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The future is looking up The future is looking bright

Developing a Stronger Academic Culture

What the Hack? The Quadruple Helix

Chronicle Magazine Official publication of The Knox School Victoria, Australia 2018 CRICOS Provider No. 00151G ABN 16 095 158 222

The Knox School 220 Burwood Highway Wantirna South, 3152 Victoria Australia Phone 03 8805 3800 Fax 03 9887 1850

Table of Contents

Contents Introduction: Pg 2 Pg 4 Pg 6 Pg 8 Pg 10 Pg 12 Pg 14 Pg 16 Pg 17

Building a Strong Community Developing a Stronger Academic Culture What the Hack? The Future is looking Bright The Future is looking up House Spirit: Nurture and watch it grow The Quadruple Helix We can do Anything! Career Conversations

Faculties: Pg 18 Music and Performing arts Pg 22 Junior Sport Pg 24 Secondary Sport Pg 26 What's so Unique about The Knox School's Education? Pg 28 The Benefits of Horse Riding Pg 30 Enrichment Pg 31 Mother's Day Pg 32 Languages Chinese French German Pg 36 Strong School Libraries build Strong Students Pg 38 Camping with TKS Pg 39 Year 6 Leadership Pg 40 Humanities Pg 41 Technology, Art and Design Pg 46 Where are they now?

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Chair of The Board

Building a


Community Ms Wendy Lewis Chair of The Board

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Chair of The Board


ince being appointed to the position of Chair of The Knox School Board at the beginning of 2017 I have attended a number of functions at the school and have been visiting the school often. It is through this contact that I have gained a greater understanding of the level of engagement with and commitment to the school exhibited by students, teachers and parents. Over many years I have been associated with a number of independent schools and have seen how they operate. Each school is different - the individuals who make up the school’s community ensure this is so, and so it is the same for The Knox School. One of the things that has stood out for me so far has been attending the Christmas Giving Tree event at the end of last year. This event was the culmination of the efforts of many people across the school’s community over the year to fundraise to provide gifts for disadvantaged children within the broader Knox community at Christmas. To see the outcome of the community’s effort to raise funds that pro-

duced such an amazing array of gifts was overwhelming.

is a wonderful example of how we are supporting the broader Knox community.

At a Board level our main focus is to support the school community to do the great things that you are doing. This support includes overseeing the development and implementation of the school’s strategy together with a long term financial plan that will support this strategy. We have been proactive in keeping fee increases as low as possible over the last 4 years. We have been able to achieve this with the support of all members of staff and without impacting the delivery of a high-quality education.

“The Board is keen to build upon the School’s reputation, which is confirmed by both student and parent satisfaction surveys, of providing a caring, engaged and compassionate environment where students can grow and flourish.” One of the things I am passionate about is looking at how we as a school can make a contribution in the wider community. Attending this event helped me to see just how The Knox School is making this contribution. In my address at last year’s Presentation Night I said that the Board is keen to build upon the School’s reputation, which is confirmed by both student and parent satisfaction surveys, of providing a caring, engaged and compassionate environment where students can grow and flourish. The Giving Tree event was inspiring and reflects these qualities not only in the students but in the staff and parents as well and

All of the members of the Board understand that we are a part of the community and so it is our responsibility to govern for the benefit of the whole school community and ensure that our governance of the school is inclusive. We are also aware of and acknowledge the truly wonderful contribution that everyone involved with the school makes. It is an honour to be the Chair of the School’s Board and to work alongside the wonderful people who make up this School’s community.

The community at The Knox School

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The Principal

Developing a Stronger

Academic Culture Mr Allan Shaw Principal and Chief Executive


ver the last few years, staff at The Knox School have been working on turning a good school into a great school. While this remains a work in progress, much has been achieved and I am grateful to all those in the school community who have worked hard to see this journey unfold positively. The Knox School is a second generation independent school and is now of an age where we must mature as a school, setting the values and traditions that will shape not only our present but also provide our legacy; a strong positive influence on the generations that follow. One area that is vital for a young school to develop is a high quality academic culture amongst all students.

We start with one of our core values, achievement. We have defined achievement carefully and consciously as striving for a personal best. This definition allows for every member of the school community to take on a difficult but achievable challenge and find success. By definition, it personalises our learning. You will note I include all in the school community and do so deliberately. Children, adolescents and young adults live up to, or down to the expectations their parents and teachers set and copy what we exhibit rather than follow our advice. Thus if we do not strive for a personal best, they will also tend not to do so. The Science Department has taken an exemplary

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The Principal stance in researching best practice in science assessment, tailoring it to our strategy of personalising learning and setting students clear academic challenges to build a stronger academic culture. While other sections and departments of the school are also undertaking high quality development, I would like to draw your attention to the Science Department on this occasion. The Science Department has spent considerable time exploring options to provide students in Years 7-10 with learning challenges that foster growth and understanding of the skills and knowledge of Science. The department is trialling cascading assessment tasks at each year level for some tasks, with the view to full adoption after review. Cascading assessment is a method of assessment grounded in academic research that uses the traditional style of test and rearranges the tasks into ‘like’ categories of difficulty. Identifying three levels of difficulty, assessment will be structured as: • Level 1 asks students to remember knowledge and demonstrate comprehension of concepts. •

Level 2 invites students to apply that knowledge and analyse information to draw inferences and conclusions. • Level 3 challenges students to evaluate ideas and synthesis information. The study of science lends itself to the structuring of assessment in this manner and provides students with a clear indication not only of their knowledge, but their skill development. In the adult world our children/students will enter, skill development and knowledge will both be critical for their ongoing growth and success.

Levels 1 and 2 are obligatory for students to undertake and offer a student the opportunity to demonstrate competency appropriate to the task and their age in accordance with the standards of the Victorian Curriculum. Level 3 provides students with both the opportunity and challenge to pursue the application of their knowledge, venturing into higher order thinking in age-appropriate ways. An attempt at Level 3 questions carries no potential academic penalty for error, but does have feedback provided. It is an academic challenge that has a wonderful upside and no downside. It encourages sensible risk taking, another skill needed for success in the adult world.

▼ “In the adult world our children/students will enter, skill development and knowledge will both be critical for their ongoing growth and success.” Academic research also shows that student self-reflection can serve as an important tool in attaining deeper learning. With this in mind, The TKS Science Department has also implemented a series of self-reflection activities throughout all of its teaching programs at Years 7-10. The main premise of this undertaking is that if students are more cognisant of their own individualised learning preferences and are more critical of the learning strategies they use, they will adapt, grow and employ more appropriate approaches as the tasks they are presented

with change. By fostering a willingness to critically self-evaluate academic performance, students will eventually develop a habit of self-reflection, modifying what measures were not so successful but retaining those which worked well – an important skill to have in an ever-changing work environment. Peer evaluation and collaboration opportunities also figure strongly in the Science Department programs. In the latter stages of 2017, Year 7 Explore students were given the chance to design, plan and orchestrate a STEM-led activity to Junior School students. Guided by the Victorian Curriculum Science outline in terms of content, Prep students built ‘balloon hovercrafts’, Year 3 students made ‘slime’ and Year 5 students created their own ‘lava lamps’ all under the tutelage of the Year 7 students. Cross-age learning experiences like these provide wonderful, rich learning opportunities and develop strong interpersonal skills for all involved. A further focus on Science in the Junior School is also occurring in staff professional learning to provide a stronger line of sight for the study of Science through the school. All Junior School teachers have recently completed the Primary Connections professional learning course in Science. The development of the Hack Lab in Junior School as a dedicated STEAM (Science, Technology, Engineering, Arts & Maths) space and the partnerships with Monash University and RMIT are all influencing the strengths of our Junior School science education. These Junior School developments, cascaded assessment tasks, self-reflections tasks and peer collaboration in Science are appropriate learning challenges for individuals and an opportunity to collectively build a stronger academic culture.

In the refined cascaded assessment,

The Hack lab officially opened on June 6th

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Junior School

What the Hack? Ms Heather Ablett & Mrs Birgit Verhagen

Making Slime in The Hack Lab with Year 1

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Junior School


o much has been happening in education over the last couple of years in the areas of Science and Technology that it is hard to keep up with the innovations. STEAM (Science Technology, Engineering, Arts and Mathematics) - what does it all mean? Importantly, what does this all mean for academic results, future job prospects and skills development? Will the new wave of learning in these areas improve academic knowledge in these disciplines, develop innovation and problem-solving skills and stimulate an enduring love of learning? STEM education is a term used to refer collectively to the teaching of the disciplines within its teaching umbrella: Science, Technology, Engineering and Mathematics. Students connect through their interactions with others and a cross-disciplinary approach to teaching that increases student interest in STEM-related fields and improves students’ problem solving and critical analysis skills (Education Council, Australia, 2015). At TKS, we incorporate elements of the Arts into this multi-disciplinary approach as an integral component in design and technologies (STEAM). We also want our students to be shaped; guided by expert teachers and facilitators as they creatively navigate their way through problems and make connections to real life situations. In the Victorian Curriculum, the Learning Area “Technologies” comprises two strands, “Design and Technologies” and “Digital Technologies”. The Engineering component of STEAM is taught through the Design and Technologies strand and the Technology component of STEAM is taught through the Digital Technologies strand.

