Chronicle 2023

CHRONICLE

THE KNOX SCHOOL MAGAZINE 2023

Joshua, Brooke, and William, friends since ELC3

Chronicle Magazine

Official publication of The Knox School

Victoria, Australia

CRICOS Provider No. 00151G

ABN 16 095 1582 222

The Knox School

220 Burwood Highway

Wantirna South, 3152

Victoria Australia

Phone 03 8805 3800

info@knox.vic.edu.au

www.knox.vic.edu.au

Edited by Barrye Dickinson (Director of Marketing) Designed by www.jumpropedesign.com.au

A SCHOOL OF CHOICE

Ms Wendy Lewis OAM – Chair of the Knox School Board

When asked to write an article for this year’s Chronicle I was advised that there was no set theme. At first this seemed liberating, but when it came to write something it became a challenge as there are so many topics to choose from making choice difficult! One of the things that initially sprang to mind was a saying by Henry Ford (1863-1947) the founder of the Ford Motor Company (not that I am old enough to remember him saying this – it is a rather a well-known saying) – when he was asked about colours for his new Model T Ford motor vehicle, he said “you can have any colour you want as long as it is black”

When I went to check the exact wording for his quote, I came across a number of quotes that were attributed to Henry Ford1 and the following are a selection of them:

• Coming together is a beginning; keeping together is progress; working together is success.

• Failure is simply the opportunity to begin again, this time more intelligently.

• Whether you think you can, or you think you can’t – you’re right.

• Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.

• The only real mistake is the one from which we learn nothing.

• If I had asked people what they wanted, they would have said ‘faster horses.’

• You can’t build a reputation on what you are going to do.

• Enthusiasm is the yeast that makes your hopes shine to the stars.

• Vision without execution is just hallucination.

• To do more for the world than the world does for you –that is success.

Many of these quotes encapsulate a message that could apply to our School community or to each of us as individuals. How we live our lives is our choice and how we come together as a community is our choice.

We are a community that comprises a diverse group of people (staff and parents) who have all made the choice that The Knox School with its values, its teaching and learning philosophy, its quality staff and its governance and management approach, will deliver quality employment opportunities for staff and the best education within a caring and connected environment for the children whose parents choose this school.

Although Henry Ford’s approach to choice was to limit the available options (and sometimes this might be a good thing) choice generally means that we can choose the best option for ourselves as individuals, and in selecting a school parents can chose the best school for their child's needs. There are many independent schools to choose from, and in 2023 The Knox School has seen both growth in enrolments and continued interest from prospective parents to send their children to the school. This suggests that the work being undertaken by the Board, the School Executive and the school community (through positive word of mouth) is making us a school of choice. So, in finishing, I will leave you with another of Henry Ford’s pearls of wisdom:

Coming together is a beginning; keeping together is progress; working together is success.

1. https://www.forbes.com/sites/erikaandersen/2013/05/31/21-quotes-fromhenry-ford-on-business-leadership-and-life/?sh=6c453bec293c

THE BUSIEST OF TERMS

Ms Nikki Kirkup – Principal and Chief Executive

Term 2 has been perhaps the busiest term on campus we have seen at TKS since the onset of COVID in 2020. With all events on campus, plus some exciting new additions, in full swing! From our Autumn Concert to our Senior Play, Pygmalion , the TKS Auditorium has been alive with light and sound. It has been a delight to welcome our families, once again into our classrooms to showcase some of the wonderful learning journeys of our students; the Teddy Bear Reading in Year 1 was a particular highlight!

This term also saw the return of our on-campus Parent Engagement sessions, this year held in the newly-built Junior School meeting room, which proved to be a wonderful, welcoming space. These sessions provide a magnificent opportunity for our families to hear from the TKS Leadership Team and our TKS Staff on the array of programs, updates, and opportunities ongoing at TKS.

This term, in these sessions we showcased many of the recent updates to programs in Junior School and Senior School. I was personally delighted to use this occasion to explore some of the ideas we are contemplating for the updated TKS Masterplan; following our student forums earlier in the term, it was a perfect opportunity to hear directly from our families; their thoughts on aspects of the campus and areas for further development. As we continue to work through the advancement of the TKS Masterplan, there will be a number of occasions to have your voice heard, and I would encourage you to join some of the planned forums in Semester Two.

One source of feedback for TKS is the annual community survey. In 2022, for the first time since 2015, we commissioned a whole school survey capturing the voices of our community from ELC to Year 12. The Parent Engagement Sessions provided an excellent opportunity to unpack many of the highlights provided in the survey and discuss some of our insights.

In 2022, we received 276 Respondents which aligned to 51% of the TKS parent and carer community. We were delighted to see that of these 276 respondents, 80% reported a high overall level of satisfaction.

