2025 Chronicle

Chronicle The Knox School magazine 2025

Get comfortable with being uncomfortable:

Years 9 and 10 students

undertake inaugural journey to

Arnhem Land Celebrating the year so far

What’s worth learning in the age of AI?

Learning beyond borders with

Professor Yong Zhao

Contents Principal’s Address.............................................................. 4 Chief Financial Officer Report.............................................. 6 Learning, Teaching and Innovation...................................... 8 Junior School – What’s your Learner Profile?..................... 10 Junior School – Playground Upgrade................................ 12 Junior School – The Learning Pit....................................... 14 Arnhem Land Experience................................................... 16 Teacher Profile – Nathan Bower......................................... 20 Music & Performing Arts.................................................... 22 School Production – Once Upon Our Time........................ 26 Early Learning Centre........................................................ 28 Junior School – Art............................................................. 30 Senior School – Year 9 CUBE............................................ 32 Senior School – TKS Flight Deck Podcast......................... 34 Tournament of the Minds................................................... 36 Community........................................................................ 38 Alumni Profile – Laura Stone.............................................. 42 Alumni Profile – Jodie Willmer............................................ 44 Alumni – Falconians........................................................... 45

Acknowledgment of Country The Knox School acknowledges the Wurundjeri Woi-wurrung people, traditional custodians of the land on which we gather, learn and work, and pays respect to their Elders, past and present.

Chronicle magazine Official publication of The Knox School Victoria, Australia CRICOS Provider No. 00151G ABN 16 095 1582 222 The Knox School 220 Burwood Highway Wantirna South, 3152 Victoria Australia Phone 03 8805 3800 info@knox.vic.edu.au www.knox.vic.edu.au Edited by Knox Marketing team Designed by www.jumpropedesign.com.au

4 | PRINCIPAL

Principal’s Address “Travellers, there is no path, the path is made by walking.”

– Antonio Machado

A Personalised, Real-World Approach to Learning The 21st century has brought extraordinary advancements in artificial intelligence, cloud computing, cryptocurrencies, and more. Yet, despite these innovations, many outdated systems persist simply because no one stops to ask: “Why are we still doing it this way?”

Education is no different. For generations, it’s followed a predictable pattern: students of a certain age enter a specific grade, take exams, and have their success measured against a narrow academic standard. This once served an industrial workforce – but it no longer prepares young people for the unpredictable, fast-moving world they now face.

“If we ask ourselves what the purpose of education is, it’s not just to fill our learners minds with facts. That’s how education served the world hundreds of years ago, but that’s not the world our learners are going into – and it hasn’t been for a long time.”

A Personalised Approach At TKS, our personalised approach sees each learner as an individual. We focus on three equally important journeys: knowledge, skills and character, and meet students where they are on each continuum, not simply where their age suggests they should be.

It’s a real reframing of our education philosophy.

The traditional one-size-fits-all model fails to recognise that children learn in different ways, at different speeds, and come to school with different strengths. At TKS, we are committed to preparing students for life, because the future is not an exam you can study for.

What the past couple of years, particularly through the COVID-19 pandemic, taught us is that unpredictability is the way of the future. We need people who are going to have a certain skill set, character and resilience. The best leaders that came through the pandemic were those who could actually think outside the box and problem solve, rather than regurgitate facts.

Learning with Purpose Many of us cannot recall much from our high school subjects, possibly because it was learned in order to pass an exam. In contrast, skills like communication and collaboration, skills which were practised consistently, remain with us for life.

This term at TKS, our students have brought their learning to life in a myriad of ways as you will see in the pages of The Chronicle. From participation in one of our many TKS Knoxpedition learning adventures, to partaking in Tournament of the Minds (TOM), The Falcon Squad or this year’s TKS

Showcase – Once Upon Our Time. The list of opportunities is endless and with real world outcomes for their learning, our students are making a tangible impact, not only in their own development but also in their contributions to others.

Smart Investments We’re at an absolute pivotal moment in history. Crisis is everywhere you look.

At TKS we believe education is a journey, not just a destination, It’s about shaping a generation ready to meet the world’s biggest challenges. It’s about making a genuine difference.

Our students at TKS are more invested in compassion and morality. They value hearts as much as grades.

Everyone has a superpower. I genuinely believe that and in this exciting edition of The Chronicle, I believe you will see many aspects of these superpowers come to life! I have the privilege of being the Principal of this wonderful learning community and the honour of seeing this learning in action every day.

I hope that you enjoy this edition of The Chronicle as much as our learners enjoyed the journey they have gone on together this term. A journey filled with twists and turns, challenges, surprises along the way but overall, a journey filled with awe and inspiration.

A journey of learning, a journey of community and of self.

More than simply words on a page.

By Principal Nikki Kirkup

CHRONICLE PRINCIPAL | 5

6 | CHIEF FINANCIAL OFFICER

From Student Dream to School Reality Since my first article for The Knox School’s Chronicle last year our School and Community has continued to grow from strength to strength. Most pleasingly this growth has come from the combined community spirit and contribution from everyone involved in the wider TKS community – from students, staff, parents, alumni and friends of the school.

The sustainability of our school and the wider environment continues to underpin our decision making. We want to ensure students, staff and families both now and into the future have a positive and supportive environment to learn and connect with.

From a financial point of view the School has now recorded two consecutive years of strong profits on the back of increased enrolments and improvements in processes, commercial arrangements with suppliers and users of our facilities.

We now have a strong balance sheet, no debt and continue to invest more in capital upgrades now and into the future.

We continue to focus our investment on improving some of most important spaces within our school – being our classrooms and learning areas. Refurbishment works across the school continued over the past year with upgrades to our Middle Senior School building and we also kick started upgrades to our Junior School and ELC play spaces much to delight of both students and staff alike.

In July 2025 we recorded our first ever day when our solar panel generation covered our entire power needs for campus – no mean feat being the middle of winter!

Since last Chronicle four buildings now have solar panels generating sustainable power for the school – helping both our environment and our energy bills.

In late 2025 our new Future’s Hub will be complete, creating 6 new learning and multipurpose spaces in an innovative setting. Our students have also been on our journey with this major project working with our supplier on sustainable initiatives and ideas for future designs so it will be exciting to see their own models and designs come to real life very soon just outside their classroom windows.

Dwayne Wathen

CHRONICLE CHIEF FINANCIAL OFFICER | 7

For further perspective the school has invested over $5m in capital works over the past year, and received $80k in Building Fund Donations. Whilst the increase in donations recently has been fantastic we do require more in order to continue to improve our amenities and learning spaces at the pace needed. Thank you again to everyone who continues to generously donate to our School Building and Scholarship Funds – if you can do so again, please donate. Funds currently being raised will be going towards our Future’s Hub.

TO DONATE AND LEARN MORE ABOUT BUILDING AND SCHOLARSHIP FUNDS PLEASE VISIT OUR WEBSITE: www.knox.vic.edu.au/life-at-tks/ scholarship-and-building-fund OR SCAN HERE

Also in late 2025 we will be opening our new Community Café in our Pavilion Building. Works for this project are also currently underway and will include an upgraded canteen/café space, meeting rooms and multipurpose meeting/event space overlooking the new Future’s Hub and Dandenong Ranges (and our popular Quad on the other side!). The bottom floor will also see a refurbishment of our change rooms which were previously heavily under utilised.

Looking beyond in 2026 major plans for projects include landscaping around the Burwood Hwy and Junior School entrance, including Hockey Field area, further refurbishment of learning spaces including Upper Senior School Buildings and continued investment to improve our sporting and music facilities which are our two most popular and biggest departments.

The above major works do not happen without the support of our Community.

By donating to our Building Fund and Scholarship Fund, this enables our school to fast track building projects and start our first full scholarship programs fully funded by the TKS Community. Our Building and Scholarship Funds are coming off a low base, however in 2024 we recorded a 186% increase in donations to our Funds from 2023, and this level has been maintained so far in 2025 – thank you!

8 | LEARNING, TEACHING AND INNOVATION

What’s Worth Learning in the Age of AI? The Knox School was privileged to host renowned educational thoughtleader Professor Yong Zhao on Monday 12 May 2025, whose visit sparked deep, challenging and vital conversations about the future of education. Across a full day of workshops, podcasts, keynote addresses and panel discussions with students, teachers and parents, Yong posed one simple but powerful question: What is Worth Learning in the Age of AI? In a world increasingly shaped by artificial intelligence, global uncertainty and rapidly changing career landscapes, Yong urged us to rethink long-standing assumptions about schooling, success and the very purpose of learning. His message? It’s time to break the one-size-fits-all paradigm and make room for students to discover their unique greatness.