Our wish to focus more strongly on these areas has resulted in the development of a designated space in the Junior School, aptly named The Hack Lab - a space to break down set ideas and constraints and re-engineer them into new solutions using approaches from Science, Maths, Engineering, Art, and Technology. When talking about what was needed in the room, we encouraged our students to solve the problem of how we could make the space suited to its purpose and accessible to all. As students were provoked by this amazing design opportunity, sketches, colour swatches, discussions, problem solving, creative thinking, design thinking and critical thinking were all employed in developing an exciting new space for our students to explore and create. This project began last July with the meeting of a selection of Year 6 students and Industrial Design students, led by lecturer Stuart McFarlane, from RMIT. The needs for creating function, adaptable furniture for multidisciplinary classes encompassing the STEAM disciplines were brainstormed and deliberated. Our students expressed their thoughts and grand designs. After many sessions of generating ideas, testing prototypes and redeveloping the design of the room, the façade, interior design and furniture was developed into The Hack Lab!

“As students were provoked by this amazing design opportunity, sketches, colour swatches, discussions, problem solving, creative thinking, design thinking and critical thinking were all employed in developing an exciting new space for our students to explore and create.”

We believe that there is a greater need for STEAM capabilities than ever before. One only needs to talk to owners of businesses to find that they are increasingly looking for employees who have a set of transferable soft skills. They want workers who are creative problem solvers, innovative, critical thinkers and are skilled in new technologies. At TKS we believe that learning in these areas is an opportunity to keep engagement and participation at a high level whilst giving students an opportunity to actively address some real world problems and challenges. It also provides for the cross disciplinary approach that promotes deeper learning as students activate their critical thinking skills alongside their capacity for creativity and communication skills in a collaborative environment.

Our students were able to experience first-hand the industrial design process in a real-world scenario. By employing their design thinking skills and working around the given constraints, colourful, height-adjustable tables have been created to generate multiple configurations, suitable for the needs of Preps or the collaborative group work of Year 6. The stools, with their funky shape, can easily wheel around the space, pursuing the coded spheros and Bee-Bots around a designed racetrack. A successful collaboration between our Junior School and the team from RMIT, including their Design Honours students has resulted in an exciting new learning environment that students are enthusiastic to visit. We anticipate many projects developing across the years in The Hack Lab, but more importantly we hope to position our students as they develop the skills and attitudes that will equip them with the collaboration and thinking tools to navigate the technological age that is our future.

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Middle School

The future is looking BRIGHT Mrs Toni-Ann Bright Head of Middle School "The future is bright and beautiful. Love it, strive for it, work for it, bring about as much of it as you can: your life will be bright and full of goodness, rich in joy and happiness.1"


he Knox School is truly an exciting place to be at the moment. This seems rather an odd statement to make, particularly when communication has always purported the School to be exactly that. So why the specific statement at this time? There is the usual gallimaufry of opportunities available to students, from sporting to cultural to academic events aimed at engaging the students. The House carnivals, the Rock Out March event, the Generations in Jazz trip to Mount Gambier, and the usual events filling the calendar don’t necessarily indicate a change to previous years. So again, why the specific mention of ‘at the moment’? To find the answer, deeper inspection is required of the events and the achievements

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of the students. Change in education is inevitable. Processes, policies, curriculum, methodology and environmental influences all influence the direction of education. It is how these changes are managed that result in positive transformations, and the School, under the leadership of Principal Allan Shaw, has a clear vision and plan to ensure that TKS not only holds its own in this ever-changing climate, but that the School flourishes, thrives and succeeds. The main purpose of education is to provide learning and progression to the students, guided by the curriculum and standards required by the educational authorities. TKS underpins its core purpose with a very clear set of values that guide and direct the community alongside the education and academic progress occurring in the classroom.

Students are encouraged to explore and develop skills that will see them prosper into the future, taking risks within the safety of the school environment. Year 7 students, less than 2 weeks into their start in Middle School, signed up for the Musical Production. This can be seen as a risk for students that are new to the School, have no prior experience of a musical production and who are trying to settle into a new environment. Yet the care of the older students and the teachers involved creates an environment conducive to students spreading their wings and exploring their talents. Year 8 students explore the global influences with the High Resolves2. workshops that spark students to become active in their school and communities, developing the

Middle School

ability to work effectively with others. The workshops foster the global competencies and personal and social capabilities increasingly sought by universities and employers. Students are able to see situations from different perspectives and approach social justice with greater objectivity and compassion. Year 9 students continued this exploration through the Knox Educational Experience Program (KEEP) at the end of Term 2. Collaboration and communication are key skills, and students are able to develop their abilities in these areas through participation in the activities scheduled. Each year there are tweaks to the program, adapting to the changing needs and demands of education. Independence and an awareness of the consequences of choices made are highlighted but with the safety net of a city campus and a team of supervising teachers.


In addition, the latest Resilience Australia survey indicates that TKS students feel empowered, a strong sense of belonging, clarity and consistency in expectations, a sense of hope for the future and high levels of engagement in education, all contributing to positive academic outcomes. Positive identities and solid social skills, underpinned by positive values, are prevalent within the Middle School cohort.

“Students are encouraged to explore and develop skills that will see them prosper into the future, taking risks within the safety of the school environment.�

This is but a snapshot for each of the year levels, with many more activities, workshops and programs occurring throughout the semester allowing for development within the realms of collaboration, communication, critical thinking and creativity.

And so all of the aforementioned leads to the firm statement that TKS is an exciting place to be, particularly in the Middle School. Students in Years 7 to 9 are taking on greater responsibility and more prominent roles within the school community. They participated actively in student discussions, engaging with the community, and demonstrating high levels of confidence and self-assurance. This is preparing students for an ever-changing world, and it is exciting to see them willing to encounter the challenges and achieve great success.

Freeborn, Richard. The Russian Revolutionary Novel: Turgenev to Pasternak. Cambridge University Press, 1982, p. 27. 1.


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The future is looking


Senior School

Ms Suzanne van Strien Head of Senior School


sing your past to guide your future is a critical element of making progress; of creating success. Equally, we can use our goals for our future to shape our present. Recently, Year 12 students met over lunch with the Principal, Vice Principal, Head of Senior School, Heads of House and Tutors to explore these concepts and how they might apply to each student’s personal situation. This experience was thoughtfully provoked by the Year 12 Information Evening, where parents and students overwhelmingly identified “Success” as their goal for 2018; it was important for us to help the students define Success for their The Knox School individual context. 220 Burwood Highway Wantirna South VIC 3152 will my success look like?

Year 12 students identified a range of goals, only some of which were based around Tertiary Education ambitions; there was a delightful mix of personal attributes, sporting endeavours, family circumstances and travel aspirations. These luncheons demonstrated that our young people are clearly focussed on their future in ways that largely differ from previous generations. This is a timely reminder for those of us who have the privileged role of guiding students to ensure that we position them for all manner of successes. It is our goal to help shape the students’ experiences such that they value human endeavour; building key competencies is critical.


What do I need to do to make it happen?

Class of 2018 The Knox School 220 Burwood Highway Wantirna South VIC 3152

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Senior School

When our students reflect the Core Values of The Knox School, the student-identified goal of “success” becomes a self-fulfilling prophecy. Through Responsibility students learn diligence and ownership. In showing Respect for self and others they learn the value of integrity and are better able to connect with others, finding their place in collaborative teams and key interactions. To be Resilient through perseverance in the face of challenges enables them to build on their previous capabilities. Showing Care and Empathy enables students to establish their relative place in humanity. Together, these place a student in great stead for the forerunner of our Core Values, Achievement. Whether academic or personal, the benefits of honing these attributes leads to success.

destitution, with barely enough money to eat or pay for necessities. Since then, the number of people in absolute poverty has fallen by a billion, whilst the number of people classified as non-poor has gone up by approximately four billion. By 2013, data showed that the number of individuals classified as extremely poor fell to a quarter of the 1981 figure. • In terms of reading and writing skills, there has been a remarkable improvement in youth literacy, accompanied by a steady reduction in gender gaps. 50 years ago, about 25% of youth globally lacked basic literacy skills compared to less than 10% in 2016. Therefore, a quick scratch of the surface shows that the world is less poor, more healthy, lives longer and is more literate, and that our TKS students want to get out there and be active contributors. Through our advocacy of students striving for their personal best, we are indeed equipping our students with the skills and attributes to do precisely this.