It is with great interest that we unpack the main drivers of school choice, as indeed this identifies aspects of school on which our families place significant importance. In 2022, the top 5 drivers of school choice were:

- Quality of Teaching

- Focus on Student Wellbeing

- Balanced Education

- Quality Education at a Reasonable Price

- The School’s Values

Whilst it is important for us to understand the priorities, it is also therefore vital that we understand how satisfied our community are with the current provision within each of these areas. In 2022, across all five areas, our TKS community reported that they were satisfied or very satisfied with the provision in the five priority areas.

Although significant, it is fair to say that each of the five areas are relatively broad in nature; indeed, student wellbeing covers a comprehensive area of our programs, structures, and resources within the school. It was therefore essential to unpack the nuances of the categories and to identify areas for further development and refinement as part of our ongoing commitment to our strategy of Personalised Learning here at TKS.

Through some robust analysis, we were able to identify tangible areas for further review in areas such as:

- Academic and Student Wellbeing Programs

- Co-Curricular and Sport Programs

- Communications and Community Engagement

These insights, along with ongoing review and feedback allowed us to specifically target aspects of our programs to bring updates and additions to the TKS experience for 2023. Whilst it would take a little more space than this article allows me, I will highlight a few of interest.

Student Academic and Wellbeing Programs

2023 saw the launch of the Junior School Dedicated Specialists Program. Although our Junior School students had always experienced a strong program from our TKS Specialist Staff, we had recognised the need for a team of educators entirely dedicated to the programs in ELC –Year 6. Specialist Staff in Languages, Art, Music, and Sport joined the team at the start of the year, and we are excited to announce that in Semester Two, they will be joined by a Specialist in STEM.

In Senior School, an Age and Stage framework was established for our students in Years 7 to 12; this saw the addition of significant roles such as Head of Students, Head of Academics, Head of VCE, and Academic Coaches, to name just a few. The framework, designed to respond more effectively to the needs of our students, has a program of dedicated Mentors supporting the program at each age and stage.

Sport

In 2023, we initiated a pilot program of pre-school fitness. Launching in Term 1, each day a team of professional coaches provide a choice of strength and conditioning classes or basketball coaching. The sessions run from 7.15am and have been exceptionally well-attended, in particular by our Year 7 students! The pilot was so successful that we continued the program through into Term 2.

Despite the dark and cold mornings, when many of us would prefer to hide under the covers, our students have continued to flock to the sessions ready to work out. The program will continue for the remainder of 2023, and we hope to add further options.

Community Engagement

In 2022, Mr Isaac Rule and Mr Simon Cowell embarked upon a Teaching Fellowship, supported by the The Knox School, Falcon Philanthropy Group. Their focus was community engagement, in a post-COVID world. The results of their findings were presented in late 2022 to the FPG and TKS School Board. Whilst we acknowledge we are not quite living in a post COVID era, we have begun to implement many of their recommendations. Within the many forums that they held, our families told us that they had really enjoyed the window into the learning that the Home Campus Learning had provided and that in a return to campus, they would like to see more opportunities to be involved in the classroom learning and sharing the student learning outcomes. In 2023, we have added several events to our calendar, which allow opportunities for our parents and carers to join their children in the learning; for our students to showcase, not only their learning outcomes, but also learning processes. This is an aspect we are committed to developing and will continue to provide more opportunities as the year progresses. Look out for the information, which will be published on the Class Pages in The Nest

I think it is fair to say that Semester 1 has been very full, a whirlwind of activity; however, it has also been very rewarding. As our opportunities for connecting and communicating have opened up, we have been grateful for the feedback our community has provided and have been energised by the strength of our community as we come together over the course of the events.

As we head towards the Semester Break with thoughts of rest, and perhaps some travel in mind, I look forward to the Semester ahead, as I know that Semester Two has even more in store for us here at TKS.

I would like to take this opportunity to thank the TKS community for all the support of our students over the last Semester and for being a part of this wonderful community as we continue to be, and always will be, proud to belong.

THRIVE, LEARN & GROW

Mr Simon Cowell – Head of Junior School

Stepping into the role of Head of Junior School for the first time has been an exhilarating and challenging experience. As I reflect upon my initial semester in this position, I am overwhelmed with gratitude for the incredible support I have received from the students, staff, and families. The highlights for me have been hearing the stories from the students about their camping experiences, the parent engagement within the classrooms and for the positive success of our Mothers' Day celebration.

Mothers' Day holds a special place in our hearts as we celebrate the love, care, and sacrifices of the wonderful mothers within our school community. Our Mothers' Day event was a testament to their importance, providing an opportunity for our students to express their gratitude and appreciation. The success of this celebration was a collaborative effort involving teachers, staff, and students, all of whom poured their hearts and minds into organising this special day. The change to previous years meant that all ELC to Year 3 mothers and special friends joined their children in the classrooms to engage in a learning experience. There were cards, games, and even some handwriting happening! I extend my thanks to everyone involved for making this day truly memorable and embracing the change to the celebration.

