and 2nd V premierships in its inaugural year.

That same season, the U16A team, featuring future Australian representative Ian Robilliard, completed an extraordinary four-year undefeated streak (1972–1975). Robilliard later captained Australia at the 1979 Under-21 World Championships in Brazil and went on to coach the Sydney Kings in the NBL.

King’s was also a pioneer in international school basketball, hosting the first overseas school team in 1972 and organising the first Australian school basketball tour to the United States in 1973, a tradition that continues to this day.

Over the decades, King’s has secured eight 1st Grade AAGPS Premierships (1975, 1976, 1980, 1981, 1982, 1983, 2006, and 2025) and nine 2nd Grade titles. The 2025 victory, the first in 19 years, marked a proud return to the top and reaffirmed the School’s enduring strength in the sport.

In Memoriam

Stirling John Heriot

(2007 – 2025)

Stirling Heriot will be remembered as a loyal friend and a spirited larrikin whose energy lifted every room and every paddock he entered. Joining The King’s School in Year 5 at Tudor House, Stirling thrived in wide-open spaces where he could learn through doing. He was the boy chasing the maintenance ute to lend a hand, tearing around campus on a battered farm bike, and cracking a whip in the courtyard beneath a floppy country hat.

Transitioning to Gowan Brae and later to Baker Hake Boarding House, Stirling quickly became a much-loved figure among his peers. Instantly recognisable in tiny faded rugby shorts, Crocs and a Kinross Station singlet, he never changed for anyone. His style, humour, honesty and grit remained constant hallmarks of his character. His peers elected him to the SRC, declaring him the “man of the people,” even if official duties were not quite his thing.

Sport became a vital part of Stirling’s life at King’s. On the rugby field, he was fearless and physical, determined to do his job regardless of the toll it took on his body. But it was rowing that truly captured his heart. He valued the camaraderie, the challenge, the dawn bus rides, sleepovers at The Shed and chocolate milk rituals. Coaches admired his toughness, resilience and unwavering determination.

Stirling also found his place in the Industrial Arts department. Skilled with his hands and driven by craftsmanship, he dedicated himself to building his HSC major work, a trailer he was incredibly proud of, working closely with teachers who recognised his talent.

By his senior years, Stirling had grown into a young man with purpose. He understood the direction he wanted to take in life and approached his studies, sport and daily responsibilities with a maturity that made those around him proud.

Stirling lived bravely and faithfully, Fortiter et Fideliter. His family, friends and the School community will forever cherish the memories, laughter and loyalty he gave so generously.

May he rest in peace.

John Sinclair Leslie Hill (AM,

OBE)

(1934 – 2025)

We honour the passing of John Sinclair Leslie “Sinclair” Hill, Old Tudorian, King’s Boy and towering figure of Australian polo, who died on 11 November 2025 at age 91 after an accident on his farm near Berry.

Sinclair’s life was shaped by tradition from an early age. He attended Tudor House from 1945-1947 before continuing at The King’s School until 1952, where he was a proud member of Macarthur House, the Twelve Club, and a Flight Sergeant in the Air Training Corps. These years forged the discipline, loyalty and service that defined him.

Hill’s polo legacy is extraordinary. He was one of only two Australians to achieve a 10-goal handicap, the sport’s highest rating, and was an inaugural inductee into the Australian Polo Federation Hall of Fame, becoming one of its rare immortals.

A defining chapter of his life was his long association with King Charles III (then Prince Charles), whom he coached at the request of Prince Philip. Sinclair also introduced many others to the sport, including Kerry Packer, and for more than fifty years embodied polo’s finest qualities: grace, competitiveness and generosity.

In 1980 he received The Order of the British Empire – Officer (Civil) for service to the sport of polo and was made a Member of the Order of Australia in the 2008 Australia Day Honours for service to the community, particularly as a supporter of cultural and Indigenous organisations in Moree.

Beyond polo, Sinclair was a devoted family man, dearly loved by his wife Wendy and their children. The King’s and Tudor communities extend heartfelt condolences to his family. His passing marks the loss of a great sportsman and a deeply generous spirit.

Sinclair Hill’s life stands as a testament to talent shaped by character and friendship. From his early days at Tudor House and King’s to his profound influence on polo, his legacy will endure.