“Our young people are clearly focussed on their future in ways that largely differ from previous generations.”

As students look to find their place in the world, it is of interest to look at the way we tend to evaluate the happenings around us. Comparisons to the past, indeed to the good old days, often reveal a sense that conditions in general are deteriorating. It might be time to rethink our perspective.

• Of all countries around the globe, the country with the current lowest life expectancy exceeds the globally highest life expectancy recorded 200 years ago. • According to the World Bank, in 1981, 42% of the world’s population were extremely poor. This is defined by

In the Senior School, each student’s progress is an individual expedition. The range of personal development and learning pathways available to each student is wide, and to arrive at our mutual goal of achieving as many successes as possible, students are supported and guided by an incredible team. For each of our students, the future is definitely looking up.

References: 1. Max Roser (2018). - "Life Expectancy". Published online at Retrieved from: https://ourworldindata. org/life-expectancy [Online Resource] 2. The Economist (2017, March 30). “The world has made great progress in eradicating extreme poverty”. Retrieved from: news/international/21719790-goingwill-be-much-harder-now-world-hasmade-great-progress [Online Resource] 3. UNESCO (2017, September). “Literacy Rates Continue to Rise from One Generation to the Next”. Published online at Retrieved from: documents/fs45-literacy-rates-continue-rise-generation-to-next-en-2017_0. pdf [Online Resource]

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Heads of House

House Spirit: Nurture it & watch it grow! A

s Heads of House we play a pivotal role in ensuring the School’s core values are embedded into co-curricular activities as well as the daily contact students have with their tutors. There is a growing sense of pride and ‘belonging’ linked to being a member of Chisholm, Flinders, Lawrence or Paterson. Without doubt, the fact students in each year level see their fellow ‘housemates’ every day, and are engaged in extended sessions every Tuesday adds to this. Tutors continue to build close relationships with their tutor groups and this greatly contributes to improved pastoral care and both individual and collective development. But there’s more going on that is building a sense of House and School spirit.

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Here are just a few: • House assemblies occur every fortnight and provide opportunities for all students (Years 8 to 12) to come together formally. These are run by senior students who have stepped up into the leadership roles with a great sense of responsibility – they feel they need to role model positive behaviours for all students in their House, especially those new to the Secondary School. • Seniors compete in lunchtime House basketball which enhances a sense of ‘being a part of a team and something bigger’. • C o m p et i t i o n s s u c h a s t h e cross-country enable students to come

together to represent their House in what are often close, but ultimately friendly ‘battles’. • House representatives from each year level have input to the School via focus groups which consider School issues from recycling through to use of mobile phones at school. We continue to investigate ways of engaging students in House activities. Watch this space as preliminary discussions about how to broaden the program during lunch and tutor times have sewn seeds that will no doubt see ideas grow into activities adding to the already growing sense of House spirit.

Heads of House

Mr Travis Parker Mr Robert Malpeli Mrs Joanne Vanderpol Mr Andrew Ferguson Heads of House

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Vice Principal


Quadruple Helix Mr Cameron Bacholer Vice Principal


he double helix model of DNA – the building blocks of life - has a chequered history. While formally credited as a discovery to James Watson and Francis Crick through their 1953 published article in Nature, the discovery was only possible due to the work by fellow scientist Rosalind Franklin. Where Watson and Crick would be awarded the Nobel Prize for ‘their’ discovery, Franklin would pass away before the importance of her role in the unravelling of DNA would become apparent. In the ensuing 70 years, Franklin would increasingly receive the credit she deserved at the time for her contribution and today is most often credited alongside Watson and Crick as those responsible for revealing the secret of DNA to the world.

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The discovery of DNA in some ways echoes our path of learning through school and indeed life. There are those whom we consciously recall as having played vital roles in our acquisition of skills, fostering of talent or development of passions. There are also those who, like Franklin, have played an invaluable role but whose influence has either slipped from our consciousness or who we never appreciated at the time. We all have our own anecdotes.

“Learning, wellbeing, activity and the self are elements nurtured both within and beyond the school day: they are the building blocks for a meaningful and enjoyed life.”

Where the double helix lies at the end of a microscope and whose formation gives life to all living organisms, in education, the foundations for adulthood are shaped through what can be viewed as a quadruple helix: a fluid intersection of learning, wellbeing, activity and the self. These four aspects of each child constitute their rise to adulthood, each bound to the other through daily action and adventure: each as important in the final formation of the adult man or woman as the other.

Vice Principal

The quad-helix offers a useful analogy as its four strands are not confined only to a child’s time whilst at school: it instead serves as an analogy for their life. Learning, wellbeing, activity and the self are elements nurtured both within and beyond the school day: they are the building blocks for a meaningful and enjoyed life. At The Knox School, whether it be through sport, drama, mathematics, friendships or reflection, each child at every year undertakes an ever-redoubling and ever-interconnected journey towards adulthood; defined in part by the progress of their age, and moreover the focus of their interest, students find fulfilment in the definition of their character through the nurturing of each strand in their lives. The quadruple helix: the building blocks of life.

Learning Wellbeing Activity Self

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School Captains

We can do

Anything! Jack Clifton & Isabella Kendall School Captains


s young adults, we’re faced with limitless opportunities; the world is our oyster and we can do anything and be anyone. But only if we are driven to do so. Finding motivation can be a grand struggle for people our age. However, once it is found, nothing can stand in the way of a determined heart. This sounds great in theory; however, it is truly daunting. When students are asked what they want to pursue after they finish high school they usually respond with a sigh and mutter that they “don’t have a clue”. This can be disheartening for them as they can feel lost and without direction, and a little frustrating to parents, but there is, of course, a silver lining. Exploring where your future might take you is a great experience for young people. It allows them to try their hand in many different subjects and areas which are of interest, keeping several paths available for many careers as opposed to locking themselves into a single career whilst they’re still a child. Then again, there is no problem with just simply knowing what you want to do with your life and going for it.

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We are both believers that we are born as an empty book, and through our experiences we write our story in it, and for us young people, our book consists of merely an introduction. Throughout our lives there will be a lot of new memories, new people and new places, there will be a lot of complications and a couple of plot twists, but at the end of the day, it will be the best story you have ever read. As long as we have a support group of people who love and support us, and we believe in our own abilities, each and every one of us is capable of writing whatever magnificent tale we desire as our life story. To the parents who read this, we implore you to support your child with whatever they endeavour to pursue, no matter what. They are the only ones in charge of their destiny. To the students who read this, your story is only what you make of it, and we are so grateful to be a part of it, even if we are only just a couple of minor characters during your first chapter.

Career Conversations Careers

Mrs Jacky Burton Career Development Practitioner


areer conversations are the building blocks of my day, and no two days are ever the same. I might receive an email from a student who requests something I can answer quickly, or I meet with another student who needs to see me for a number of chats before we can agree that all her queries have been answered. The queries can be as simple as “May I have two free VCE Careers Expo tickets” to “Can you assist me in submitting an

application for a scholarship valued at over $100 000”. With each conversation, a different approach is required and each necessitates a differing amount of time committed.

▼ “It is always so exciting to be part of these discussions where students disclose their hopes and dreams.” So far in 2018 some amazing conversations have been taking place, and it is always so exciting to be part of these discussions where students disclose their hopes and dreams, and together we begin to put a career action plan in place. How exciting that within the graduating class of 2018 we have a potential podiatrist, pilot, a couple of doctors, a navy diver, a music teacher, a couple of psychologists, a sports journalist, a lawyer, a criminologist, and so the list goes on. What about the other cohorts you might ask? Well, Term 2 has seen the entire Year 10 cohort sit the Morrisby Online Career testing. The value

of this assessment is that each student gains a better insight into their natural aptitudes, and how to marry these with their interests, talents, and personality. By determining what skill set comes naturally, and taking heed of what is of interest, the outcome is a win-win. If a student can go into a career which is of interest and has the natural skill set for that role, he or she can only but succeed. Most conversations with the Year 11 cohort so far have been around applying for tax file numbers, getting part-time jobs, asking about specific careers and which universities offer courses that can lead to employment in those careers. As with each year, students receive the weekly Career News providing them with a host of useful information – be it about new courses being offered in the tertiary sector, to free university seminars being offered to students. Many conversations take place around topics covered in the newsletter, which is always rewarding. The Knox School Careers website is being utilised by more and more students. Many are taking advantage of accessing résumé and cover letter templates, and enjoying the informative videos that are shown. In conclusion, it has been a great semester, and next semester looms as another busy but fabulous one in the Career Centre space.