Learning That Takes Flight

some things?” he asked provocatively. “Be bad at cooking.

Be bad at equations. Admit it. It’s better to know your weaknesses so you can focus on what you’re good at!”

Building upon the work with our teaching and learning staff at the beginning of 2025, Yong’s immersive visit began with our teachers, encouraging staff to reflect deeply on their practice and how it can better support personalisation, curiosity and creativity in every learner.

From Average to Unique: The Power of Personalisation

From here, he collaborated with our students on the next exciting episode of our TKS Flight Deck podcast. Students were invited not just to participate, but to lead – to voice their ideas, challenge norms and rethink what learning could look like in their own lives and how they can become agents of their own learning.

Yong’s message was consistent: don’t strive to be average.

Strive to be you. Human potential, he reminded us, is jagged – a mix of talents, weaknesses, passions and possibilities.

Instead of competing for the same outcomes, education should encourage every student to explore their unique profile and find where they can create value for others.

In the evening, Yong addressed our parent community as well as many visiting educators from other schools around the state, reminding us that education is not just about achievement – it’s about purpose. “Parents drive education,” he said. “You want a great education for your child’s success.

But ask: what is success in the age of AI?”

This is more than just a motivational message – it’s backed by research. Yong pointed out that students might spend around 12,000 hours in school from Prep to Year 12. Imagine spending that time doing something you’re not interested in or not good at. “Learning has escaped the classroom,” he said, “but credentialing has not. We need to change that.”

Meritocracy: A Broken Promise?

Our Knoxpeditions framework is one of the examples from The Knox School that Yong praised – an opportunity for students to explore, try, fail fast and learn forward. It’s not about ticking boxes. It’s about discovering what lights the spark.

Yong didn’t shy away from confronting tough ideas. He challenged the long-held belief in meritocracy – the notion that hard work and intelligence lead inevitably to success.

This idea, he argued, overlooks one critical truth: every human being is different. Each child enters the world under different circumstances, with different strengths and interests. If we know this, he asked, why do we persist with systems that expect every student to succeed in the same way?

Yong advocated for an education system that celebrates difference, rather than conformity. “Why not be bad at

What Happens When Students Lead?

A highlight of the day was a student-led panel, where learners from Years 9 to 11 offered their thoughts on how schools could be redesigned for the future and posed big questions to Yong. Their answers echoed Yong’s call: more personalised learning, more agency, more purpose.

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One Year 10 student shared how, after four years at The Knox School, they’ve felt a growing shift toward tailored learning.

“Our teachers work hard to make sure the learning suits us. It’s exciting,” they said. Yong agreed – The Knox School is ahead of the curve, already embracing the complexity and challenge of change.

Yong reminded us that students are often more future-focused than adults. “Governments can be wrong. Parents can be wrong. But students are looking ahead. Listen to them.”

Redefining Success in the Age of AI So, what should students aim for in a world shaped by AI? According to Yong, the ability to find and solve problems that matter to others will be the defining skill of the future. Forget rote learning. AI does that faster. The future belongs to those who are curious, adaptable and purposeful.

Learning, Yong said, is no longer about collecting information.

It’s about doing. And in this co-evolving relationship between humans and machines, we must teach students to think critically, act ethically and create value.

Even through the lens of popular culture, Yong illustrated his point about Princesses. “Snow White did very little,” he said.

“Mulan took action. Moana created and led. We need more Moanas in the world.” Even Rudolph, with his once-mocked nose, found his niche and became indispensable.

A Simple Goal: Find Your Greatness The takeaway? If we want our children to be happy, they need purpose. If we want them to have a career, they need abilities and interests that provide value to others. As Yong concluded,

The goal of education is simple: help every child find their unique greatness. They won’t know what it is until they try. But give them space, support and the chance to fail fast – and they’ll discover it.

At The Knox School, we are proud to be part of this transformation. With visionary educators, engaged parents, and passionate students, we are committed to re-imagining what school can be; a place where difference is not only accepted, but celebrated.

Let’s move forward together toward a more personal, purposeful and powerful future for education.

10 | JUNIOR SCHOOL

Curious, Creative and Ready to Learn: What’s Your Learner Profile?

At The Knox School, we understand that every student is unique, with their own learning style, strengths and areas for growth. This deep understanding of individual learning profiles is central to our approach to personalised education.

One of the most impactful ways we gather insights into each child’s learning preferences is through our annual Learner Profile Days.

The Learner Profile Days, which mark the start of the academic year for Junior School and Early Learning Centre students, are much more than just a routine.

These thoughtfully designed sessions lay the foundation for each child’s educational journey, ensuring they are supported, understood and engaged throughout the year.

It’s a time when students and teachers come together in a collaborative, reflective environment to build a profile that will guide learning experiences for the months ahead.

Our Associate Principal: Head of Junior School, Simon Cowell, appreciates more than anyone that our Learner Profile Days are essential:

Parents may remember from their own Junior School days that Term 1 was often spent on ‘getting to know you’ activities while teachers completed individual assessments with students over several weeks.

Happily, those days of waiting until Term 2 for meaningful learning to begin are behind us!

At TKS, we take this process seriously and ensure that every moment of the year is focused on real, personalised learning from day one.

So, Why Do We Have Learner Profile Days?

Our Learner Profile Days are not just an initial assessment; they are a key moment in the partnership between our students and teachers. By investing time at the beginning of the school year, The Knox School aims to foster an environment where every child’s academic, emotional and social needs are met.

These sessions allow educators to gain a deeper understanding of how each child views themselves as a learner, allowing for a more personalised approach to teaching.

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The benefits of this thoughtful approach are plentiful, including: • Building strong relationships: Teachers engage in one-on-one conversations to truly get to know each student. We understand that strong relationships are key to helping students thrive in the classroom.

• Reducing anxiety: After the long summer break, students enter a calmer, less crowded classroom, easing any anxiety they might feel about the new school year.

• Creating a focused environment: Pre-assessments are conducted in a quiet space, providing an opportunity to assess students’ knowledge without distractions.

• Informing teaching strategies: The combination of assessment results and personal conversations helps guide teachers in planning the most effective next steps for each student’s learning journey.

• Establishing routine and organisation: Students have time to organise their belongings, which supports a smoother, more settled start to the first day of classes.

• Building parent-teacher connections: Parents meet with teachers to share valuable insights about their child, fostering an open line of communication from the very beginning of the year.

The process begins with a combination of surveys, questionnaires, and conversations, all designed to probe students’ perceptions about their strengths, challenges, and interests. These activities encourage children to think critically about their own learning styles and how they best engage with new information. Not only does this self-reflection help students feel heard and valued, but it also empowers them to take ownership of their learning journey.

Building the Learner Profile: A Comprehensive Approach Creating a learner profile is an ongoing, collaborative process between teachers and students. Each child’s profile is developed based on their answers to the surveys, feedback from one-on-one conversations, and their performance in both literacy and math assessments. This holistic approach gives teachers a clear picture of how each student approaches learning and what kind of support they need to thrive.

These sessions last between 1 to 2 hours, offering ample time for both reflection and engagement. Despite their relatively short duration, the impact of the Learner Profile Days is far-reaching. The insights gleaned from these sessions inform teaching practices throughout the year, ensuring that every student’s experience is tailored to their unique needs.

The aim is not simply to assess; it’s to build a solid foundation for academic success. The more a teacher understands about a student’s individual learning style, the better they can adjust lesson plans, teaching strategies, and classroom activities to suit their needs. Whether a child is a visual learner, an auditory learner, or a kinaesthetic learner, the profile provides essential data that makes personalised teaching possible.

The Impact on Learning The key to the success of Learner Profile Days is the way these insights guide the entire educational process. Instead of a “one-size-fits-all” approach, teachers at The Knox School are able to modify their teaching strategies to meet each child’s needs. This increases engagement and helps students learn in ways that are most effective for them. It also gives teachers an opportunity to pinpoint potential learning challenges early on and take proactive steps to support the child in overcoming them. Dare we say it, it’s one way in which our innovative approach to learning leads to excellence.

In addition, the Learner Profile Days foster a culture of self-awareness and a growth mindset. When students reflect on their strengths and areas for development, they are better able to understand their own learning process. This empowers them to approach challenges with confidence and resilience, knowing that their teachers are there to support them every step of the way.

Creating a Strong Foundation For students, the Learner Profile Days are a great way to start the school year on a strong note. By taking the time to reflect on their learning habits and set goals for the year ahead, children feel more prepared and excited for the challenges and opportunities that lie ahead. This proactive approach helps them build a sense of agency over their learning and fosters a positive attitude toward school.