The Years 4, 5, and 6 camps were undoubtedly some of the highlights of the semester. These camps offered our students a chance to step outside their comfort zones, develop their

teamwork skills, and create lasting memories. The planning and execution of these camps required meticulous attention to detail, and it would not have been possible without the dedication and commitment of our staff. Their support and enthusiasm ensured that our students had a safe and enjoyable experience. The Year 6 camp was a highlight, being able to re-engage in the Canberra study tour is an important part of the Year 6 experience and their primary learning journey. We look forward to the Years 1,2,3 camps in Semester Two.

At the beginning of 2023 I received overwhelming support from our parent volunteers. They have been invaluable throughout the semester in reading with the Preps, volunteering on many excursions and incursions, and running the Mothers’ Day stall to name a few. Their commitment to our school community has made a significant difference in the lives of our students; fostering a sense of belonging and creating a positive environment. I look forward to extending a welcome to more parent volunteers in Semester Two. Whether it is an extra pair of hands on an excursion or sharing their expertise in the classroom, I know the teachers look forward to their enthusiasm.

As I reflect upon my first semester as Head of Junior School, I am filled with gratitude for the numerous individuals who have assisted me along this journey. The support of our parent volunteers, the wonderful Junior School staff and most importantly the students all continue to leave a mark on our community. Together, we have created an environment where our students can thrive, learn, and grow. I look forward to the continued collaboration and support from you all as we embark on the journey ahead, committed to nurturing the potential of every child within our Junior School.

LITERACY EDUCATION

Mrs Nicole Davies – Junior School Interim Literacy Learning Design Leader

Developing a Comprehensive Approach to Literacy Education

At The Knox School, we understand that literacy is the key to unlocking a world of knowledge and personal growth. As part of our commitment to equipping all students with the capacity to thrive and succeed in an ever-changing global landscape, we are focused on the implementation of purposeful and personalised literacy programs, intended to promote inquiry, learner agency and authentic connections.

In the Junior School, our mission is to immerse students in a literacyrich environment to support their development of strong foundation skills in reading, writing and oral language. Across the curriculum, literacy permeates learning, and our classrooms are designed to engage and stimulate every child through quality practices. As the school’s most valued resource, our dedicated teachers demonstrate their commitment to modelling and nurturing positive literacy behaviours and excel in facilitating meaningful experiences, targeting individual strengths, interests and learning styles.

To bridge the gap between literacy at school and the functionality of literacy in everyday life, our goal is to deliver relevant and practical learning opportunities, scaffolded carefully to support proficiency. We adopt a student-centred approach in each year level to encourage autonomy and it is our aim to foster contextual understandings to instil a mindset of lifelong literacy learning beyond academic requirements.

One initiative aligning with this philosophy is our Reader’s Workshop program which has become an integral component of the literacy model in the Junior School since its introduction last year. Carefully designed to ensure consistency and continuity in instructional methodology throughout Prep to Year 6, this comprehensive framework positions our students to navigate, explore and think critically about the literature-rich world we live in and supports a deep awareness of the interconnectedness of literacy and language skills.

Ultimately, through our strategic choices in pedagogical initiatives, we are striving to cultivate empowered and competent literacy learners whose capabilities drive a level of personal success that transcends the boundaries of the classroom.

Year 6 Leadership Program

WELLBEING. ENTREPRENEURSHIP. LEADERSHIP. SUSTAINABILITY.

Year 6 students are undertaking a Leadership program during their final year in the Junior School. The program is run through the WELS School with WELS founder and director, Ben Righetti. WELS is an acronym for Wellbeing. Entrepreneurship. Leadership. Sustainability.

WELS programs are designed to help young students become healthier, happier and more successful learners, citizens and leaders. WELS works in partnership with schools, teachers, and students to design and implement the highest quality, inspiring, innovative and most effective personal development and educational programs.

Each term, Year 6 students undertake activities to develop their potential, wellbeing, and leadership skills, so they can be more ethical and active global citizens and unique leaders who can help to create a fairer and sustainable world.

The sessions for Terms 1 and 2 were held at Jells Park in Wheelers Hill, and the students have been engaged in many activities to broaden their understanding of Leadership.

Later in the year, the Year 6 students, supported by their teachers and Ben Righetti will run a workshop introducing Year 5 students to Leadership.

STUDENT WRITING

The students of 6BW spent some time reflecting on the amazing mums they have in their lives. To express their gratitude, they penned personalised poems to let their mums know how much they are appreciated and loved. These were gifted to them on Mothers’ Day.

Below are some examples of these writing pieces.

Mother's Day

I love thee.

As the sun rises, I love thee

As the moon rises and the sun falls, I love thee.

When there is darkness in my soul, you help me.

I love thee as much as the queen bee loves its babies.

When there is lightning in the sky you're there for me

Under your arm all I feel is warmth, I love thee.

You turn my days from gloomy to joyful.

I love thee.

By Bhanavi Balanathan

Mothers’ Day

There are many things that make life worthwhile, But nothing compares to your smile, You are the ray of sunshine in my life, Guiding the way while holding my hand, You are the rainbow that appears after a rainy day, I love you more than anything, Even if sometimes I take you for granted, You’re the best mum the world can offer, Sitting by my side, Through sun and rain, I thank you for all you do, Thank for being you!