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Music & Performing Arts

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Music & Performing Arts

Striking the right note Ms Julia Stoppa Director of Music & Performing Arts


s always, the Music Department hit the ground running this year. Rock Out March is an early opportunity to start the year off with energy and celebration. This year was no exception. Of particular note were our wonderful Music Captains who compered the afternoon and evening. Bradley Reed and Helena Black have been outstanding ambassadors for the Music Department, and they worked together with Cass Logan, Angelica Mai, Lara Bennett and Oscar Troiani to keep the event flowing smoothly. Thanks go to Mr Hall for getting the rock bands ready to perform so early in the year, and to the teachers who got up and performed.

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Music & Performing Arts


2 01 8

Ja z z Night 28th March


ew to the calendar in 2018 was the inaugural TKS Jazz Night. Coordinated by Mr James Carter, the TKS Big Band, the newly formed Stage Band, as well as individual students performed jazz standards with a house band consisting of our own generous music staff. Our Hospitality Department prepared and served a stunning three-course menu. They were expertly guided by Mr and Mrs Weiler as they seamlessly kept the food and wine flowing. As the event was a black tie occasion, we acknowledge the efforts of all our guests who came resplendent in their finery, but especially the very dapper Mr Cameron Bacholer who managed to wear a real bow tie.


Winter Concert

he Winter Concert was evidence of an industrious term spent learning new repertoire, and for ensembles to finally settle into their new instrumentation. As students graduate from our school we move younger students up to fill their place, and we revel in the energy and willingness they bring with them. New to the program this year was our Junior Band. Having for the first time a progression from Junior, through Intermediate, to Senior Concert Band allows us the opportunity to truly meet students’ needs and to challenge them appropriately. The audience of proud parents has much to boast about as we have some incredible students here.

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Music & Performing Arts


nto The Woods is a modern twist on the beloved Brothers Grimm fairy tales in a musical that follows Cinderella, Little Red Riding Hood, Jack and the Beanstalk, and Rapunzel, all tied together in an original and surprising story with a twist. No ordinary fairy tale, musical genius Stephen Sondheim created an award-winning production that delighted a huge crowd at four packed performances in May.

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Junior Sport

Mrs Shelley Lloyd-Smith Head of Junior Sport


018 commenced with a full calendar of events ahead of us. It was going to be another exciting year in Junior sport. House activities and events, all adding up to valuable House points for the teams.

It was a great day with students participating in Softball, Tee-ball, Rounders and Cricket. The Knox School took out First place in their division which was a great effort for their first Round Robin with the new District.

In Term One, Year 2 to Year 6 Swimming lessons commenced at the Nunawading Aquatic Centre. Swimming lessons are a must-do event to teach the basics of water safety. With the warm summers getting later and later, these excursions to the pool provided a great start to the year and one which everyone looked forward to.

In early March, we competed in the Mount Waverley Division Swimming Carnival at Monash Aquatic Centre. Special congratulations to the students who qualified for the Eastern Metropolitan Swimming Carnival at Ringwood.

The TKS House Swimming Carnival was held in the second week of term and Year 5 and 6 were thrilled to be part of it. The handicap event which featured the best from each year level, Junior and Secondary, proved to be a thrilling event: the water equivalent to the Stawell Gift, Mr Wilson called it, and the finish was very close. On February 20, Prep to Year 6 students competed in the annual House Athletics Carnival at Knox Park Athletic Track. It was a wonderful day and a great introduction to sport for our Prep and Year 1 students. As we are now a part of the Syndal District School Sports Association (SDSSA), our first competition for the year was Swimming Trials. The Knox School took out second place with many students progressing to Division swimming. The SDSSA competition continued with the Year 5 and 6 Summer Sport Round Robin at Jells Park.

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Again in March, the SDSSA Athletics Carnival was held at the Bill Sewart Reserve in Nunawading for selected Year 5 and 6 students. Several students will compete at the Division Athletics Competition to be held in Term 3. We wish them luck. April saw the first round of SDSSA Winter Sport for Years 5 and 6 students. The sports included AFL 9s Football, Soccer Rounders, Netball and Mixed Netball. Congratulations to the Mixed Netball team who won their Round One match. At the time of writing we are waiting to compete in the SDSSA Cross Country at Jells Park. Watch the TKS Facebook page for news of a hopeful outcome. There is still much more to come this year in Junior Sport including the Mount Waverley District Cross Country competition; winter sport Round Robins; Soccer Round Robins and much more.

Junior Sport

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Secondary Sport

Mr Alex Wilson Head of Sport ▼ “You don’t stop dancing because you grow old… you grow old because you stop dancing.”


his quote is pinned to the noticeboard in the Sport office and serves as a constant reminder that continued participation in physical activity can lead to a healthier and happier life. A major focus of the Sport Department is to ensure that all students become involved in physical activity and represent The Knox School to the best of their ability. In order to achieve this, it is important to make sport enjoyable while at the same time teaching students the benefits of regular exercise. Our goal is for students to participate well after they have left school so that they too can lead healthy lives. Students must therefore understand not only the physical, but also the social benefits of sport. These benefits are taught to students in their HPE theory classes in Years 7-9 and are reinforced throughout regular participation in sport. Students at TKS have a wide variety of options to

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choose from within the sport program. These include House Competitions (Swimming, Athletics and Cross Country), EISM Competitions, weekly EISM Sport, EISM Champions Carnivals and the Victorian College Basketball Championships to name a few. These many options allow students to personalise their physical activity and choose options that best suit their interests. Students who make selections from a wide variety of disciplines are likely to mix with a greater range of students which in turn increases their social network. The best advice I can give students when choosing a form of exercise, is to choose one that suits their interests. Not all students enjoy team sports and often would prefer more individual focussed sports such as swimming, cycling and running. With this in mind, the HPE and Sport departments have continued with a number of programs that were implemented in 2017 that focussed on personalised learning. These include Year 10 students choosing their Physical Education unit and also the Rise Health Program undertaken by Year 10 and 11 students. The Sport department also acknowledges that some students have difficulty with sport and therefore may lack the skill level required to participate at an EISM level. For these students, Recreation Basketball, Recreation Badminton and Fitness have been included in the sport program to cater for all students’ abilities. Understanding the benefits of physical activity while at the same time experiencing enjoyment in participating will ensure that TKS students are

well-positioned to continue with physical activity when they finish their secondary education. The Knox School has recently formed a relationship with Monash University focussing on personalised learning. This relationship will see Physical Education students from Monash spending time at Knox in Physical Education classes. This will allow a greater emphasis on skill development and the ability to conduct classes whereby students are assigned groups based on skill level relating to a particular sport; once again creating further opportunities for personalised learning. I would like to take this opportunity to thank all TKS students for the enthusiasm they have shown the Sport and Physical Education Department and I look forward to a successful Semester Two. Our House Swimming, Athletics and Cross Country Carnivals were all terrific events and this has only been possible with the level of involvement by our students. In addition, I would also like to acknowledge the assistance of all Sport coaches and teachers who have assisted with the program.

Secondary Sport

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International Program

What's so unique about The Knox School's Education?

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International Program

Dr Jingjing Wang Director of International Program


n many of the interviews with prospective parents conducted over the years, the most commonly asked question is: “What is so unique about The Knox School’s education?” I can understand why parents ask such a question as it is a difficult task to choose a suitable school from overseas due to language and cultural differences. I usually thread my interactions with them with these four keywords: pioneering, personalising, partnering, and positioning, which transcend all activities focusing on practising skills in communication, critical thinking, creativity and collaboration. TKS is at the forefront of modern education and strives to implement innovative educational methodologies and ideologies into everyday experiences. TKS provides an education that fosters the development of the whole person where achievement, a personal best, is the goal. This is achieved through providing a multitude of opportunities to explore their potential. The recent release of the Gonski 2 Report reinforces the strategy TKS implemented 18 months ago that shifts its educational focus from mass education to more tailored teaching and learning; that pursues greater levels of differentiation across the school. The Middle School BASE Music Program and Year 8 Maths Pathway Program are two such examples of our pioneering endeavours in education. The second distinctive feature of a TKS education is its focus on providing the scaffold for

each student to thrive in a nurturing environment. Education at Knox goes far beyond academic achievement and excellence. The well-established and operated tutor and house programs ensure that each student is cared for and supported, because the inbuilt processes are triggered whenever there is a need for recognition or a concern that needs to be addressed. The system focuses on how each individual student’s talent is cultivated via the many opportunities available. The multi-faceted co-curricular activities offered in Junior School and the Tournament of Minds are two highlights in which each individual student is moulded and shaped to the best of their ability based on their strengths.