For parents, the Learner Profile Days are an opportunity to partner with the School in understanding their child’s educational journey. The profiles provide valuable insights that can guide ongoing communication between home and school, ensuring that parents are informed and involved in their child’s progress.

If you have any questions about Learner Profile Days, please feel free to reach out to our Junior School.

We are here to support both you and your child every step of the way.

12 | JUNIOR SCHOOL

Playground Upgrade We are excited to share the opening of our new, adventure playground at the Junior School, designed to inspire adventure, exploration and growth in our Prep to Year 2 students. Many of our families will notice that this outdoor space now features equipment that is higher than what is typically found in playgrounds, a deliberate choice reflecting our commitment to fostering safe risk-taking for our young learners.

As part of our philosophy, we appreciate that children need opportunities to push their boundaries, test their limits and build resilience. Our new playground encourages this while ensuring safety through careful design, thoughtful supervision, and a well-structured induction for all students. Here, students will not only engage in physical activity but also embark on a journey that integrates three important learning journeys of knowledge, skills and character.

Knowledge: Understanding the Environment At the heart of our playground design is the idea that children should be aware of their surroundings and understand how to interact with them safely. During our recent induction, we focused on helping students recognise the importance of being mindful of the equipment’s height and complexity.

Our Deputy Head of Junior School, Sarah McKenzie, enjoyed attending a special induction for our Junior School students and commented on the experience:

During today’s inductions, we taught our students how to assess their own abilities and recognise when they might need assistance or when to take a break.

By fostering knowledge about how to safely navigate the space, children gain more than just physical awareness – they develop a deeper understanding of how to make decisions that prioritise their wellbeing and the wellbeing of others.

Through exploration, our students learn about risk in an informed, constructive way. This approach fosters critical thinking and empowers them to make thoughtful choices, building a foundation of knowledge that can be applied in various aspects of life.

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We are proud to have created a space that not only challenges our students physically but also provides a rich environment for growth in knowledge, skills, and character. As parents, you play a crucial role in reinforcing these lessons. When children come home, continue to celebrate their efforts, whether they succeeded in completing a challenging task or simply tried something new.

By encouraging safe risk-taking, we prepare our students for the many challenges and opportunities that will come their way.

As they continue to engage with our new playground, we hope they develop a sense of adventure and confidence that extends beyond this space and into every aspect of their lives.

In this exciting new chapter of our Junior School playground, we are confident that the students will not only have fun but also grow in meaningful ways, embracing each new challenge with curiosity, resilience and heart. We are also excited about the next stage of playground development, with further installations planned for our upper Junior School students taking place in the next year or so.

Skills: Developing Confidence and Resilience

Character: Building Strength of Mind and Spirit

The elevated heights of the playground equipment are designed to challenge students and encourage them to push their physical limits – and even our Associate Principal: Head of Junior School, Simon Cowell, has a turn on the giant slide! Once back on the ground, he shared:

While knowledge and skills are fundamental, the development of character is what truly brings the benefits of our playground to life. At the heart of our approach to safe risk-taking is the belief that children must develop qualities such as responsibility, teamwork and respect.

As children master the various obstacles, they develop essential motor skills, coordination and physical confidence.

The skills they develop go beyond just climbing or balancing – they include how to assess challenges, persevere through difficulties and problem solve as they move through the space.

Importantly, risk-taking does not mean reckless behaviour; it’s about learning through experience.

When a student steps out of their comfort zone, whether by climbing higher than they’ve ever tried before or attempting something new, they are building resilience. We recognise that every small success or failure helps strengthen their emotional skills, such as confidence, self-regulation and courage.

The playground becomes a classroom where students practice the kind of skills they will need as they face future challenges in school and life.

Through the induction process, students were encouraged to work together, helping one another when needed. They were reminded of the importance of waiting their turn, being kind to others and ensuring that their actions were considerate of their peers. This environment of mutual support and encouragement nurtures empathy, patience, and integrity, as students learn how to look out for one another, whether in the playground or beyond. The induction also sparked some great questions from students:

Do I have to go on the big slide?

Can I try the monkey bars? Is it okay if I challenge myself on the bridge?

Do I need to be careful when climbing?

Our playground also encourages a mindset of perseverance – to face challenges with determination and understand that failure is part of the learning process. By accepting that not every attempt will be successful, our students build mental strength and resilience, traits that will serve them well in both academic and personal endeavours.

14 | JUNIOR SCHOOL

Where are you in the Learning Pit? At The Knox School, we cultivate a dynamic, inquiry-based learning environment where students actively explore, question and connect ideas across a variety of subject areas.

This approach sparks curiosity, nurtures problem-solving skills and promotes deeper thinking, all of which are crucial for academic success and lifelong learning. In our Junior School, we especially encourage students to embrace the mindset of a lifelong learner, empowering them to grow both intellectually and personally, a foundational concept that underpins our industry-leading Learner Profile Days.

The Learning Pit: Embracing Challenge James Nottingham’s Learning Pit helps students understand and navigate learning challenges through four stages:

1. Concept: Starting with some knowledge.

2. Conflict: Facing challenges and uncertainty.

3. Construct: Making sense of new ideas through effort.

4. Consider: Reflecting on progress and applying learning.

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How Parents Can Support Learning at Home?

Parents play a vital role in helping children navigate The Learning Pit and develop meta-cognitive habits.

Here’s how you can support your child: • Encourage curiosity: ask openended questions and explore answers together.

• Normalise struggle: reinforce that challenges help us grow.

• Model meta-cognitive thinking: share your own experiences with challenges and problem-solving.

• Ask reflective questions: instead of giving answers, guide your child’s thinking:

Where do you think you are in The Learning Pit? What strategy could help you move forward?

What did you learn from this challenge?

Inquiry Learning Design Leader, Lisa Sheppard, shared some insights into how she introduced this concept to Year 5 students at the beginning of this year:

As a fun back to school activity, my Year 5 students took on a challenge: learning the cup game. Some picked up the rhythm quickly, we had some experts in the class, and others who struggled. As we reflected on our progress, students began to recognise an important truth: learning is a journey filled with moments of challenge and growth.

Recognising that every challenge places them in The Learning Pit helps students develop a growth mindset – seeing struggle as a stepping stone to success, rather than a sign of failure.

Our Associate Principal: Head of Learning, Teaching and Innovation, Liana Gooch, encourages this mindset with students and teachers across the entire student learning journey:

The power of inquiry learning lies in encouraging students to take ownership of their education – asking questions, investigating ideas and constructing their understanding. When paired with metacognitive strategies, students not only learn to self-regulate their learning through planning, monitoring and evaluation but also develop resilience by recognising that mistakes are part of the learning process. Ultimately, this approach empowers students to transfer their knowledge across subjects and real-world situations, preparing them for lifelong learning.

The Importance of a Growth Mindset When students embrace challenges, persist through setbacks, and reflect on their learning, they develop grit, adaptability and confidence. Learning isn’t about getting everything right the first time – it’s about embracing the struggle, learning from mistakes and pushing forward. If you are interested in learning more about the Learning Pit, you may like to view this online resource by James Nottingham where he explains how to use the model in everyday conversations.

The next time you or your child faces a challenge, remember: it’s okay to be in The Learning Pit! Embrace the challenge, keep reflecting and you’ll discover new strengths within yourself!

16 | ARNHEM LAND EXPERIENCE

Arnhem Land Get comfortable with being uncomfortable:

Connecting with the First Nations women there and my camp group leaders made such an impact on the way I viewed everything there and made me have such a stronger appreciation for their culture. – Aliyah Huwald

Learning Yolngu Matha was a First Nations practice that really resonated with me. This cultural practice taught me the significance a language can have to keep a culture strong. This language allowed us to communicate with the Yolngu families, giving us an opportunity to strengthen our connection with them.

– Charmaine Cheung

I believe the dancing resonated most with me, as I was able to enjoy doing it with my group, and not care about what others thought of me. – Oscar Collins A First Nation tradition that resonated with me the most was the cultural dancing, as I also do cultural dancing and it made me feel more connected to the land and its culture. – Nicole Pranjic

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The most meaningful aspect of the trip for me was the sense of community and connection I felt to not only my peers, teachers and Arnhem land mentors but also the land. It was amazing to experience the Yolngu culture with my friends, fostering a mutual understanding and appreciation for their traditions and customs, significantly reshaping my previously narrow view of First Nations people.

– Aran Nota

The aspect of the trip that was the most meaningful to me was the different activities which help me not only learn more about the traditions and culture but also push me out of my comfort zone. I was able to share all my experiences with my friends and teachers which made it even more meaningful and something to remember.