Jeremy Stirton Prevost Kinross

(1959 – 2025)

Jeremy Kinross, former Member of the New South Wales Legislative Assembly and distinguished Old Boy of The King’s School, Parramatta, has passed away.

During his years at King’s, Jeremy was a scholar and leader of remarkable breadth. He excelled academically and musically, receiving numerous awards including the Owen Tuck Reading Prize (1972), the Chaplain’s Prize (1975), the Maitland Cup for Music (1976), the Archdeacon Gunther Prize for Divinity (1976), the Vicary Cardinal Prize for French (1976), and the Arthur Edwin Davis Memorial Prize for Music (1977). A gifted musician, he served as Captain of the School Choir and was the recipient of the Old King’s Scholars (K.S. Canterbury) Award for Senior Choral in 1977. His academic excellence was recognised with the Broughton Scholarship in his final year.

After leaving King’s, Jeremy pursued a Bachelor of Arts (Communication) and Bachelor of Laws at UNSW, later completing an MBA at Macquarie University. A Chartered Accountant and Barrister-at-Law, he combined his professional acumen with a deep commitment to public service. From 1992 to 1999, he served as a Member of the NSW Parliament, where he was respected for his integrity, intellect, and thoughtful contributions to state governance.

Jeremy was a third generation member of the Kinross family to attend the School, maintaining strong ties to the King’s community, editing the Old Boys’ Magazine between 1981 and 1984, and becoming a Trustee of the King’s School Foundation in 2016. He remained a proud and engaged alumnus throughout his life.

Dennis Roland de Kantzow (1937

– 2025)

Dennis Roland de Kantzow, of ‘Menah’ (near Mudgee) and Gordon has passed away peacefully at the age of 88. Dennis attended Mudgee Public School (where he commuted to and from school by pony) before attending Tudor House (where he served as School Captain in 1950) and The King’s School. He then attended St Andrew’s College where he studied at the University of Sydney, graduating with a Bachelor of Science in Agriculture (BscAgr) in 1959 and later a Diploma of Agricultural Economics (DipAgEcon) in 1972.

Dennis continued farming at Mudgee whilst teaching at the University and became Senior Lecturer in Agronomy and Sub-Dean for the Professional Experience component of Faculty degrees. In this capacity he ran more than 200 excursions, leading students on visits to farms, produce processors and research facilities both in Australia and overseas, as well as teaching more than 20,000 students at various stages of their degrees. He was active in industry bodies including the Australian Institute of Agricultural Science, of which he was a Fellow.

Dennis is survived by his wife Elizabeth, children Christina, Colin and Michael, grandchildren Elise, Max, Lucy, Rose, Emily, Lillian and Tom, as well as great-grandchildren Owen, Toby and Hamish.

William (Bill) Bernard Sheehan

(1936 – 2025)

The King’s School community notes with sadness the passing of William Bernard (Bill) Sheehan, School Captain of 1954, who died on 22 May 2025, aged 89.

Born in Sydney to Dr William B.J. “Billy” Sheehan (School Captain 1919) and Dorothy Sheehan (née Rowse), Bill grew up in Redfern and attended Cleveland Street Public School before winning a scholarship to The King’s School in 1948. He began in Thomas House at the Preparatory School and later joined Broughton House.

Bill’s time at King’s was distinguished by both leadership and sporting excellence. He served as House Captain, School Captain, Captain of Football, Captain of Tennis for three years, and Vice-Captain of Cricket. In his final year, the School achieved an extraordinary double — undefeated GPS premiers in both Football and Cricket — a record that remains unmatched.

After leaving King’s, Bill began his career as a wool buyer with Dreyfus & Co. before travelling to London to join Securicor. His career in the security industry took him across the world, including key roles in the establishment of Securicor in Malaysia, Singapore, and later Australia, where he served as Managing Director.

A founding member and President of the Australian Security Industry Limited (ASIAL), Bill played a leading role in shaping national standards for the profession. He went on to create and manage a number of successful companies in fire and security technology, including Power-Sonic Australasia, before retiring in 2016.

Bill will be remembered at King’s for his integrity, leadership, and pioneering spirit — qualities that marked his school years and defined his remarkable career.