▼ “TKS provides an education that fosters the development of the whole person where achievement, a personal best, is the goal.” The third distinctive feature of a Knox education is its commitment to partner with parents during the journey of their child’s education. It is the parents who make the sacrifice to send their child to study here. This emotional and financial investment needs to be acknowledged. Every year, during our trip to educational

exhibitions, Mr Shaw and I meet with parents of current and prospective students. It is at the dinner table that lively discussions on the academic progress and interesting anecdotes of their sons and daughters are shared, and parents are reassured of our commitment to provide a first class education for their children. It is also an opportunity for us to hear parents’ concerns. This communication has proven to be pivotal in building long lasting and trustworthy partnerships. The final feature of a Knox education is the extensive preparations that have gone into each student, especially in the senior years to help them ascertain their next steps. The values of achievement, resilience, responsibility and respect, together with care and empathy, which students and staff embody every day, have positioned them to face life’s many challenges with confidence. Many parents comment on the fact that when their children graduate, not only can they get into a university of their choice or a pathway of their capacity, but they have become mature, responsible and respectful young men and women. Students today have a different world to face and challenges to conquer. As a school with a successful International Student Program, we have stepped up to meet the ever-changing needs of international students. This is done through our continual provisioning of a education which prioritises modern educational ideologies, building strong and trustworthy partnership with parents, and providing a safe and nurturing environment for students so they excel whilst being adequately positioned to face the ever changing world confidently.

We Celebrate our Diversity at The Knox School

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Equestrian Program

The Benefits of Horse Riding Mrs Maree Barter Equestrian Manager


he benefits of horse riding are well documented. The mental and emotional benefits can be seen in a growth of confidence and self-esteem, a reduction in stress levels, and often an emotional connection to horse and nature.

The physical benefits are many-fold. Better coordination, enhanced core-strength through isometric exercise, and increased muscle tone and flexibility are just some of the advantages. There is far more to riding a horse than just sitting on top!

▼ “Everyone looks very professional in their riding outfits. There has been much talk about how big Rocky is, how cute Krissy is and who will ride Arrow.” The equestrian program at TKS consists of one hour of riding and one hour of theory. The lessons are conducted at Balmoral Equestrian Academy which is renowned in the outer east of Melbourne for its integrity, professionalism and safe horses. The ridden lesson is broken up by saddling and grooming routines, leading, mounting and riding techniques, and unsaddling and feeding at the end of our lessons. Students ride in similar groups so that they are both challenged and supported. The theory component also covers the gear that is

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used on a horse, grooming, horse husbandry and paddock routines The groups for 2018 have begun with much excitement for the students undertaking the equestrian program. The first group to ride were the Years 7 and 8s: Ebony, Paarth, Georgia, Myles, Jack, Tenaya and Jesse. A mix of experienced and beginner riders ensured that there was fun and learning happening. Group 2, Years 5 and 6, got off to a great start. The riders in this group are Alice, Delia, Lily, Selene, Fisher, Oscar and Robert. Everyone looks very professional in their riding outfits. There has been much talk about how big Rocky is, how cute Krissy is and who will ride Arrow. Each group who travel out to Balmoral face different personal challenges. Whether it is to improve their riding ability, to overcome a fear of animals or to find out whether horses and riding is for them. Even learning the language of horses and horsemanship can be a challenge. We welcome Ms Annette Reid to the program this year. It is a pleasure to manage The Knox School Equestrian program and see the fun, excitement and development of our students.

Equestrian Program

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Enrichment Dr Jane Lawrence Head of Differentiated Learning


his semester, many students have had the opportunity to participate in the Junior Enrichment program. The Year 6 students have been designing a smart city for the future, focusing on town planning including buildings and infrastructure, provision for waste removal, water and essential services such as electricity. Students created a floor plan which was transferred to a calico ‘map’. Using a range of recycled materials, students constructed a 3D model of their smart city. Edison robots were programmed to navigate safely around the city, avoiding obstacles such as buildings and the ‘sphero ball’ pedestrians. Students developed their problem-solving and teamwork skills and are very pleased with their efforts.

of other embellishments. The bookmarks were created using LED lighting, small batteries and conductive thread. The project was very successful. The students were in awe when they turned on their bookmarks and they lit up!

Year 4 students have been investigating ways in which stories can be digitised, including different frame by frame animation techniques. Students created their own flip books to demonstrate the concept of frame by frame animation and used this knowledge to design their own animated stories in PowerPoint. Year 3 students have been investigating aerodynamics, focusing on what makes things fly. Students undertook research to discover how things in nature fly and what allows man-made objects, such as rockets to take to the skies. This unit involved many hands-on activities and students were able to design their own skyball (parachute with weighted balloon) and balloon powered rockets allowing them to test out their theories of aerodynamics.

“The students were in awe when they turned on their bookmarks and they lit up!”

The Year 5 students have been investigating electricity, both man made and in nature, undertaking research projects on bioluminescence and electrical circuits. Using the design cycle: investigate, analyse, plan, create and evaluate, students researched the use of LED lighting in fabrics and how LED lighting can be incorporated into practical day to day applications. Students designed and created their own bookmark with a light, using felt and a range

Year 2 students have been using their creative thinking caps to create story tales with a twist, taking known fairy tales and nursery rhymes and twisting the story. Students are in the process of using online software tools to edit and illustrate their creative pieces. Year 1 students have been involved in a coding jam, using a range of different programs, students have developed their computational thinking skills. They have demonstrated fantastic problem solving skills and have successfully completed block coding tasks using Lightbot and Hour of Code. The students are working on an interactive board game for their classroom that will reinforce the coding skills they have developed.

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Mother's Day

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Language @ Knox Mrs Amanda McCleery Head of Languages


he new global economy is dependent on new skills, perspectives and knowledge-based work. Students need to be prepared to ensure a successful future. The world beyond school for today’s young people centres on technology as many young people interact with and use powerful technology on a daily basis. It is important that classrooms continue to evolve so as to best prepare students for a rapidly changing future. Students at TKS are able to study Chinese, French or German and they enjoy 21st century classrooms. Students in Middle School and in Senior School have access to laptops for all classes which has opened up a world of opportunities for them. Students can enter virtual environments engaging with motivating and engaging authentic

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materials and communication. New technologies enable the students to connect with each other, with their teachers and with the world around them. Students can access YouTube videos, newspapers, online radio programs, magazines and endless websites on anything to do with studying a foreign language.

Languages @ The Knox School and Connecting with the World May is an exciting month for anyone who studies a foreign language at The Knox School. Our students of Chinese, French and German are currently taking part in the world's largest online languages competition with a $30,000 prize pool! The Language Perfect World Champion-

ships see over 200,000 students in over 12 countries compete against each other between May 21-31. Students log into the Language Perfect website to compete against each other, for their school and for their country. It is fast-paced, exciting and very competitive. Our language classrooms are buzzing with French, German and Chinese issuing from their laptops, as students work on the various modules of vocabulary, trying to beat their personal best and pitting themselves against other students throughout the world. The students enjoy using Language Perfect because they can learn words at their own pace and gain a real sense of achievement when they master a set of words, earning valuable points.



Mr Ben Liu & Ms Zoe Guo Chinese Online Class 有朋自远方来,真是太高兴了! (Yǒupéng zì yuǎnfāng lái, zhēnshi tài gāoxìngle! )


his means “What a pleasure it is to have friends come from afar!”

Link class is an online classroom which allows students from Australia and China to learn, share and build friendships in one global classroom. In Term 2 and 3, Year 9 Chinese students experienced a virtual meeting with friends from afar in the online classroom - Year 9 Chinese students from Hangzhou ENTEL Foreign Language School via a Skype link class. For the majority of TKS students, it was their first time talking in Chinese with friends on the other side of the globe. Though students from both schools felt a bit nervous at the beginning, it quickly eased to task-focussed and fun-filled conversations between students of both schools. This is a

direct result of the students’ strong desire to get to know each other and the sufficient preparations that took place in the weeks leading up to the class. The end of the class became an entertaining Q & A session between students. It was pleasing to see that they did not want to end the conversation and promised to continue their communications via WeChat and emails after class. This initiative is the first stage of a sister school relationship established between ENTEL in Hangzhou and The Knox School, in which students from both schools share lessons on each other’s culture and language. The most effective way to improve one’s language skills is by communicating with the native speakers of the language. The Skype link class provides students with such an opportunity. Through this real-time and real people communication, students practised their English and Chinese, got to know each other’s culture, and gained a greater understanding into the lives of their overseas counterparts.