– Monique Xia I enjoyed women’s business, mostly because it was very different to how we do things in western culture. It was really eye-opening and enlightening so listen to the women and elders. – Imogen Ilott

It really is a once in a lifetime opportunity. – Cooper Gration

18 | ARNHEM LAND EXPERIENCE

Arnhem Land

It was meaningful to me I was able to spend time with my peers and develop new connections to the land and country.

– Hannah Marshman

Since the camp I have been learning more about the different First Nations cultures throughout the Woi Wurrung land I live on, contrasting their similarities and differences to the Yolngu people.

– Aran Nota

I felt the stories. They were really inspiring, and it really helped to open a new window of new opinions for me, and I felt it really resonated with me from the stories and tradition story time a lot like how I grew up with traditional stories from my culture.

– Xinran Chen

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I think the connections I had with everything at the time was something that may stick with me for a long time. I had felt so close not only to my friends – but also to the Yolngu children, my classmates, the people in my group, and the group leaders. It’s one of the first times I had felt so connected to the people and the environment around me and was able to live in the moment.

– George Yeo

The aspects of the trip which were most meaningful to me were all group activities. Varying from night fire-place stories to singing along on the bus, being able to smile, laugh and have fun with my friends and classmates was the most meaningful. I feel like this experience really allowed for such connections to occur, and having those memories to reminisce over is something which I will hold onto forever. – Arien Manuel

The most meaningful aspects of the trip was learning the culture and also spending time with the kids. – Marcus Cramond

It’s made me want to do more hands on experiences with the First Nations peoples and their culture. Learning directly from them is so different to learning about it in class. It shows the beauty of the culture and what it truly means to them. I would love to take more opportunities like this in future if the opportunity ever presents itself again. – Aliyah Huwald

20 | TEACHER PROFILE

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Welcome to the team Nathan Bower – Senior Head of Sports Strategy, Programs & Pathways At the start of the year, Nathan Bower was appointed as the Senior Head of Sports Strategy, Programs and Pathways, a newly created role marking a significant step in further enhancing The Knox School’s sporting and program pathways.

Nathan Bower

Over the last 3 terms, Nathan has worked on developing and implementing the TKS Sports Strategy, following the insight and recommendations from our 2024 Sports Department Review conducted by Paddy McKenna Consulting.

Nathan’s wealth of experience in previous roles as Head of Sports Strategy at schools, the Executive Officer of Eastern Independent Schools of Melbourne (EISM) and pivotal roles at Cricket Australia and AFL Sports Ready, has informed an exciting strategy, which includes the launch of the Falcon Squad.

Nathan also has extensive involvement in in community sport, including roles as Club President and Coach at Glen Waverley Rovers FC. Having worked closely with our school community and living locally, Nathan’s deep appreciation for our culture and his extensive expertise in education, community sport and professional athletics will be invaluable as we continue to grow and develop our sporting futures.

2025 EISM Division 2 Athletics Carnival

22 | MUSIC & PERFORMING ARTS

2025 Autumn Concert The 2025 Autumn Concert struck all the right chords as students, families and staff packed out the auditorium for an evening that hit every high note. We were thrilled to welcome a jam-packed auditorium full of students, families and staff to this special student performance held on Tuesday 14 May 2025.

The event was officially opened by our 2025 Music & Performing Arts Prefects, Lia Henrichs and Andres De Souza. Their warm welcome and Acknowledgment of Country set a respectful and inclusive tone for the evening. Throughout the night, we also heard from a number of ensemble leaders who introduced each of the performances.

The concert launched with high energy as the TKS Funk Band took to the stage, performing Cuzco by Broken Brass. Their infectious rhythm immediately got the audience tapping along and set the tone for a lively night ahead. Cellobration then took us on an atmospheric and nerdy adventure with a beautiful rendition of Revali’s Theme from The Legend of Zelda: Breath of the Wild by Yasuaki Iwata and Manaka Kataoka.

Recently returned from our Generations in Jazz experience, the Senior Choir captivated the audience with two dynamic pieces: Company by Rosana Eckert and Feeling Good by Leslie Bricusse, accompanied by a wonderful staff band.

We took each other’s hands and then launched into the sky! These pieces showcased the dynamic power of voice and the emotions that music can evoke.

In the Spotlight: Alex Spicer Before the Percussion Ensemble took to the stage, student Andres De Souza surprised Alex Spicer, Music Teacher and Conductor Extraordinaire, with a spontaneous interview, asking some of the questions they’d been dying to know. When asked if he had a favourite spice, he quickly answered, “Cumin!” before adding, “But why settle for just one?” He shared that his journey into drumming began with pots and pans as his first instrument, which led to his family enrolling him in drum lessons (possibly out of equal parts frustration and encouragement).

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Special Thanks and Gratitude While our backstage crew seamlessly set the stage between each major performance, the audience was held captive by behind-the-scenes videos revealing the countless hours of rehearsal that brought this special concert to life. Of course, an event of this magnitude does not happen overnight and our Head of Music and Performing Arts, Nico Di Stefano, shared at the conclusion of this special evening:

This year’s Autumn Concert is the culmination of many months of preparation, planning and practice by our students and entire Music Team. It is with this in mind that we congratulate all performers, ensemble directors and supporting staff for making the night such a success. This has really been a showcase of the many musical co-curricular opportunities available to TKS students. Without a doubt, we couldn’t do it without you – our parents.

Your support and involvement is so valued and we invite you to keep an eye out for the many future camps, activities, productions and opportunities that students can participate in too!

As our audience melted away into the Autumn evening on the campus grounds of The Knox School, it was easy to reflect that this concert was a true celebration of student talent, dedication and the vibrant culture of music in our school community.

Thank you to all who could attend!

Dance With Us The Percussion Ensemble energised the hall with a bold take on The William Tell Overture by Giachino Rossini. The triangles, cymbals and vibraphones filled every inch of the hall! Powered by this energy, our audience was ready to dance! We next took a boogie down a California beach boardwalk with the Senior Guitar Ensemble with their nostalgic twist on I Get Around by The Beach Boys. Dance was definitely on the mind of our Flute Ensemble as they delivered a graceful rendition of Habanera

by Georges Bizet, a piece that often accompanies Cuban ballroom dancing!

Cool Cats and Crunchy Frogs Stage Band kept spirits high with Oye Como Va by Tito Puente, always a crowd favourite. It featured solos from drums to guitar and flute to trumpet! What a cool cat group of musicians. Big Band closed the jazz segment with a silky-smooth rendition of Chelsea Bridge by Billy Strayhorn. We then leaped from a Jazz Club in 1941 London to the bouncy leap-frog performance that is Crunchy Frog by Gordon Goodwin that they also performed during their recent trip to the Generations in Jazz festival.

In the Spotlight: Aysegul Akkaya Before the Corelli and Volante Strings took the stage, Lia Henrichs turned the spotlight on Music Teacher and Conductor Extraordinaire, Aysegul Akkaya, with a round of thoughtful questions. When asked about her favourite string, she chose the ‘D’ string, explaining that it’s the “middle child” of the strings – so often overlooked and yet always dependable! As for her favourite piece of music, she named The Holberg Suite, noting that each time she plays or hears it, she discovers something new.

Melodies in Motion The orchestral ensembles also shone brightly throughout the evening. Corelli Strings opened with a lively performance of March of the Wood Elves by Doug Spata, followed by the spirited Fandango Festival by Victor Lopez. Volante Strings impressed with their expressive interpretations of Orient et Occident by Camille SaintSaëns and the serene Air from The Holberg Suite by Edvard Grieg. The Intermediate Concert Band brought both emotional depth and dramatic intensity to the stage with Blessings by Robert W. Smith and Cataclysm by Robert Sheldon. The night concluded on a high note with a powerful and polished performance by the Senior Concert Band, delivering a memorable finale of musical excellence.

24 | MUSIC & PERFORMING ARTS

Music & Performing Arts It’s been a busy and rewarding time in the Music & Performing Arts Department, with students across all year levels participating in rehearsals, performances and creative projects. From large-scale concerts to classroom music-making, there’s been no shortage of opportunities for students to develop their skills and share their work with the community.

A highlight of Term 2 was the Major Autumn Concert, which showcased our senior ensembles including Concert Bands, String Ensembles, Jazz Bands and Choirs.

Students performed a diverse and engaging program to a packed house, and it was a pleasure to see the progress made by these ensembles across the semester.

Our Big Band and Senior Choir students also had the opportunity to participate in Generations in Jazz, held in Mount Gambier during the first weekend in May. One of Australia’s premier youth music events, GIJ brings together over 6000 students & participants from across Australia and New Zealand for a weekend of jazz-focused music-making. Students competed in ensemble divisions, performed a short program of jazz repertoire, and attended outstanding concerts featuring international jazz artists. It was a weekend full of inspiration, learning, and musical camaraderie.