By Madeleine Collins

How do I love Thee?

How do I love thee? Let me count the ways.

I love you to the edge of the universe, And to the greatest depth of the ocean. You wake up early in the morning, And work late in the night, just for me to eat and drink. You are like the sun.

Without you, the world will plummet into darkness.

I will love you until all the stars burn out.

I love you mum.

By Liam Abeywardana

When I think of you

When I think of you Mum, I can’t help but smile. You brighten up my life, Always go the extra mile. You seem to know what’s wrong, Before I have to say.

You seem to know what’s on my mind, Or if I’m sad that day.

You keep on giving, While I take.

Please know, One day I’ll do the same. I never have to ask for help, You’re always there to guide me. If at times I need support, You're always right beside me.

You've been my rock throughout my life, Wanting nothing in return.

You've made me who I am today, Helping me to grow and learn. You always lift me up, When life lets me down.

Mum, you're my ray of sunshine, That brightens each day and each night, You are the rainbow in my life That clears grey clouds away.

Thank you will never be enough, For everything you’ve done. You're my friend, my counsellor, My guardian, but most importantly, MY MUM!

‘Mother is she who can take the place of all others, But whose place no one else can take.’

by Elisha Daftary

Just Like Her

Like a breeze of morning wind, Gently waking me up like one of a kind. While I stumbled awake, she was at my side. Minutes pass, a bottle left on my coffee table, Traces of her sweet aura near the bottle lie like magic in a fable.

She seemed to leave with a strong scent on her fingers. Just like her personality, with a smile on my face no signs of my sickness lingers.

Like a gentle swan swimming in a lake, She defends her family but remains polite. She understands when her family makes an accidental mistake,

And she is a star that shines and makes everyone feel bright. She goes, she comes back in the dark night. She carries a candle to contrast the night with a glowing light. Giving me an opportunity to do it all, Just like who she was, indifferent to she herself crashing into a fall.

Like a guardian angel hidden in the background, She huddles me close to her heart. She never wishes for the day we would part, Separation would be like a thousand knives wound. She cherishes every moment when I’m still here, Teaching me everything she knows till the end of the year. The wrinkles across her skin appear as clear as wind, Just like how her health was, she was aware that one day she would stumble awake blind.

Like a weak baby bird starting to wake up, She lays on her bed next to me holding a cup. Slowly I carried the bitter herb medicine to her side. I put my hand on her chest, but no heartbeat lingers. I shouted for her, but there was only weakness in her fingers. She gave an opportunity for me to do it all, I took that opportunity, but I couldn’t stop her fall. The window opened to make an entrance for serene wind, As if she was with the wind, aware that her life has gone completely blind.

Just like her, the wind whispered goodbye and floated back into the skies.

by JiaJia Lu

SIX MONTHS ON

Mr Phillip Henniker – Head of Senior School and Student Wellbeing

A reimagining of the Senior School (7 to 12) –Six Months In

Change can often be a daunting prospect. A period of flux and the fear of the ‘unknown’ usually accompanies as the change settles in place and the new ‘norm’ is established. But it is also incredibly exciting. New possibilities, new ideas, and new energy. If we have learned anything over the last few years, it is that responding to the needs of our students, our community, and our global presence requires thinking in new ways and we at TKS are proud that we are responding to this shift.

Our current strategic plan is coming to its conclusion and as part of this, the Senior School embraced strategic priorities that have been set in response to the shifting understanding of education and the modern workplace. This year, we have looked at the creation of a consistent ethos across all students in Years 7 to 12 by bringing these year groups together in one sub-school, yet recognising the unique age and stage differences that exist at Years 7, 8 to 10, and 11/12, as well as the important role that peers have in supporting one another. We have structured the school day to create equity of learning in subjects and shift to a six-period day; and we have brought in new support structures through our Mentors, Academic Coaches, Heads of Students, and Heads of Academics to really emphasise our commitment to our philosophy of Personalised Learning.

With all this development in the Senior School, I am delighted to highlight the positive elements that have emerged from this transformative process. Our community has witnessed the incredible hard work and unwavering efforts of our dedicated students and teachers. Their commitment to excellence, adaptability, and resilience throughout this transitional period has been truly inspiring. Our students have shown a willingness to embrace new methodologies, explore innovative ideas, and push the boundaries of their own potential. Equally, our teachers have displayed an unwavering dedication to their students' growth and wellbeing, supporting them through any challenges that may arise. The collective efforts of our students and teachers have created an environment that encourages collaboration, fosters creativity, and nurtures personal development.

One of the most remarkable outcomes of this has been the role of our Prefects as student leaders. We have witnessed these young individuals rise to the occasion, embracing the challenges and responsibilities that come with their positions. With enthusiasm, maturity, and a strong sense of purpose, they have become catalysts for change, making a significant impact on the overall student experience. Their voices have not only been heard but actively incorporated into decision-making processes, leading to more student-centred initiatives.