Adi Bray Visits

A special visitor to Chinese classroom


s a teacher, one couldn’t be happier to have past students visit you at school and see them sharing their study experience with your current students, inspiring them in a positive way. Adrienne Bray, alum and School Captain of 2016, and who studied Year 12 Chinese, recently received a scholarship from the University of Melbourne where she is in her second year of an Arts degree. Adrienne was invited to study in one of the very prestigious Universities in China, Fudan University in Shanghai, for two months. Adrienne excitedly shared her wonderful exchange experience with the TKS students. Kieran and Adam from Year 4 wrote: On Wednesday, we had a visitor in Chinese called Adi who was a former School Captain in 2016. She told us that she was invited to study in China and she made lots of good local friends. She studied Chinese and she went to watch Peking Opera in Shanghai. She told us she had two housemates while she was in China, and her apartment was really nice. She had her classes in a building that is 50 stories high, so whenever she got lost she looked up and saw her building and started walking towards it. She ate a lot of delicious food and she told us we can find any food in China. She learnt how to draw Chinese characters and to speak Chinese with local students. She showed us bikes which were activated by an App which you scan and just pay 50 cents. All the boys used to take care of a cat and feed it (I wish it were me). She showed us a whole slideshow of her trip. I really enjoyed listening about Adi’s trip.

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French. Mrs Amanda McCleery Learning one language is not enough


n today’s world, speaking one foreign language is not enough. Students who speak several languages will increase their chances of finding a job, whether at home or abroad. Learning another language enriches the mind and opens up new horizons, both personal and professional. French, along with English, is the only language spoken on all five continents More than 220 million people speak French on all the five continents. French is a major language of international communication. It is the second most widely learned language after English and the sixth most widely spoken language in the world. French is also the second most widely taught language after English, and is taught on every continent. The OIF, an international organisation of French-speaking countries, is made up of 77 member States and governments. France also operates the biggest international network of cultural institutes, which run French-language courses for almost one million learners.

The classroom of the future: personalised learning and the Onenote French digital class notebook In our language classrooms we aim to help our students connect with the world around them, shaping and provoking them to be resilient and enthusiastic learners who are able to take charge of their personal progress. Personalised programs for French students are helping to shape, provoke and position the students for an ever-changing technological future. All French students have their own personal digital French notebook on the Microsoft OneNote program. The OneNote Class Notebook allows teachers and students to efficiently organise and collaborate within a powerful digital notebook for curriculum, projects, and assignments. Students can use OneNote notebooks as a flexible canvas that fits their learning style, encourages 21st century note-taking habits, and has been proven to inspire retention of knowledge with digital handwriting support. Teachers can see these notebooks for each student and easily provide real-time feedback in this paperless environment. Teachers can also insert documents and notes into all student notebooks, to the entire class or to individual students. Teachers and students can view documents, collaborate on a task in real time, draw and record audio and video.

Personalised learning and VCE French The range of notebooks on the various VCE French topics which have been and continue to be created in the OneNote Class notebook include text, activities, audio and video recordings, teachers’ notes and solutions and past VCE exam papers. The OneNote Class Notebook gives students the opportunity to follow an individual pathway, personalising their learning by enabling them to work at their own pace and to be able to select the activities and materials to suit their level of progress. Students may work through an entire notebook and are able to continue onto extension or revision activities or onto the next topic if they wish. Students have more autonomy over their learning, completing compulsory tasks but also having the freedom to select tasks and to either revise material or study additional material.

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German. Mrs Annette Reid


am Annette Reid, the new German teacher at The Knox School. I am from Essen, Germany, and have lived in a number of countries and experienced different cultures. I find The Knox School fascinating in all its diversity which I wholly embrace.

Languages are a life skill that allow learners to see things from different perspectives, develop problem-solving skills, and make them more adaptable, resourceful and creative. My aim is to make learning German fun and enjoyable, whilst keeping students accountable and focussed on achieving excellence. Gaining cultural awareness and the ability to operate cross-culturally is just as valuable as straight language skills. Our students of Years 7 to 10 are engaged in a range of cultural projects this term. They are currently preparing to participate in a German Poetry Competition

where they are required to recite a poem in front of a panel of judges - our students of German in Years 11 & 12! In addition to the internal competition, students are encouraged to perform their poem at an inter-school event organised by the Association of German Teachers of Victoria (AGTV).

designed to make the learning of vocabulary engaging and effective, our students had the opportunity to participate in the Language Perfect Olympiad. During this week-long online event, students collect points for correct responses whilst competing against language learners from all over the world.

Other cultural projects include a cooking session where students follow a German recipe to create an authentic dish from a German speaking region. In the lead-up to this task, students will be asked to create a short video clip of them preparing a simple German dish at home. They will then add voice commentary in German to their videos to explain the process. Alternatively, students may write their own German menu and present it to the class.

Our students of VCE German are learning to manage their time effectively to optimise the preparation for upcoming assessments in what is a challenging year for them. They are making an effort to fit in short one-to-one sessions beyond class time for additional speaking practice or to work on any other language skills they wish to improve.

Over the past weeks, students have written a script for a short oral performance based on topics studied in class. Mr Fitchett kindly agreed to record the students‘ performance and edit the video clips in the studio. The recordings are being combined with background clips to enhance their creation. Ein groβes Dankeschön an Herrn Fitchett!! Languages require students to think on their feet and when they can find the correct words or sentences it helps them feel a real sense of achievement. An obvious benefit of language learning is the training of the memory. Having access to a range of online platforms

Languages are a social skill and our students enjoy being with people and communicating with them. They also enjoy being able to do this in German. In this context, I am planning a visit to a nearby German retirement village. With age, the brain of older people tends to revert back to their first language and they, just as our students, will appreciate this authentic encounter and cultural experience communicating in the German language. In summary, whilst language learning can undoubtedly be challenging to many, it is a worthwhile and rewarding endeavour. In this context, The Knox School’s focus on personalised learning is a major benefit to our students.

German students in class

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Strong School Libraries build Strong Students Mrs Maree Barter Head of The Resource Centre ▼ “Libraries become a different kind of learning destination when schools reimagine them as open, transparent spaces that invite student communication and collaboration.” - Holland, 2015


tudents feel valued and respected when an experience challenges them, reflects their interests, and allows their voices to be heard. Ron Miller’s four core qualities that characterise a holistic education — experiential learning, personal relationships, interior life of children (feelings etc.), and ecological consciousness — can all be met within the setting of a library (Child, 2018). For example, in our library classes, picture story books are used as a catalyst to inspire children to relate literature to the wider

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world and community. An investigative unit on sustainability and the environment saw the children engaging with Jeannie Baker’s beautifully illustrated Where the Forest Meets the Sea, Dr Seuss’ classic The Lorax and Jackie French filling the world with environmental hope in The Tomorrow Book. To broaden the theme and take learning outside the library, the importance of bees in our environment was highlighted with an incursion by Backyard Honey Apiarists. The support of management to staff a library well, is imperative to a dynamic library space. Deb Schiano designed a poster that outlines the roles and responsibilities of librarians and library staff. •

Information & Digital Literacy Instruction

Innovation & Collaboration

Reading Advocacy & Advisory

Resource Development & Management

Learning Space & Program Creation


At The Knox School our well-resourced and supported library is able to ensure that the above goals are both encouraged and met. Whether it’s beginning readers, juniors or young adults, having a good mix of fiction and nonfiction books on offer will ensure there’s plenty for students to choose from. Students enjoy choosing their own reading material and enjoy suggesting titles for the collection – in a recent Australian study (Scholastic, 2016) 9 out of 10 children said their favourite books were the ones they had chosen themselves, and the same proportion said they were more likely to finish a book that they had chosen. With that in mind the library invites students to recommend titles, to build the collection that they want to read. Our statistics show that our students are reading a broad range

of genres, with humour and adventure being in top spot. School libraries have been transformed into centres of active learning. With this in mind, TKS will embark on an upgrade of the library space. We intend to create a space without barriers, one where individuals can congregate and engage in co-learning, a collaborative space where they can work together in small groups, a transparent space where learning in the school can be seen through windows, a more barrier-free space in terms of student use, and an innovative space where the design reflects the innovations going on inside our campus. (Holland, 2015) Finally I would like to sincerely thank Sue Preston, our Junior School Library Teacher, who is retiring at the end of this term. Sue has run a dynamic, innovative program for our Prep to Year 4 students. Sue will be missed by students and staff alike and we

wish her well as she begins a new chapter of her life. Bibliography: Holland, B. 2015. 21st Century Libraries: The Learning Commons Maslow, AH 1987, Motivation and personality (3rd ed., revised by R Frager, J Fadiman, C McReynolds & R Cox), Harper & Row, New York in School Libraries enhancing student wellbeing, Child, J. SCIS no. 105 Schiano, D. Teacher Librarian roles and responsibilities CC (n.d) Scholastic (2016). Kids and family reading report Australia. www.scholastic.