Meanwhile, students in Years 5 to 7 have continued developing their instrumental skills through the BASE program, learning either a band or strings instrument as part of their classroom music studies. Their work was showcased in the BASE Concert this term, with each year level band performing to a supportive audience of peers and families.

Preparations for the 2025 School Production are already underway, with students working closely with director Anna O’Byrne on singing, acting and dance. The show will feature a vibrant mix of scenes and songs drawn from a variety of plays and musicals. With its high energy and diverse cast of characters, it promises to be a production not to be missed - tickets will be available soon.

Year 9 & 10 Page to Stage This semester, select Year 9 and 10 Students enjoyed diving into the rich world of performance, engaging in theory, hands-on workshops and professional theatre performances!

In the classroom, students took part in a series of theoretical discussions and practical workshops, which explored a range of theatrical styles. We began learning about First Nations theatre, gaining an appreciation for the power of storytelling, culture and connection to Country through movement, voice and symbolism. Through brainstorming and interpreting written work, such as poems by First Nations artists, students respectfully showcased how these important stories can be brought to life on the stage.

Next, the spotlight turned to Greek Theatre and Musical Theatre, connecting beautifully with the Hadestown experience – A highlight of the semester! With its powerful music, striking visual design, and emotionally charged performances, Hadestown gave the class a unique insight into how ancient stories can be retold in bold, contemporary ways and left students buzzing with excitement. Meanwhile, back in the classroom, students explored how music, lyrics, and choreography come together to enhance character and emotion. They even had a go at creating and performing their own mini musical scenes, complete with singing, dancing and plenty of drama!

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Drama Year 7 Drama This Term, Year 7 Drama students stepped into the spotlight with enthusiasm and curiosity.

We began in ancient Greece, where students explored the origins of Western theatre, where they uncovered the power of the chorus, the grandeur of amphitheatres, and the drama of Greek myths, bringing stories of heroes and gods to life. They made their own character masks and decorated them so they glowed under ultraviolet lights.

They then leapt into the topsy-turvy world of ‘Fractured Fairytales’. Familiar characters, such as Red Riding Hood, Cinderella and the Big Bad Wolf took up journeys where one by one they mysteriously disappeared. The students dressed up in character then created frozen poses acting out each moment of their stories. The photos were then edited and backgrounds and objects added on computer, to bring their scenes to life.

Year 8 Drama Meanwhile, Year 8 Drama launched with mask-making and mime, where students explored character through physicality and subtle expression. Designing expressive face paint and performing silent scenes, they learned to convey emotion without a single word – just the arch of an eyebrow.

Next, we created old fashion radio shows using the school the Podcast Studio. Students channelled their inner broadcasters to write, record, and produce original radio programs. Whether it was true crime mysteries, late-night advice shows, or fantastical audio dramas, the podcast unit amplified student voices (literally!) and sharpened their scripting and vocal performance skills.

Then came a comedic carnival: ‘Commedia dell’Arte’. Students learned about stock characters, masks, and the magic of improvisation. From sneaky Arlecchino to pompous Il Dottore, students delighted in bringing these iconic figures to life, balancing scripted mischief with spontaneous brilliance. An incursion of a professional troupe followed where the students could see how well they also played each role.

The semester finished with a powerful monologue unit: Supervillains. Students developed original characters with dark pasts and dastardly plans, crafting compelling solo performances that fused drama, backstory, and theatrical flair. It was a thrilling end to a term that showcased the emotional depth, creativity, and humour of this talented cohort.

Oh what fun we have in Drama, I wish I could go back to school again.

26 | SCHOOL PRODUCTION

Once Upon Our Time There’s a theatrical maxim that goes, “It’s better to have 30 imaginations working on a project, rather than one imagination telling the other 29 what to do”.

In the case of The Knox School, it’s more like 70+ imaginations. For me as the director, walking in to the rehearsal room on the first day, it felt like uncovering a treasure trove of inspiration.

But… we also found ourselves facing the interesting challenge of creating a show without an existing script or score, that would both showcase the amazing talent at TKS and serve to develop the skills of these young performers. Where to even begin with such a task? But, after a little probing of those 70+ imaginations, it seemed both poetic and entirely logical that we would land upon that ancient phrase that has begun so many stories - “Once upon a time…”

In fairytales, we usually find a King, or a Queen, or a Prince or a Prince or Princess.

These royal characters, known to us from earliest childhood, can be summarised with one adjective – be it good or bad, virtuous or evil, wise or foolish.

Anna O’Byrne

The 2D-nature of these stock royal characters is comfortingly simple. What is it to lead? What is it to be a good leader? And – this is for the vast majority of us – what is it to be led? But – what happens AFTER the fairytale?

What if the good King dies? What if the virtuous queen is tested?

And forget the palace servants – what about our public servants?

What happens when the brave girl-turned-warrior becomes a political prisoner? What happens when two leaders go to war?

Once Upon Our Time poses many thorny questions, and my hope is that through their performances, our wonderful company may lead you to find your own answers.

I wish to acknowledge the courage and commitment of our company members. For many students, this will be their first time singing, acting and dancing in front of an audience. Others have made dramatic and choreographic offers, refining their ideas and teaching them to their peers. Others are tackling complex classical texts, or singing material outside their musical comfort zone. For all students, this will be their first time performing in this annual TKS event with live music. Our incredible band has brought dynamism and class to the stage and I would like to thank them for their valuable contribution.

Anna O’Byrne – Director

“It was so amazing to be involved in a showcase with such talented performers of all kinds, and i have really enjoyed working together as a big musical family.

I’m just so thankful to be apart of this experience and am really excited about what the next one will bring.”

– Dhaani, Year 7 “Being in this year’s showcase was such an amazing and unforgettable experience! I had so much fun rehearsing, performing and seeing all of our hard work finally pay off. I’ve learnt so much from this experience and I’m so grateful I got the chance to be a part of it!

I can’t wait for next year!” – Avina, Year 8

“I was a bit sceptical at first about a showcase rather than a traditional musical, but it turned out to be an amazing learning opportunity and heaps of fun!

Can’t wait to see what our performing arts group can do next year!” – Steph, Year 10

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“Seeing how far we all have grown as a cast, not just in our individual talents but the connection between one another is admirable. The showcase has not only provided me with valuable experiences of which I can bring to next years musical, but given me another family through the tight friendships and support groups I have made between both peers and teachers. I can’t wait for what the future holds for productions at TKS!” – Arien, Year 10 “I loved forging bonds with so many new amazing people, and I truly felt a part of a greater family.

I definitely loved working with my friends and being able to perform scenes I’m passionate about with them. Incredibly grateful to Anna, Mr Dolbey, Ava and Mr Di Stefano for bringing this amazing experience to life and I am impatiently waiting for progress to start on the new show!” – Eric, Year 10

“As one of the older students, one of my biggest highlights was getting to know all my fellow cast members from the younger years. The musical wasn’t just about putting on a show, it was about creating a space where we could share our talents, ideas and our love for theatre. The biggest thank you to our amazing cast, Mr Dolbey, Ava, Anna and Mr Di Stefano, and I can’t wait for future shows with all my favourite people at TKS!” – Belle, Year 10

28 | EARLY LEARNING CENTRE

Inspiring Curiosity, Creativity and Connection through Play

One of the most wonderful things about play is its ability to evolve and extend into meaningful learning experiences across a wide range of activities. Our Early Learning Centre is the perfect place for this. Play isn’t just about having fun it’s a powerful and intentional pathway to deep learning. It’s through play that children naturally explore, problem solve, develop critical thinking skills, strong relationships, and become confident and curious, learners.

Play is at the heart of all learning in our Early Learning Centre. Every conversation, question, and trust me there are many questions, or moments of wonder can spark a journey of exploration.

When educators observe and respond to children’s interests during developmental play, they create opportunities to explore and extend their learning in ways that are meaningful to them.

Whether it’s visiting a local farm, exploring a science exhibition, or engaging with community members during special events, these moments bring learning to life. They reinforce the idea that play is not limited to one space it is an ever-evolving journey that can connect children to their community, culture, and the environment in ways that are meaningful, memorable, and inspiring.

A wonderful example of this was our recent ‘Mars Rover Project’, which began with our ELC 4 children fascinated with space during their developmental play. Educators nurtured this interest, which evolved into a collaborative STEM project. Together the children explored concepts such as design, teamwork, problem solving, and most importantly how to communicate their ideas clearly and effectively in a group setting. What began as a moment of imaginative play grew into a multi-layered learning experience that supported both academic and social emotional growth.