The student voice has been truly amplified throughout this year. We have witnessed an open dialogue between students and staff, fostering an environment where every opinion is valued and respected. This increased collaboration and partnership has allowed us to gain valuable insights into the needs, aspirations, and concerns of our student body. As a result, we continue to tailor our programs, curriculum, and support services to better meet the diverse and evolving needs of our students. By giving them a seat at the table, we empower our students to take ownership of their education and create a school environment that is truly reflective of their aspirations.

As Head of Senior School and Student Wellbeing, it fills me with immense pride to witness the positive impact that this restructure has had, and will continue to have, on our students and the wider community. The transformational power of change, when embraced with open minds and open hearts, is truly remarkable. It is through the hard work of our student leaders, the amplified student voice, and the collaborative efforts of our students and teachers that we have been able to create an environment that cultivates excellence, growth, and a sense of belonging.

In the spirit of continuous improvement, we remain committed to refining and adapting our practices to ensure our students receive the best possible education and support. As we commence on the next stage of our personalised learning philosophy, but incorporating the idea of “personalised wellbeing” into our structures day to day, I encourage all members of our community to actively engage with these changes, contribute their ideas and feedback, and work together to build a Senior School that truly empowers and prepares our students for a bright and successful future beyond the gates of TKS.

PROUD TO BELONG

Mrs

Toni-Ann

Bright – Head of People and Culture

#proudtobelong – how often I have felt that during my time at The Knox School and how often have I heard it, even before we adopted it as a hashtag!

Being a part of the TKS community is very special and is something that happens genuinely that many don’t even realise how much the school means to them or how greatly it has impacted on them positively. As Head of People and Culture I have the absolute pleasure of speaking to various members of the community, hearing of their own experiences and sharing the delights of our pride of being part of TKS.

I am by no means espousing that TKS does everything right one hundred percent of the time; that would be very foolish when the school is committed to building on what is done well and giving attention to areas for improvement. We are, after all, all committed learners leading our students by example through our own growth and development. The feedback received from the TKS community is welcomed and provides invaluable insight, allowing improvements to be purposeful.

In addition to engagement with parents in classroom activities in Junior School, mentoring in Senior School and community information sharing sessions, we have sought to engage more actively with the TKS alumni and it is the increase in TKS Legacy students that is pleasing.

22 TKS Legacy students are currently enrolled and we are proud to see the number grow as we start our fifth decade. Read the insights provided by three alumni, each with the same fond memories, strong sense of pride and desire to see their children flourish.

I also share with great pride that Mrs Brooke Henderson has been nominated for a Victoria Day Award which recognises significant contributions to the community.

Brooke has been an integral part of the TKS Giving Tree for more than 10 years. She also advocates for the Royal Children’s Hospital; supports the Cancer Council; lobbies for CGM subsidies for children with Type 1 diabetes; and raises awareness through the JDRF and Diabetes Australia.

Brooke received her award from Mr Kim Wells, State Member for Rowville, on June 19 at a ceremony recognising her contribution. She is a fantastic role model for all at TKS!

I look forward to hearing more from our community, hearing your voices, improving where we can and continuing to be a community of which we are #proudtobelong.

Like any parents, my wife and I hope for our children to have the optimum environment in which to thrive – not only academically but also for the ability to make good friends, grow as young adults and gain life experiences to set them up for the future.

TKS creates a real community feel with everyone knowing families a year or two above and below their own children; the kids feel that they belong. I was very proud to watch my sons hit the Year 7 milestone; going to the same school as me brought back good memories from my own journey as I drove through the gate to drop them off.

I want Bailey and Logan to have access to great personalised education and the best possible environment for learning that creates confidence in seeking feedback and asking questions from approachable teachers during their journey. We believe TKS provides this – it’s now up to the boys to get the best out of it!

Chris Prosser, Class of 1996, father of Bailey (Year 10) and Logan (Year 7)

I still remember when I watched my older daughter getting dressed and preparing to head off for her first day of ELC 4. I was so excited and proud to see her embark on this new journey. I know that the experience she receives here will help her know her way around the world. In the meantime, I am filled with memories of my own time at TKS 19 years ago. As I watch my daughter walk along the same paths that I once did, I am transported back to my own experiences as a student here. It feels like a full-circle moment, and it fits nicely.

As a parent, I have many hopes and expectations for my daughters as they begin their journey in school. First, I hope that my daughters will be happy and engaged in their learning, developing a lifelong love of knowledge and curiosity. I also hope that my daughters will develop strong relationships with their teachers and peers, creating a supportive and nurturing community that fosters growth and development. I want them to feel comfortable and confident in expressing their thoughts and ideas, and to develop important social and emotional skills that will serve them well throughout their lives.

For me, enrolling my daughters in TKS also feels like a special way to continue a legacy and tradition that has been an important part of my life. It brings me great joy to think that my daughters will have the opportunity to create their own memories and connections with TKS, just like I did all those years ago.