There's always so much going on in the TKS Library

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School Camps

Year 7 Camp Camp Thoughts‌


Camping with TKS Year 5 Camp to Sovereign Hill, Ballarat


ear 5 loved going to camp at Sovereign Hill. We participated in so many activities including: gold panning; going underground on mine tours; watching The Blood on the Southern Cross light and sound extravaganza; being part of a pantomime; watching a blacksmith gold pour; witnessing old-fashioned lollies being made; participating in candle dipping, and some of us even went on a carriage ride. We did all of this while being immersed in the School Experience and being fully dressed up in clothes from the 1850s. We were living, breathing examples of people who lived a hundred and fifty years ago. What an experience!! We would love to go again – and show our families just what we did.

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s I was walking up the hill I felt the excitement rush through my body. I climbed the stairs up to the platform and clipped my harness and ropes on to the wire. I sat on the edge of the platform ready to jump. The instructor gave us the countdown: 3.2.1... and before I knew it I was flying through the sky with my friends by my side. To complete our ride, we slid across the tan bark. A rough landing but it was by far the best activity at camp! Jess and Kiera


t Campaspe Downs we had lots of fun doing activities. We had many activities including Giant Swing, Flying Fox, and Possum Gliding. We also had night activities and the swimming pool. One of the fun activities at night was a challenge exercise. We constructed a container to safely protect a water balloon. To see if our construction did protect the balloon from popping, we had to throw it down from a height. It was great fun watching everyone construct it and even funnier when the balloon ended up not popping and we got to throw them at someone (Paawan). Camp was a great experience and we would love to do it again. Nick and Paawan

Year 6

Year 6 Students at Knox Retirement Village

Year 6 Leadership Ms Irene Lu


eadership is the overarching theme for Year 6 this year. It is about connecting with others and shaping the students’ ability to show respect, care and empathy and responsibility to themselves and others. Leadership qualities were investigated and various attributes were highlighted within practical activities. Good leaders connect, provoke and shape their team to achieve their mutual goal. In order to personalise learning about Leadership, the students developed several school initiatives such as Prep games during lunch, Clean Up The School campaign, Orientation for new students club, Drama club, Plushie clubs and many more. The students also researched various leaders and their leadership qualities. Within the Leadership journey, students developed resilience and communication skills as well as care and empathy for others. This has been hugely successful and we look forward to continuing our leadership journey for the rest of the year. “Life’s most urgent question is, ‘What are you doing for others?’” - Martin Luther King, Jr.

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The Humanities @ Knox Mr Ben Ritchie Head of The Humanities


his semester we welcomed two new staff members into The Humanities Faculty: Ms Joanne Chan, teaching Year 11 Accounting and Year 10 Entrepreneurship, and the new Head of Humanities, Mr Ben Ritchie teaching Year 11 and 12 Legal studies, Year 12 Economics and thoroughly enjoying re-engaging with the middle-school students with Year 7 Humanities. In light of what has been a most enriching, rewarding and busy semester, it’s timely to reflect upon the experiences of students within and outside the classroom. Our Year 10 History students travelled to the Jewish Holocaust Museum in Term One, and undertook a guided tour which included original and replicate artefacts. Year 10 Geography students visited the Sandringham and Brighton beaches to investigate the management of coastal

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environments. Year 10 Entrepreneurship successfully planned and delivered a food market stall as well as visiting Cupcake Central for a cupcake decorating workshop. In Term Two, Year 7 Humanities travelled to Cranbourne Botanic Gardens to study the use of water onsite to enrich their unit of work on “Water as a Resource”. Year 12 Business Management students travelled to the Yakult factory to learn about operations management and see the testing of their products. Year 12 Legal Studies completed a tour of the Courts precinct to extend their knowledge of court hierarchy and due process as a means of fairness within the Criminal Justice system. Inside the classroom, the History Revolutions, Business Management, Economics and Accounting classes have worked earnestly to meet VCAA guidelines in com-

pleting Unit 3 of the VCE. Year 8 and 9 History classes have completed units of study which have followed the Victorian Curriculum: Year 8 focussing on Medieval Europe and the “Black Death”; Year 9 studying the effects of the Industrial Revolution and World War I. Year 10 Geography has centred on coastal biodiversity and environmental change through inquiry-based learning activities. Late in Term Two, Year 7 Geography students participated in The Royal Geographical Society of Queensland Geography competition. Year 11 and 12 Business Management students, along with Year 12 Economics students, competed in the University of New South Wales Business and Economics competition. Our Year 9 Money Creation students ran an in-school carwash under the $20 dollar boss business concept.

Art & Design Technology, Art & Design

nology with the embellishment of hand and machine-sewn cushions. Each cushion incorporated a sewn circuit to power an array of LED lights, emitting a subtle glow. This brought an alternative dimension to the unit, enticing the more science-driven students to express their creativity.

Mrs Birgit Verhagen Head of TAD


he Technology, Art and Design (TAD) department has implemented many exciting innovations to further provoke meaningful multi-faceted learning. The articles below showcase just some of the aspects that are shaping the enrichment of our department.

Year 7 TAD Introducing Technology into the Year 7 Art and Design curriculum connects the three disciplines with a very natural approach. Using iPads, the students were able to

analyse and dissect the proportions of the human face, helping them create a likeness from a selfie. A variety of media were used to recreate this selfie into four diverse pictures taken from the one image. Through the use of Apps such as “Art Set Pro”, the students were able to experience the effects of combining a range of media without the ‘mess’ normally involved. The software allowed for experimentation that would typically be experienced in the studio. The Textiles unit this term embraced tech-

By combining and contrasting modern and traditional experiences, skills and techniques, the students are exposed to a greater level of analytical thinking, understanding and problem solving. Printing for example, is used in many forms for a wide variety of purposes. In the upcoming semester, the students will depict an idea exploring the traditional form of lino printing. They will use our wonderful printing press and then subsequently ideate the same concept using a 3D printer. Further amalgamations of our TAD disciplines lead to an exploratory embrace of creative, critical and reflective thinking. As a result, our students are provoked to enhance their innovation and problem solving skills – a process ultimately designed for deeper learning. We are excited by this prospect, facilitating our young students to let their creativity flow across multi-faceted disciplines.

Technologies Mr Travis Parker Year 9 Web Design


n Year 9 Web Design we have recently completed in a National competition where students were required to learn web programming using HTML (hypertext mark-up language) and CSS (cascading style sheets). This was structured as eight tutorials each week for four weeks involving challenges of increasing difficulty that culminated in making a fully functional website. Three of our students achieved perfect scores in the competition – Uri Kaufman, Chloe Newnham and Charlotte Whittle. This was a fantastic result and they should be extremely proud of their efforts.

Year 7 Digital Entrepreneurship


igital Entrepreneurship is a new course at Year 7 for 2018. It is skills-based and hands on, with students learning the basics of economics earlier in the year and now focusing on developing their programming skills by developing a series of games. This will culminate in students forming a group, designing, and creating a game for their clients, who are the Year 5 and Year 6 students. I’m sure they will be very demanding!

Sample Websites designed by Students

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Technology, Art & Design


Mr Chris Hilton Knox Festival


uring Term One, students in the Year 9 Visual Art class were given the opportunity to work with artist in residence, Sara Catena, in a number of art classes for the Annual Knox Festival held in March. Our students created individual artworks in collaboration with the artist for a specific section of the community (kids with sensory needs). Our works were then part of a massive installation which included a soundscape and light show. Congratulations to all involved. The TKS Birds’ Nests were well-received and stood proudly alongside the many others on show.