Sea creatures, wildlife, and farm animals became another popular topic of discussion among the children, sparking imaginative play experiences. In response to this growing interest, educators organised an excursion to Myuna Farm, followed by a Wildlife Xposure incursion for both ELC 3 and ELC 4 children. These engaging experiences supported the children in developing their curiosity and learning about how to care for native animals and their habitats.

The incursion took place during Reconciliation Week, offering a meaningful opportunity to deepen the children’s understanding of what it means to care for Country not just ourselves, but also the animals, plants, and natural spaces that surround us.

As one play experience leads to another, of course our focus naturally transitioned to sustainability and how to contribute to looking after our environment.

They learned that protecting the planet involves everyday actions such as recycling, composting, reducing waste, conserving water, and respecting all living things. These important lessons weren’t taught in isolation, they emerged organically through play, discussions, shared experiences, and children’s own questions and ideas.

Children’s learning can begin with just one small interest, and that interest can grow into many different experiences and activities. No matter where it leads, children will always learn something from it. Every moment offers a chance to discover, explore, and grow.

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30 | JUNIOR SCHOOL

In Visual Arts, many of our Junior School students have explored Kusama’s artwork and ideas through hands-on activities!

Our very own Kathy Clarke, Junior School Visual Arts Teacher and practitioner, shared with us about our students’ investigations:

By covering entire spaces, objects, and even herself with polka dots, Kusama transforms the world around her into a cosmic dreamscape – one that our students have enjoyed exploring through their own creative work. This exploration of Yayoi Kusama’s life and work has not only inspired our students artistically but has also opened conversations about self-expression and the power of art to transform experiences.

We are proud of the thoughtful and imaginative responses our students have created in honour of one of the world’s most original living artists.

How Many Polka Dots Can You Spot?

Students from Years 4 to 6 have recently been diving into the vibrant, whimsical and deeply meaningful world of Japanese artist Yayoi Kusama, whose work has recently been featured at the National Gallery of Victoria (NGV). This exhibition was the most visited ticketed exhibition in the history of the NGV welcoming over 570,537 guests. Known for her bold use of colour, repeated patterns, and imaginative installations, Kusama is a globally celebrated contemporary artist whose unique perspective is shaped by her own life experiences and mental health journey.

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Across all year levels, students have been learning to apply the elements of art (colour, line and shape) and design principles (pattern, contrast and proportion) in their own creative projects inspired by Kusama.

Year 4 students focused on Kusama’s whimsical mushroom motifs, experimenting with colour, line and shape:

Who Is Yayoi Kusama?

Yayoi Kusama is a world-renowned artist, often referred to as the “Princess of Polka Dots.” Her art is more than just beautiful—it’s deeply personal. Kusama began creating art as a way to cope with hallucinations and obsessive thoughts that began in her childhood. Over time, her distinctive motifs – especially polka dots, pumpkins, flowers and nets – became powerful symbols of her inner world and her method of self-healing.

She once described her hallucinations as overwhelming experiences where she felt as if she were disappearing into her surroundings—a feeling she called “self-obliteration.” Kusama uses repetition, colour and immersive installations to share this experience with others and to help herself make sense of her mind.

Year 5 students explored her iconic pumpkin artworks, using bold contrast and pattern to replicate Kusama’s famous style:

Infinity Nets and the Power of Painting One of Kusama’s most significant artistic breakthroughs came through her series called Infinity Nets. These works are made up of endless loops and nets, inspired by the visions she experienced.

She began creating them as a child to cope with anxiety and confusion brought on by hallucinations.

Kusama once explained, “By painting pictures on paper and canvas and by making weird objects, I began to gradually repeat in the work the calling forth and back that took place in my soul.”

In 2022, one of her Infinity Net paintings sold for an astonishing USD $8.8 million – the highest price ever paid for an artwork by a living female artist.

Stepping into Infinity: The Polka Dot Universe Perhaps Kusama’s most famous creations are her Infinity Rooms, immersive installations filled with mirrors and flashing lights that create the illusion of endless space. These rooms give viewers a sense of being surrounded by thousands of tiny lights—just like stars in the sky. Through this experience, Kusama invites us to feel what she describes as “melting into the universe.”

Year 6 students studied her vibrant flower designs, examining how proportion and repetition are used in her visual storytelling:

32 | SENIOR SCHOOL

This CUBE project exemplifies the power of engaging with local organisations, demonstrating how real-world learning can lead to meaningful outcomes. Our students not only applied their curriculum knowledge but also developed transferable skills that will serve them in future endeavours.

Their commitment to community connection has left a lasting impact, showcasing the importance of youth involvement in local initiatives.

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Intergenerational Connections Year 9 CUBE Students Make an Impact Last year, a group of Year 9 students embarked on the Impact Innovators CUBE elective, a program designed to connect students with real-world clients to develop meaningful products, services, or solutions. Their journey led them to Orana Neighbourhood House, where they conducted surveys to identify community needs and pitched projects to address them. From this process, the idea of an Intergenerational Group project emerged – a response to Orana’s desire to engage with younger audiences.

Through multiple iterations, the students refined their vision and decided to plan an Open Day for the organisation. Their goal was to showcase Orana’s classes and activities, sparking interest among younger generations. With dedication, they reached out to experts, considered council constraints and worked on developing a budget to bring the event to life.

They developed key assets – such as an advertising campaign, schedule for the potential event, and potential pop-up cafe ideas – and shared these many proposals with Orana staff at the end of Term 4 2024.

As a testament to their hard work, Orana Neighbourhood House adopted the students’ plan and invited them to help run the event. Last weekend, their vision became a reality!

The students took on key roles, greeting guests, running the raffle and setting the tone for an engaging and welcoming atmosphere. Their efforts extended beyond logistics – they coordinated live music and even joined in an impromptu group song, adding a personal and joyful touch to the event.

CUBE Teacher, Birgit Verhagen, commented on the culmination of our students’ hard work:

The collaboration between our students and Orana Neighbourhood House was not just about organising an event; it was about fostering realworld connections. Through this experience, students gained invaluable skills in communication, creativity, and collaboration, all while making a tangible difference in their community. The members of Orana Neighbourhood House expressed their gratitude, acknowledging that without the students’ input, this event would have remained just an idea.

34 | SENIOR SCHOOL

Championing Strength: From Challenges to Triumph New

TKS Flight Deck Podcast

Where Passion Meets Purpose: Highlights from the Flight Deck Podcast What does it really take to rise above adversity and compete on the world stage?

What’s worth learning in the age of AI? And, what if you could?

These are just some of the questions , the TKS Flight Deck podcast has posed this term. The students delivered three captivating episodes, each offering a unique perspective on achievement, creativity, and resilience.

In an earlier episode in Term 1, listeners meet Celine Vinot – a 27-year-old trailblazer who proudly represented Australia in badminton at the 2025 Paris Paralympics. Fluent in French, a dedicated project officer, a gifted chorister, and a talented French horn player, Celine shared how she balances her professional career, artistic passions, and elite athletic training with relentless determination. Joining her in the studio, teacher Gerard Morais – who once taught Celine – reflected on her resilience, growth, and unwavering drive. Together, they took us behind the scenes of her Paralympic journey and looked ahead to what’s next.

You can read more about her extraordinary background on the Badminton Australia website by visiting: www.paralympic.org.au/athlete/celine-vinot/

We then welcomed Professor Yong Zhao, a global education visionary and provocateur, whose story offered a different lens – one of leadership, innovation, and making a meaningful impact in their field.

Following his recent visit to the School, where he challenged us to rethink the question “What’s worth learning in the age of AI?”, this conversation takes flight in bold and unexpected directions.

Recently we went behind the scenes with Anna O’Byrne, acclaimed stage performer and star of productions such as The Phantom of the Opera and My Fair Lady. Anna shared candid insights into the discipline, preparation, and creativity required to sustain a career on the world stage, inspiring our students to pursue their passions with both courage and craft.

These conversation reminded us that success comes in many forms, and that personal growth often begins with curiosity and courage.

From elite sport to the performing arts and professional excellence, the Flight Deck continues to be a platform where inspiring voices take off.

Tune in, listen, and be inspired!

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Scan here for TKS Flight Deck Podcasts

36 | TOURNAMENT OF MINDS

A Challenge to young minds of Creativity and Collaboration Tournament of Minds (TOM) is an educational program that challenges students to solve real-world problems through creativity, collaboration, and critical thinking. The competition was once again a highlight for many students from Years 5 to 10, as well as for our wider School community. With 10 teams in total across Primary and Secondary divisions taking part in TOM, it was our biggest participation to date.