He is survived by his wife, Kate.

John Royse Lysaght (1929 – 2025)

John Royse Lysaght, distinguished engineer, businessman, and family man, passed away peacefully on 3 May 2025.

John’s early education began at Tudor House in 1940 before he entered The King’s School, where he was a member of Baker House, later serving as a House Monitor and Cadet. His academic and co-curricular achievements were recognised through several prizes, including the Divinity Prize (Form IV, 1944) and the D.J. Thomas Prize (1947). Significantly, John’s performance in Physics ranked him among the top in the state.

After leaving King’s, John attended St Paul’s College while studying at the University of Sydney, graduating in 1952 with a Bachelor of Engineering in Mechanical and Electrical Engineering. He went on to join the family firm, Lysaght’s, a pioneering Australian steel manufacturing company whose century-long legacy remains synonymous with quality and innovation in Australian industry. Over a distinguished career, John served as Production Director before returning to his lifelong passion as a primary producer.

A man of quiet strength and deep integrity, John was devoted to his late wife Janet and was a loving and much-loved father and grandfather to Andrew and Alexandra, Penelope and John (dec.), Antonia, Thomas and Johanna, Harriet, William and Julia, and Zoë.

Robert George Stuart Douglas (1940

– 2025)

Robert George Stuart Douglas passed away peacefully in Sydney on 27 May 2025, aged 85. Born in Bowral on 7 January 1940, Robert’s early education began at Tudor House (1950–52) before he attended The King’s School (1953–56). He went on to study at the University of Sydney (1957–59), graduating with a Bachelor of Laws (LLB) in 1960, and later completed a Bachelor of Science (BSc) at the Australian National University in 1966.

Robert’s professional life was one of dedication and quiet diligence. He began his career as a Research Assistant with Reichold Chemicals (1962–64) before joining the Public Service Board in 1967 as an Administrative Trainee. Over the following decades, he built a distinguished career in the Australian public service, respected for his intelligence, integrity, and commitment to good governance.

In retirement, Robert embraced his passions with characteristic enthusiasm and precision. He was a skilled woodworker, a devoted gardener, and a keen cook—pursuits that reflected both his creativity and his care for others. Those closest to him knew him as a husband, father, grandfather, stepfather, Papa, friend, and neighbour—roles he filled with warmth, humour, and generosity.

He loved his life and sought to make the most of every moment. When his time came, he met it with acceptance and gratitude for the fortunate life he had enjoyed. Robert was, in every sense, a “glass completely full” person.

As he wished, there will be no funeral. True to his lifelong spirit of usefulness and generosity, Robert donated his body to the UTS Science Body Donation Program so that even after his passing, he might continue to contribute to learning and discovery.

Rodney (Rod) Daniel

Jolly

(1947 – 2025)

The King’s School community notes with sadness the passing of Dr Rodney (Rod) Daniel Jolly, who died on 24 April 2025, aged 77.

Rod attended The King’s School from 1960 to 1964, distinguishing himself as an exceptional scholar and leader. He was a House Monitor, and Sergeant in the Cadet Corps, earning numerous academic awards throughout his years at the School. Among these were the Form III Prize, Owen Tuck Reading Prize, and Divinity Prize (Form III) in 1961; the G.B. Owen Tuck Prize for Original Literary Composition in 1962, 1963, and 1964; the D.J. Thomas Prize in 1964; the Wade Cup in 1964; and the Form VI Prize for Greek in the same year. He was Dux of Form IV in 1962, Dux of Form V in 1963, and ultimately Dux of the School in 1964—a remarkable record of sustained academic excellence.

Following his school years, Rod pursued a distinguished career as a school teacher at Tara Anglican Girls School, where he was described as “a true gentleman in every sense of the word, who treated one and all with respect and kindness, as well as a dedicated teacher, house leader, mentor and supportive colleague”. He was also a very active member of the Rotary Club of Carlingford from 2001, until earlier this year.

Rod will be remembered not only for his scholarly mind but for his warmth, humility, and devotion to family. He was the much-loved husband of Neryla, loving father of Danielle and Sean (1997), and adored grandfather of Caitlin, Eoin, and Ruby. His life reflected integrity, wisdom, and a quiet generosity that touched all who knew him.