The Primary School Banner Competition at the festival was again a highlight. Our school banner presented strongly amongst 18 other schools. It followed a theme and looked at why our community is special. Students from Prep to Year 3 worked as a team to make the giant banner in their Art classes and were supported by students from Years 9 and 10. It is currently on display in the Junior School and will soon be hanging in the Visual Art building. Our school received the award for “Most Original”. Well done to all involved, we are very proud of your efforts

NGV and Ian Potter Art Gallery Excursion



nit 1 – 4 Studio Art students were enlightened and creatively instructed on materials usage by Tanya, an art company representative from the large Art supply firm, ZART. This was to inspire and help the students with sourcing and understanding the materials they will explore, trial and use in their folios or final artworks throughout 2018 and beyond.

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fter studying art gallery exhibitions in some detail and discussing contemporary artists from a variety of media, the Studio Art class made a visit to the Triennial at the NGV. The day began with a comprehensive talk and behind the scenes tour and the opportunity to view many of the artworks close up. As part of our studies we also viewed Top Arts at The Ian Potter Centre. Many outstanding student artworks and folios from 2017 were on display for inspiration and reflection. Finally, we took a tour of a number of smaller commercial galleries and public art spaces to observe and contrast displays, artists and audiences.

Technology, Art & Design

Year 9 Surrealist Chairs


s a major part of the Year 9 Art studies, students have investigated a famous group of artists from the Surrealism movement, which includes Dali and Magritte. Each student had a wooden chair to alter from a functional piece of furniture into a creative, thought-provoking, unusual and eye-catching art form. Many of the chairs have been reconstructed, colourfully painted and have objects attached to them in order to shock and reflect images from dreams and imagination. This year the class also enjoyed a fun excursion to Arthur Daley’s in Ferntree Gully for last minute embellishments for their chairs.


Mrs Birgit Verhagen Visual Communication Design


nce again Year 9 students developed further their Industrial design skills, creating a fashionable pair of Pyjamas. They explored the techniques of screen printing, using fabric dyes and sewing machines. Technical drawing was enhanced whilst designing and rendering two-point perspective treehouses. The Year 8 students were absorbed in designing and executing their skateboard designs. The explora-


tion of media to develop and create differing effects resulted in some very creative skateboards that you wouldn’t find in your local shop. To finish off this project, the students created their own advertisement. I wonder how many of these skateboards would have been purchased by excited

Environmental design featured heavily in the Year 10 course this semester. After completing planometric and perspective drawings, the students then transformed these into physical models. This proved to be an interesting experience seeing their designs come to life.

scouting the city for business cards, floor plans, models and interesting furniture etc. within the three design fields for the design scavenger hunt, we headed to the Museum. Top Designs is an annual exhibition showcasing the works of the top students from 2017. Our students gathered inspiration from the well-presented folios and innovative designs displayed. To develop a deeper understanding of Design Industry practice, the students listened to a practicing architect, Virginia Mannering, describe some of the projects she has been working on recently. Listening to a practicing artist speak to their experiences helps to create a realistic understanding of the design industry for the students.

One of the highlights this year was the visit to Top Design for the Year 12 students. After

Samples of VCD Work

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Technology, Art & Design

Hospitality & Food Studies Mr Nick Weiler


ET Hospitality and Food Studies at TKS is an exciting hands-on program preparing the students for the world of work as well as developing a passion for an exciting industry.

The Food Studies program offers a basic introduction to the Hospitality Industry for Year 8 and 9 students. At Year 8 we explore healthy eating options, developing menu design and basic cookery skills. Adding to these basic skills in Year 9 we develop an understanding of Café Operations in which students work in a simulated café. Students develop a theme for their business, a business plan, promote their business, and finally run their café including the rostering of their teams with work plans and cost calculations. At senior level the VCE VET program offers not only a score to the students’ ATAR but also an industry qualification which increases employability for students entering the work force. The VET program is offered over two years. The first years offer a taste of Kitchen Operations and Front-of-House, developing basic food-handling,

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culinary skills and kitchen experience whilst offering hands-on experience in running a restaurant, working with customers and serving beverages. In the second year, students may further develop their areas of passion and specific interests. Already in the first term, hospitality students catered for and served 80 guests a three course menu at the Jazz night. They also successfully ran a pop-up eatery called The Pasta Junction. The second year students commenced a fortnightly café providing an a la carte menu to paying customers. Whether you are a budding chef, a mixologist, a maître d’ or Masterchef enthusiast, The Knox School Hospitality and Food Studies program offers a range of different opportunities that connect with the real world whatever career ambition may lay ahead.

Technology, Art & Design

Robotics and Engineering Mrs Carol Cartwright


o far this year students in this elective have examined the role of an engineer and explored the idea of “what is an engineer?” They have delved into the various career paths that can be encompassed under the umbrella term “engineering”. Students are currently working as civil engineers designing their own bridges. Working in teams, initial designs were drafted in their engineering notebooks with the final design drafted using a computer aided design software package that outputted the design to a 3D printer. The bridge construction is nearly complete with testing day looming, the Bridges will have weights suspended from them. Bridges will be weighed in order to calculate the strength to weight ratio. The team who designs the strongest bridge will have the opportunity to build a new bridge using more equipment meeting new criteria and competing at Scienceworks against other schools from around Victoria. Soon the students will commence construction of their Lego EV3 robots. They will be introduced to programming using the Mindstorm software. Programming and strategy will come into play with robot versus robot in the Sumo wrestling bouts.

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Where are they now?

i d r Ma s a v i Gr 2

01 Class of 2


n March 2018, I competed in the Willem C. Vis International Commercial Arbitration Moot, the ‘Vis Moot,’ on behalf of the Australian Catholic University. The ‘Vis Moot’ is the largest international moot in the world, whi ch is held annually in Vienna. ‘Vis East’ is a sister moot to the competition, which runs two weeks prior in Hong Kong. I was fortunate enough to compete both in Hong Kong and Vienna on behalf of my university! ‘What is a moot,’ I hear you ask ! A moot is a mock trial which requires students to present a fictional case on behalf of a client. In the Vis Moot, students are required to dissect a 56page problem to present their case. This requires months of research on international trade law, drafting a 50-page written memorandum and then creating an oral submission to present to a Tribunal of three arbitrators . It was the most stressful, challenging and rewarding exp erience I have been part of. Across the two competitions, ove r 3,000 law students compete, from universities including Harvard University, Oxford University, Columbia University and Cambridge University. For this reason, the BBC once called the Vis Moot ‘the Olympics’ of

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international trade law. I am very pleased to share that my team finished in the Top 8 out of 360 teams in Vienna, as the highest ranked Australian team. My time at The Knox School without a doubt contributed to my ability to compete and succeed in such a prestigious competition. My confidence, public speaking proficiency and my ability to work within a team was founded in my experiences in Tournament of the Minds, the Middle School Public Speaking Competition and as School Captain. I feel so fortunate that I was mentored and supported by teachers at The Knox School who gave me the fundamental skills required for my future as a law student and lawyer.


n a l y D e r a H 3

00 Class of 2


graduated at T enough to st he Knox School back in 2003 and ill be friend s with a lot I’m lucky that I was b of the same ack then. people now One of the g reat things about the sc and year le hoo vel sizes wh ich meant th l was the smaller class tighter frien at we form dships with ed better a the kids tha nd t w ere there. After schoo l finished I st u died sports was playing manageme rugby leagu nt because e with the M and Victori I an Schoolb elbourne S to o y rm Juniors te rugby leagu ams at the e would be ti m e and though my future – I soon reali t that either as a p sed that it w layer or coa asn’t what real estate in ch. I wanted to d stead. o and got in to I’ve been w orking with the Noel Jo opened rece nes Wantirn ntly and I re a office since ally love be I grew up in it ing able to w and still ha ork in the a v e a lot of co have such a rea nnections w long relatio ith. When y nship and co is a great fe ou nnection w eling to the ith someon n help them e it sell or buy th On a person eir home. al level, I m arried my so the world, L u lm ucie, in Marc ate and best h 2015 and our baby gir friend in in Septemb l, Madeline. er 2017 we had I continue to be friends w it especially w h many kid s from The hile playing Knox Schoo basketball in every Wedn l, the Section esday night. 8 Super Lea gue

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Alumni Reunions

eeping up with our past students is something we like to do at TKS. In 2017 we caught up with students from 2007 at their 10 year reunion; the class of 2012 at their 5 year reunion and our new graduates of 2016. Recently we were united with the Class of 1991 who dropped in 27 years after graduating.

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Chronicle Magazine The Knox School 220 Burwood Highway Wantirna South, 3152 Victoria Australia Phone 03 8805 3800 Fax 03 9887 1850

Chronicle 2018  

The Knox School mid year magazine

Chronicle 2018  

The Knox School mid year magazine