Students showcased their talents, teamwork, and problemsolving skills in a true celebration of curiosity and creativity.

We are delighted to share that two Secondary teams: Language Literature and STEM, have earned the honour of representing The Knox School and the Central Region at the Victorian State Finals on 14 September. Their performances demonstrated impressive critical thinking, storytelling and collaboration. TKS is proud of their achievements, along with all other teams who gave their very best on the day.

Adding to the excitement, TOM Honours were awarded to: • Secondary Team 3 (STEM and The Arts), recognised for their innovative approach and standout presentation • Primary Teams 8 and 9 (Language Literature and STEM), who impressed judges with imaginative solutions and spirited teamwork Each team brought something unique to the competition, whether it was a poetic twist on a literary challenge, a bold reimagining of a social issue, or a cleverly constructed STEM solution. Tournament of Minds continues to be a powerful platform for student agency, resilience and creative expression.

About Tournament of Minds Tournament of Minds offers real world benefits as it looks beyond academic achievement by providing a platform for participants to develop creative problem-solving approaches and techniques, encourages experimentation and risk taking; expands and rewards creative and divergent ways of thinking. Students work collaboratively in teams to tackle demanding challenges across one of four disciplines: •T he Arts – creative responses expressed through theatre, music, dance or the visual arts •S TEM – integrated Science, Technology, Engineering and Mathematics problem-solving •L anguage Literature – in-depth analysis and creative interpretation of texts •S ocial Sciences – exploration of moral, ethical and societal issues in the 21st century

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Teams are required to work together for six weeks on a Long Term Challenge without assistance from teachers, parents or peers.

On Tournament Day, they present their solution within a 3m x 3m performance space in just ten minutes, before facing an unseen Spontaneous Challenge that tests quick thinking, creativity and cooperation.

Here is what one of our students had to say about their experience:

My experience in TOM was really enjoyable and fun!

I was able to work in a team and bond with people from all year levels. TOM challenged me to think outside the box and creatively give ideas.

Being able to perform for the judges in regionals was a new experience. TOM has helped me grow in creative thinking and collaboration. I enjoyed the experience and can’t wait for State! – Aisha Bonik Tournament of Minds equips students with twenty-first-century skills including collaboration, enterprise, creativity, and resilience. It is an event that not only celebrates academic capability but also highlights the importance of teamwork, risk-taking and a love of learning.

Celebrating Success A huge congratulations to all participants, mentors, teachers, and supporters who made this year’s Tournament of Minds another outstanding success. We look forward to cheering on our finalists in one of our Secondary Teams in the Language and Literature category as they take the next big leap at the State Finals!

38 | COMMUNITY

Tilly Aston Community Awards 2025 The Tilly Aston Community Awards are a recognition program that honours outstanding contributions and achievements within the Aston community. Named after Tilly Aston, a renowned advocate for social causes, these awards aim to celebrate individuals or groups that have demonstrated exceptional dedication, leadership, and positive impact in various aspects of community life WINNERS Aran Nota in Year 10 – Outstanding Young Achiever award This award recognises an individual between the age of 8 and 16 with exceptional achievements in academics, sports, arts, community service, or any other notable areas. Criteria for consideration may include demonstrated creativity, resilience, leadership qualities, and a positive impact on peers and the community. The Outstanding Young Achiever Award aims to inspire and applaud the extraordinary potential and early accomplishments of children, acknowledging their unique talents and encouraging a sense of pride and motivation for continued excellence.

Sarah McKenzie – Teacher of the Year award This award honours an outstanding educator who has demonstrated exemplary dedication, innovation, and effectiveness in the field of education. The award recognises the recipient’s exceptional teaching methods, positive impact on students, and contributions to the overall learning environment. Criteria for consideration may include teaching excellence, student engagement, mentorship, curriculum development, and community involvement.

Finalists: Methuki Don – Young Achiever award Methuki is academically strong, showing commitment and dedication to achieving of her best at all times. This is but one of the School’s values that she upholds.

The other values of Achievement, Respect and Resilient are evident in all other areas of her contribution to TKS. Irina Junyi Zhang – Young Achiever award Irina is a remarkable young sportswoman, achieving great success in the field of fencing.

Jacqueline Ring – Leadership award Jacquie is the 2025 School Captain at The Knox School, demonstrating exemplary leadership skills in numerous spheres. She understands that leadership entails strong communication, emotional intelligence and the ability to inspire others.

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Celebrating the Extraordinary in Our Community At our school, the extraordinary is found in the everyday — in the way we show up for one another, in the warmth of our connections, and in the strength of our community.

One of the most meaningful aspects of our school is the strong connection between families, students, and staff. From the first day of school, parents are welcomed not just as participants, but as part of something bigger — a network of support, friendship, and shared purpose. Whether it’s a quick chat at the coffee van, participating in a parent showcase, attending our community events or simply offering encouragement during a busy season, these everyday moments help create lasting connections and a strong sense of belonging.

These connections don’t just support adults — they create a sense of belonging that ripples out to our children. When students see their families engaged and connected, they feel grounded, confident, and cared for. It’s in these moments that the extraordinary truly shines.

Our school isn’t just a place where children learn — it’s a place where families grow together. A place where kindness is contagious, support is never far away, and every small act of connection helps create something remarkable.

Here, we don’t just build community — we celebrate it. And through that celebration, we bring out the extraordinary in each other.

Our school isn’t just a place where children learn — it’s a place where families grow together.

40 | COMMUNITY

Events Mother’s Day Morning

On 7 May 2025, our youngest learners from ELC to Year 3 transformed their classrooms into cosy spaces filled with laughter, love and handmade surprises for Mother’s Day. The families joined students for storytelling, crafting messages and creating gifts to express their appreciation and affection to all the mothers and mother figures in the room.

This set the tone for our whole school celebration later in the day with the “Mother’s Day on the Quad” event. Students, caregivers and special women came together to enjoy classic games such as, the egg and spoon, sack and three legged races, in a fun display of community spirit. Families relaxed at tables or bean bags while sipping hot drinks from a coffee van and savouring hot donuts from a food truck. The event provided an inclusive, playful way to honour the special women in our lives.

World Greatest Shave

This Term, Year 11 student Oak Tysoe captured the generous spirit of TKS through a fundraising campaign launched in memory of his karate mentor, Cameron Gill. Oak committed to shaving his hair to raise awareness and donations for cancer research and support through The World’s Greatest Shave.

Despite initially setting a goal of just $50, by 2 April 2025 Oak had raised a remarkable $5,509, smashing his initial target with the wholehearted backing of peers, staff and families alike. His message was simple yet powerful: every contribution matters, and together we can make real change.

Beyond raising funds, Oak’s initiative sparked conversations about illness, hope and the power of generosity. We applaud Oak’s courage and the collective spirit of everyone who supported his mission. His efforts demonstrate how one student’s dedication can inspire broader action and foster compassion across our campus.

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The Big Freeze

DIY FUNDRAISER FOR FIGHTMND In Term 2, TKS embraced the icy courage of the DIY Big Freeze to support FightMND, raising awareness and funds in honour of those living with motor neurone disease (MND). Led by our Social Justice, Diversity and Inclusion Prefects, Savi Jayawickrema and Eashan Dureja formed “The Knox School Big Freezers” team with a target of $3,000.

The highlight came on 27 June 2025, when staff volunteered for an ice bucket dunk that encouraged students to marshal every dollar for donations. The laughter and cheers across campus came when many of the teachers had ice tipped over their heads, reflecting both fun and shared commitment to a serious cause.

By term’s end, while the final tally was still coming in, the initiative had already fostered stronger awareness of MND and the importance of scientific research and care services.

Rock Out 2025

A MUSICAL CELEBRATION OF COMMUNITY On Wednesday 2 April 2025, our end of Term 1 community event, Rock Out, once again filled the Quad with music.

From Junior School bands to Senior School rock groups, student musicians led an unforgettable evening of performance under the open sky.

Uniquely TKS, the event also featured two special acts: the Music Teacher’s Band and the TKS Staff Band, allowing families to see talent extend beyond the student body. The large crowd of students, parents and staff was a testament to the support and pride we have in each other’s talents. Added to that was a moment to acknowledge our volunteers and donors, whose contributions sustain such events.

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Ready to March Forward with TKS Alumni, Laura Stone?

On Tuesday 25 February 2025, TKS marked International Women’s Day (IWD) with a special whole-school assembly, bringing together students from Prep to Year 12. This year, IWD falls on Saturday 8 March 2025, with the official theme unveiled by UN Women Australia: ‘March Forward’.