Angus Clive Farquhar

(1963 – 2025)

It is with deep sadness that we announce the passing of Angus Clive Farquhar (‘81), a beloved husband, father, son, brother, uncle and friend, who departed this life after a decade-long journey with young onset dementia.

Angus was born the eldest child of Wally and Nancye Farquhar at Iona Downs in Gunnedah, where he spent his early years immersed in the rhythms of country life - watching wheat grow, tending cattle, and riding his horse Jingles. He attended The King’s School, proudly serving as Captain of Broughton House, following in the footsteps of his father and grandfather. Angus enjoyed sports, especially rugby, cricket, and shooting, and formed lifelong friendships with his boarding school friends.

After a year of jackerooing in Parkes, NSW, Angus studied Agricultural Economics at the University of New England in Armidale, where he balanced academic life with rugby, B&S balls, and a busy country social life.

Angus initially built a career in banking and IT based in Sydney and Orange, working closely with people on the land - work that brought him great satisfaction. He found his true calling outdoors, running Jim’s Mowing franchises in Brisbane and later an irrigation business.

He married Michelle, and together they had a family in the semi-rural suburb of Pullenvale, west of Brisbane. Angus was a devoted father to Lachlan, James, and Lucy, and cherished his pets and a close-knit community.

Angus was a man of quiet pride, meticulous habits, and a deep respect for the world around him. He found joy in being in nature and being as physically active as possible. Even as dementia dimmed his light, Angus continued to make friends with his warm smile and gentle humour.

His final years were marked by the unwavering love of his family, the support of his carers, and the friendship of a network of the kindest people who took time to include him.

Angus passed away following a winter-time bout of influenza. Though his life was cut short, he lived it fully - with joy, love, and grace. He will be deeply missed and forever remembered.

Professor Saxon William White (1934 – 2025)

Professor Saxon William White, celebrated Wallabies representative, distinguished medical academic, and respected educator, passed away in October 2025, aged 91.

Educated at The King’s School between 1946-52, Saxon excelled as both scholar and sportsman. A member of Macquarie House, he served as School Monitor, House Captain, and Cadet Lieutenant, and was awarded the Wade Cup in 1949 and the Burkitt Shield in 1952 for outstanding all-round achievement. On the rugby field, he was a standout player, representing King’s alongside future Wallaby teammate Peter Fenwicke and displaying the discipline and leadership that would mark his life’s pursuits.

Continuing his studies in medicine at the University of Sydney, Saxon combined rigorous academic work with an exceptional rugby career. He played for the Sydney University Football Club and St Andrew’s College, earning selection for New South Wales in 1953. That same year aged just 19, he was chosen for the Wallabies’ tour of South Africa—a remarkable achievement for one so young. He went on to represent Australia in five Test matches, including both Tests against South Africa in 1956 and three on the 1957–58 tour of Britain, Ireland, and France, before injury curtailed his international playing career. Over two major tours, he played twenty-six matches for the Wallabies against provincial sides, earning admiration for his skill, courage, and intellect on the field.

After his playing days, Saxon continued to give back to the game, co-coaching the University of New South Wales’ first and second grade rugby teams in their debut seasons in the Sydney Premier Competition (1967–68) and later playing with Lane Cove Rugby Club. In later years, he shared his memories of the golden era of Australian rugby in interviews with Theo Clark Media for documentaries on Sydney University Football Club and Lane Cove Rugby.

Beyond sport, Professor White’s achievements in medicine were equally distinguished. Graduating with a Bachelor of Medicine, Bachelor of Surgery (MBBS) from the University of Sydney and earning a Doctor of Medicine (MD) from the University of New South Wales, he became a Fellow of the Royal Australasian College of Surgeons. He served as Professor of Human Physiology at the University of Newcastle, where he was admired as a gifted teacher and pioneering academic. His leadership extended to national medical education as Life Governor of the Australian Postgraduate Federation of Medicine.

Professor White maintained a lifelong connection to The King’s School, returning as Guest Speaker at Prize Day in 1986 and 1998, where he spoke with characteristic humility about leadership, teamwork, and perseverance.