Selina Zhang, Class of 2005, mother of Emillie (Year 3) and Ollie (ELC)

"First, I hope that my daughters will be happy and engaged in their learning, developing a lifelong love of knowledge and curiosity. I also hope that my daughters will develop strong relationships with their teachers and peers, creating a supportive and nurturing community that fosters growth and development."

As a student, I was involved in everything! Sports, productions, bands, choirs, Tournament of Minds, public speaking – you name it, I tried it. I loved being able to try my hand at anything and everything to see what I was good at whether it was academic or extra-curricular. It helped me build a lot of confidence and I’m looking forward to seeing Lucas get the same experience.

I have always been proud of my time at the school. My family is lucky to have a stronger connection than most with my mum, Tania, being the Registrar for the last 16 years. I believe she asked me within a week of Lucas being born when I was going to submit the enrolment application. Thanks to both Mum’s and my own experience at TKS, we knew it would provide a great experience for Lucas in the foundation years, so it really was a no-brainer for us.

Funnily enough, I didn’t really experience any strong emotions about Lucas joining TKS until the first day when I walked him into the Junior School, where I had started my own journey. I felt really proud to bring him back to the school that had such a big impact on me. And what a special experience for both Lucas and his Grandma to spend time together at the same school!

TKS still has the same community feel as it did when I attended. The teaching staff (even those who have been there since my time!) are still passionate about teaching and caring for the students who walk through the door. I can already see how much more Lucas is developing at TKS – he’s listening more; able to articulate his daily activities and feelings better; is learning to respect his classmates, and building great friendships along the way. I couldn’t ask for more as a parent.

All I can ask for is that Lucas learns the same values that were instilled in me during my time at TKS – learning empathy, building confidence in your own abilities and voice, standing up for what’s right and the importance of being a part of a community. Whenever I bump into a fellow alum, I love to tell them that Lucas is at the school and talk about the teachers who are still there! I couldn’t ask for a better place for Lucas to learn during these important foundational years.

Sam Castersen (Castles), Class of 2010, mother of Lucas (ELC3)

"All I can ask for is that Lucas learns the same values that were instilled in me during my time at TKS – learning empathy, building confidence in your own abilities and voice, standing up for what’s right and the importance of being a part of a community."

HOUSE LEADERSHIP

On Friday May 12, the 2023 House Captains, accompanied by their Heads of House and the House Captains of 2022, took the day to focus on developing their leadership potential. Beginning at the 1000 Steps, a series of team challenges were assigned to the captains whilst they communicated with their predecessors about the role of the House Captain at TKS.

“I loved how honest the 2022 House Captains were and the advice of taking a breath (especially as we enter our House Arts competition) stuck with me.”

– Dahlia McKenzie, Paterson Captain.

The conversations between the "old and the new" were a fantastic starting point to the day and allowed our present Captains to better understand what they still had ahead of them, whilst also giving them some guidance and support to overcome these challenges.

“For myself, the way they highlighted the importance of working as a unit of 8 house captains really stuck with me.”

– Charlie Schnitzler, Chisholm Captain.

After our active morning, we said goodbye to the House Captains from 2022 and ventured forth to Chadstone and the Hijinx Hotel. Very quickly House competitiveness took hold and after 10 exhilarating team challenges and lots of laughs the Chisholm/ Lawrence team walked away with a narrow win over the Flinders/ Paterson team.

“The Hijinx Hotel had us break up into 2 groups where we participated in many fun team bonding activities. This allowed us to learn to trust and work with each other better.”

– Fangzhou Li, Lawrence Captain.

A well-earned lunch was provided for the team and then it was back to TKS for a planning afternoon. With House Arts preparations now beginning, a casual clothes day ahead and a variety of initiatives on our Captains agendas, there was plenty to do in this session.

“This day was an incredible way for us all to bond, and figure out how we can all move forward and elevate our contributions and performances as House Captains this year. I personally got so much out of this day, and have been much more confident in my role moving forward…”

– Dinadi Sethuhewa, Chisholm Captain.

The purpose of the excursion was to allow our House Captains an opportunity to learn from the amazing 2022 House Captains, build and improve relationships across the House Captain group and provide them an opportunity to build some highly transferable skills such as communication, collaboration, empathy, active listening, planning and delegation.

“I believe that we all learned more about our strengths and weaknesses and were able to support each other throughout the day. I am most thankful for the experience and grateful that we grew a strong bond between each other.”

– Tisakya Munasinghe, Paterson Captain

The day was a success and we look forward to seeing how these House leaders thrive in the months ahead.

“Overall, this day was a great eye-opener and team-bonding session, which has improved the connections between us all. I’m looking forward to seeing the rest of the year’s success…”

– Amrit Sidhu, Flinders Captain.

HUMANITIES

Mr Paul Rossiter – Head of Humanities

Water Discovery Program

TKS Year 7 students were fortunate to be invited to participate in Water Discovery Program. This was a joint program with RMIT and Melbourne Water to help students consider a precious natural resource, water. Over four weeks the students were visited by Water Ecologists and Professor Claudette Kellar who informed us of the Urban Water Cycle and Dandenong Creek Health.