The theme celebrates 30 years since the United Nations Beijing Declaration and Platform for Action, a landmark document aimed at achieving gender equality globally.

As part of TKS’s own celebration of IWD, we were honoured to welcome back Laura Stone, a 2023 TKS graduate and AFLW footballer with the Hawthorn Football Club. Laura, who has made remarkable progress in her sporting career, shared her inspiring journey with our students. A talented midfielder and defender, Laura was named Captain of the Coates Talent League Girls Team of the Year in 2023 and was also named in the U18 All-Australian team. Her rise to elite levels of women’s sport highlights the progress being made in female athletics, even in traditionally male-dominated fields.

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Laura’s message to the students was clear: don’t wait for permission – back yourself, work hard and chase your dreams, no matter how big they may seem!

As we celebrate this year’s International Women’s Day, the theme ‘March Forward’ serves as a powerful reminder that we must not just reflect on the progress we’ve made, but also take bold, decisive steps toward true gender equality.

We must keep showing up, keep pushing boundaries, and continue breaking down barriers for women and girls everywhere.

During the assembly, Laura presented The Knox School with an official Hawthorn football jersey that she generously signed and donated to the school. We were also delighted to capture her next to the TKS Hall of Fame in our gymnasium.

Sports Prefects and Year 12 students Alana Bond and Patrick Whittle had the following to say:

It’s inspiring to see such strong representation of women in sports from our school community. Having alumni return, especially to connect with our Junior School students, is a fantastic way to inspire the next generation!

TKS is proud to be part of this ongoing conversation and to honour the contributions of women like Laura, who inspire us all to keep moving forward in the pursuit of equality.

Happy International Women’s Day 2025 – Let’s March Forward Together!

In her speech to TKS students and staff, Laura reflected on her personal experiences, emphasising how far women have come in sports and society.

She shared:

When I was younger, I never really thought playing AFL at the highest level was an option for me. Most of the footy I watched was from the AFL men’s competition because, for a long time, that’s all there was and that’s also all I knew. Women’s footy wasn’t on TV, there were no clear pathways, and I didn’t have many female players to look up to.

But I loved the game, and I kept playing anyway – just because I enjoyed it.

Her journey wasn’t without challenges, as Laura faced doubts about her place in the world of elite sports. But, as she shared, perseverance and a supportive community of teammates helped her push past the obstacles.

There were many times I doubted myself, but I kept going. I backed myself, and I used the negativity to fuel my motivation. When I finally got my opportunity with Hawthorn and was drafted in 2023, it made all the sacrifices worth it.

Laura’s story exemplifies how important it is to back ourselves and to continue fighting for equality and representation. Whether in sports, business, science, politics or any field, women are breaking boundaries and making a profound impact.

Laura’s experience is a testament to the power of visibility and representation.

She spoke about how, just a few years ago, young girls rarely saw women’s football being played on TV or featured in the media. Now, as women’s sports continue to grow in visibility, young girls approach athletes like Laura with awe, inspired by their achievements and dreaming of one day playing in the AFLW.

This past season, it’s been so clear to me just how much things have changed. Young girls come up to us after games, excited, telling us how much they look up to us and how they dream of playing AFLW one day.

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From Knoxfield College to a Life of Purpose and Possibility Jodie Willmer CLASS OF ‘89

When I walked through the gates of Knoxfield College in 1982 in Grade 5, the year that the school opened, I had no idea how much the school would shape my future. Back then, it was a place where I not only gained knowledge, but also learnt to think critically, stand up for what I believed in, and value people from all walks of life.

Those guiding values – knowledge and understanding – along with my family, shaped my outlook, ethics, curiosity, and compassion. My sister, Libby Jenkin (nee Willmer) and I both attended Knox, 6 years apart.

I graduated Year 12 in Class of 1989 then headed to Germany on a Rotary Youth Exchange, then returned to start university at Latrobe but the urge to explore the world took me back overseas to the UK, then back to Australia. I love travel and exploring the world, different cultures and ways of life.

More than three decades later, I find myself drawing on those lessons every day. I now live in regional Victoria with my partner Rob, where we run a consulting business helping small business owners and independent professionals grow their impact sustainably. My career has taken me across the not-for-profit, tourism, and small business sectors, and into roles of leadership and governance.

One of the things I most appreciate from my Knoxfield days is the friendships that have endured. Some of the people I met in those classrooms, corridors, and locker-lined walkways are still part of my life. We’ve supported each other through the highs and lows—marriages/relationships, career changes, family milestones, and the occasional reinvention. There’s something deeply grounding about having friends who knew you before you became who you are today.

Looking back, I’m grateful for teachers and leaders who encouraged open thinking and debate, even when we didn’t quite realise how formative those conversations were.

Whether we were running a school production, public speaking or exploring global issues in Geography, we were learning how to make sense of the world and our place in it.

That sense of responsibility—to contribute, to question, to improve things—has never left me.

In recent years, Rob and I made a big change, now living in East Gippsland and deliberately redesigned our business to reflect the kind of life we wanted to live. Our own consulting work helps people think big and take action, in recent years

focussing on bushfire and disaster recovery and resilience with community led groups. We just launched our first book for social impact consultants and it’s deeply satisfying to help people create businesses that are values-led and human-centred.

Life after Knoxfield has been full of unexpected turns, but the foundation laid during those school years continues to guide me. It wasn’t just about getting a good education— it was about becoming a good person, and using your skills to make a difference.

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Two years after the pandemic, the Falconian Tutors who deliver the alumni tutoring program that features recent TKS graduates have made a welcome return.

Our team of dedicated tutors, a blend of firstand second-year university students, offer invaluable support to current students in their studies.

Nicole Guo

Tutors are trained in the skill of tutoring. Some tutors will also work with Year 9 and 10 students in the Lower Senior School to provide assistance.

Beyond academic support, our tutors share their experiences and advice about university life, creating a bridge between secondary and tertiary education that inspires and guides the next generation.

Eugene Sulistyo

William Jarvis

Roger Jiang

Damian Yuen

Leia Wang

Alex Hick

Rishika Rodrigues

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These tutors are pursuing diverse degrees across a wide range of subjects, allowing us to provide assistance in everything from VCE General Mathematics, Maths Methods, and Specialist Mathematics to Software Development, Chemistry, History, Psychology, EAL, and English—just to name a few.

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Stephanie Leech CLASS OF 2012

I started at Knox in Pre-Prep, and stayed the whole course of Junior, Middle, and Senior School until graduating Year 12 in 2012. I have so many happy memories from my time at Knox, and it is crazy to think that I have now spent almost as much time out of school, as I did as a student – time really flies!

I still look back fondly on the wonderful experiences I had at Knox - from Tournament of Minds and school musicals, to school sport and the amazing and supportive teachers I had. It was a place where I forged amazing friendships, who I am still close with to this day. It was also where my love of science was born.

After graduation I completed a Bachelor of Science at the University of Melbourne, majoring in Neuroscience, and later went on the complete a Masters of Biomedical Science at the Florey Institute of Neuroscience and Mental Health. Melbourne Uni was a great place to be, and is where I met my now husband, Adam. After working in clinical research for a number of years, I decided I wanted to work more directly with the patients that my research was helping, and so I moved to Brisbane in 2021 to start medical school.

I graduated from medical school at the end of 2024, and less than a month later, Adam and I got married back home in Victoria. I am now six months into working as a junior doctor at the Royal Brisbane and Women’s Hospital, and am enjoying every bit of the job and the chaos that comes with it.

So many of the skills I’ve used over my career so far are ones that I started building at Knox all those years ago, and I am so grateful to the Knox community for such a great start to my education.

Chloe Ruyter CLASS OF 2015

After graduating in 2015 I travelled for a few years working and living in different countries. In 2019 I was working and living in America. I met my husband Zac who was from Liverpool, England.

We decided to come back to Australia and married in 2023. We welcomed our first child that same year, a little boy (Mason). Earlier this year we welcomed our second child, a little girl (Rosie).

We all still love to travel. Both kids love exploring new places, meeting new people and trying new things with us.

Congratulations to our Falconians who have recently been married or had babies.

We wish them all the best as they start these new exciting chapters in their lives.

We love connecting with Falconians and hearing what you have been up to. Please ensure you keep your details updated by emailing falconians@knox.vic.edu.au or by completing the form on our website.

STAY CONNECTED facebook.com/knoxschoolfalconians linkedin.com/in/tks-falconians falconians@knox.vic.edu.au

Chronicle 2025 The Knox School 220 Burwood Highway Wantirna South, 3152 Victoria Australia Phone 03 8805 3800 info@knox.vic.edu.au www.knox.vic.edu.au