Andrew Lindsay Finlayson (‘10) to Kristie Anne Greig on Sunday 06 July 2025

Dr Nicholas Sebastian Walmsley (‘11) to Demoitra Nikas on Saturday 19

July 2025

Forbes parents Toby (‘09) and Natalie Weitzel-Forbes welcome son Angus Beau Forbes, 02 May 2025

Births, Marriages and Deaths

Births

Buchanan (‘05)

Parents Toby and Jess welcome son Felix Andrews

Buchanan, 24 September 2025

Forbes (‘09)

Parents Toby and Natalie Weitzel-Forbes welcome son Angus Beau Forbes, 02 May 2025

Jamieson (‘97)

Parents Brett and Benjamin Simpkins welcome son William Michael Jamieson, 05 January 2025

Marriages

Black (‘13) Robert to Zara Nicholas on 7 November 2025

Finlayson (‘10) Andrew Lindsay to Kristie Anne Greig on Sunday 06 July 2025

O’Ryan (‘06) Kristopher Thomas to Ashley Marie Fowler on Thursday 27 February 2025

Walmsley (‘11) Dr Nicholas Sebastian to Demoitra Nikas on Saturday 19 July 2025

Walmsley (‘12) Julian Alexander to Samara Skeene on Saturday 15 March 2025

Deaths

Ballment (‘51) Hugh Robert Corden 15 November 2024

Birt (’80) Christopher Robert (Chris) 16 February 2025

Bliss (‘91) Andrew David Bliss 5 July 2025

Buchanan (‘68) John Alistair 11 July 2024

Butcher (‘72) Robert Charles 12 August 2025

Copeland (’46) Dr John Morton 2 July 2025

De Kantzow (‘54) Dennis Ronald 29 August 2025

Douglas (‘56) Robert George Stuart 27 May 2025

Fairlie-Cuninghame (‘56) Peter 16 January 2025

Farquhar (‘81) Angus Clive 13 July 2025

Ferguson (‘64) Jeremy John 21 January 2025

France (‘46) Brian Cameron 15 June 2025

Glass (‘57) John Alexander 25 October 2025

Glasson (‘53) Dr Martin John 18 October 2025

Goldsmith (’69) Gary James 7 November 2025

Guinness (‘53) Dr Michael David Grattan 2 October 2025

Halliday (‘74) Edward James (James) 4 December 2024

Herford (‘53) Baden John 26 December 2024

Heriot (‘25) Stirling John 18 July 2025

Henderson (‘00) Peter Alexander 27 November 2025

Hill (‘52) John Sinclair Leslie (AM, OBE) 9 November 2025

Jolly (‘54) Rodney Daniel (Rod) 24 April 2025

Kinross (‘77) Jeremy Stirton Prevost 19 July 2025

Luscombe (‘50) Wilfrid James (Wilf) 26 December 2022

Lysaght (’46) John Royse 24 May 2025

Mackenzie (‘50) William Alexander John (Sandy) 30 July 2025

Maitland (‘55) Prof Ian Hastings 12 December 2024

Marsden (‘68) John Leslie 18 December 2024

Murray (‘53) William Richard (Bill) 11 September 2023

Pilcher (‘63) Nigel Geoffrey Howard 12 January 2025

Pryse-Jones (‘53) Edward David 1 March 2025

Pryse-Jones (‘55) Brian Robert 17 May 2025

Reynolds (‘49) Raddon Hobart 2 January 2025

Rikard-Bell (‘75) Kenneth Lyall (Ken) 25 February 2025

Rose (‘46) John Harald (Jock) 19 September 2025

Ross (‘49) John Cooper 24 January 2025

Saalfeld (’54) Dr John Albert Alfred Henry 2 July 2025

Sheehan (‘53) William John (Bill) 22 May 2025

Sim (‘42) Geoffrey Crowther 12 March 2025

Stephens (’70) David Henry 15 July 2025

Watson (‘67) Andrew Knight 3 August 2025

West (86) Benjamin Charles (Ben) 1 November 2025

Whalan (‘52) Edward Robert 27 March 2025

White (‘51) Prof Saxon William 7 October 2025

White (‘67) Jeremy Nicholas John 7 November 2024

Williams (’83) Donald Dean 25 February 2025

Williams (’85) Simon Andrew James 11 June 2025