To understand the concepts more fully, we attended a Field Trip at Tirhatuan Park. Here students tested water samples comparing water quality and the macroinvertebrates present in water collected from Tirhatuan Park and Doongalla Forest. Our final session culminated in Professor Kellar working with us to interpret and report on the results.

This program was most interesting and was a cross-curricular exercise for the Humanities and Science classes.

Student reflection: Field Trip Excursion

As part of our Water Discovery Program, Year 7s visited Tirhatuan Park to assess the water health of Dandenong Creek.

Throughout the excursion, we had the chance to observe our local waterway and investigate the different characteristics of the water and surrounding environment.

We got to watch the experts measure the turbidity (clarity) of the water, the pH level, and the dissolved oxygen level. It was an interesting experience that gave us a sneak peak of a hydrologist’s work.

One of the most interesting parts was when we got to observe and identify the different species of water bugs. It was fascinating to see that all those tiny organisms lived in the waters of Dandenong Creek. These included bloodworms, water pennies and mosquito larvae.

Because we visited the site while it was raining, we got to observe how rain can affect the water. We learnt how rain can negatively impact the water quality by washing in pollution. The excursion helped raise awareness about what is happening to the creek’s ecosystem.

It was a privilege to be able to learn from these experts and we are very grateful for all the knowledge we gained.

Grace and Methuki 7D

COMMERCE

Mr Bryden Chew – Head of Commerce

David A. Kolb described experiential learning as “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming the experience.” (Kolb, 1984).

The students from Year 10 Commerce Electives, Year 12 Business Management, and Year 12 Legal Studies had a big week in Term 2 Week 3, immersing themselves to apply their learning in real-world contexts. The excursions were intended to allow students access to real world experiences and perspectives to form depth to their understanding of concepts in the commerce subjects.

The Year 12 Legal Studies Students, accompanied by Ms Mary Clark and Mr Bryden Chew, visited the Magistrates’ Court in Dandenong on invitation from Magistrate, Jason Ong who hosted the students in his courtroom. Magistrate Ong is also a parent in the TKS Community. The students experienced a hearing where cases were presented by both the prosecution and defence. Magistrate Ong also fielded questions from students and teachers during the question and answer session. It was a fantastic experience for the students to experience the concepts they learnt, such as aggravating and mitigating factors, roles of the judge and legal representatives, appeals, and the purposes of sentencing, in practice.

Year 12 Legal Studies Student, Eshan Mirash, said: “the excursion was incredibly useful in providing me with insight into how our justice system operates.” Many students felt that the value of the excursion lay in how it added layers to their learning, forming nuanced understanding of the concepts. Eshan further added that: “It was very different to what I was expecting as the layout of the court itself was less formal than I thought it would be, demonstrating how the justice system, aside from punishing offenders, also aims to cater to those intimidated by or potentially disadvantaged by court processes.” Overall, the excursion was an invaluable window into the workings of the court, and the complexities of the process in achieving justice through the legal system, giving insight into concepts that would be very difficult to achieve in the classroom.

Our Year 10 Commerce electives students were very graciously hosted by Westfield Knox, in response to a request from the subject teacher, Mrs Shelley Lloyd-Smith. Students and teachers were grateful for the opportunity to experience the workings of a business that was part of the Knox community, and also a relevant place in our students’ lives. The team at Westfield Knox presented to students and teachers their perspectives on how they differentiated and customised Westfield Knox to the specific needs of the Knox Community. We were briefed on different aspects of operations such as branding and marketing, carpark operations, customer service and client services.

During the excursion, the students experienced the concepts they learnt in class, through the perspectives of practitioners in the business world, underscoring the value of experiential learning in providing depth and nuance in understanding for students.

According to Year 10 student Samantha Smart: “the excursion for business helped me to understand what happens behind the scenes in a business and how it functions.” Makaila Smart’s key takeaway was an understanding of the depth of complexity in planning and running a business, “I learnt not only about the business owners who run the shops, but also people who work behind the scenes who put in a lot of effort managing the people coming and going, parking and events, as well as renovations and more.” Her classmate Dylan Patnaikuni on the other hand, developed a perspective on how business decisions needed to incorporate future planning: “I understood more about how businesses are run, and what goes on behind the scenes before major changes take place.” His classmate Caspar Faris added, “I learned all about how the centre needed different skills and expertise to run.”

Yakult Australia hosted our Year 12 Business Management students, Mr Travis Parker and Mr Bryden Chew, on a factory tour which generated the entire supply of the cultured milk drink to Australia and New Zealand. The students were given a firsthand look into how Yakult leveraged automation and computer technology in its production process. The students observed the scale and speed of production afforded by automation in operations, and also the risks of systems of such scale breaking down. Yakult also briefed the students on how the business employed forecasting, designed its master production schedule, and planned for materials, in the context of the production of a highly perishable product. Student, Sam McArdle summed it up very well: “It was a fantastic experience in having the opportunity to apply our learning to Yakult; to see the combination of technology and a culture of quality working to create a trusted product.”

Overall, the Commerce Department is thankful to our community partners for their graciousness and warmth in hosting our students and providing them with the opportunity to experience and interact with authentic situations to apply their learning.

Belonging in the Library

Mrs Marianne van Niekerk – Head of Library

Our library is undoubtedly the heart of TKS. With an array of books, magazines, and other online material, it serves the needs of students and teachers alike. The library plays a pivotal role in promoting and maintaining a reading culture among students.

One of the highlights of our library is the Victorian Premier's Reading Challenge (VPRC). Every year, students from Prep to Year 7 participate in this challenge, where they read a set number of books within a given period. This initiative has not only encouraged students to read more but has also improved their reading comprehension and language skills.

Apart from the VPRC, our library hosts various lunch clubs for students with diverse interests. These clubs not only promote extracurricular activities but also provide an opportunity for students to socialise with like-minded peers. The most popular among these are the touch typing, Minecraft, book club and chess club.

Senior students also have dedicated study periods in the library where they can study in peace and quiet. We have had an increased number of senior students this year who prefer this more serene and focused studying atmosphere.

The library has also added an exciting range of new books this year, many of these are requested by students. From classics to contemporary fiction, from fiction to non-fiction, the library has something for everyone. Some of the notable additions are a variety of new biographies and the 2023 Children’s Book Council of Australia’s shortlisted books. Our school library not only fosters a love for reading but also provides a conducive environment for academic success. With its array of resources and initiatives, it is undoubtedly the heart of our school community.

KNOX KNITTERS

Ruby Low and Curtis Chiu (Year 8)

The Knox Knitters have been hard at work knitting up a storm for a good cause!

Throughout Semester 1 our club has knitted, and sewn together, dozens of blanket squares and we are proud to announce that we now have two very colourful and cosy blankets. We have also knitted eight (and counting!) very long, warm woollen scarves. Now that several of our projects have been completed, we are ready to make another donation to the charity group KOGO (Knit One Give One) who will pass them on to people in need. We hope that our scarves and blankets will provide warmth for those who need it most during the cold winter months and we feel proud that our club has made a small contribution to a much bigger social problem.

Our knitting club has continued to grow, and this term we have been pleased to welcome our new members from Year 6. We meet on Tuesdays and Fridays at lunch time in the Year 7 Centre, so whether you’re a complete beginner or already know how to knit one, purl one, we’re happy for you to join us. It’s a great way to make connections with students from other year levels, learn a fun, new skill, all while doing something positive to help the community.

We would like to thank the many generous families who have donated yarn and knitting needles to our club. We are grateful for your contributions and your donations have been put to very good use. As always, if you have any unused wool or knitting needles at home, we would love to have them. Any donations can be dropped off at reception or given directly to Dr Church.

We’d like to thank Dr Church for running our club, as well as the other teachers who regularly join us to share their skills and knowledge. If you would like any more details, feel free to talk to our club’s founding members, Year 8 students, Ruby and Curtis, or Dr Church. See you at Knitting Club!

CAREERS

Ms Jacky Burton – Careers Development Practitioner

Are we having the productive conversations we should be?

It comes as quite a surprise to realise that we are already halfway through the school year.

The usual activities such as the Responsible Service of Alcohol (RSA) course, and the So, you want to be a Doctor? information session took place, but most of the semester has been filled with conversations: some in groups, some virtual, and most one-on-one. The topics of discussions have been as varied as one might expect – from a discussion around the difference between studying undergraduate law and graduate law, to the advantage of studying one VCE maths over another.

Fairly regular conversations are with students who are already admitting that they are lagging behind in a subject, and that they are not keeping up to date with their homework. In each discussion the emphasis remains the same: we cannot go back and try and start over; we cannot turn back time (if only, sometimes); we should not just give up, but we can definitely make a quality decision to change our attitude and approach as of now, today, to change the possible outcome. These are the types of conversations that I believe are the most productive.

Where a young person is acknowledging their shortcomings and seeking to discuss strategies to bring about positive change; when the outcome of such conversations sees a young person determined to improve and grow; when the student realises that the takeaway message is one of “giving it your very best shot”, then the time spent coming to such a conclusion has been very well-spent indeed.

As we head into Semester Two 2023, let us focus not only on productive conversations, but also ensure we give each day our very best shot.

Leading by Example

Mr Darragh Sheehan – Head of Science

One of the biggest challenges that our future generations face is the threat of climate change. As Barack Obama once said, “There’s one issue that will define the contours of this century more dramatically than any other, and that is the urgent threat of climate change” .

It is the individuals who recognise this threat and actively seek out to improve the lives of others that will play a key role in making a sustainable change. At TKS we strive to educate our students on how they can make a difference against this challenge.

This semester a group of students taking part in the Save the Species Club organised a schoolwide clean up to raise awareness on how we can play a part in saving our planet. Mrs Cartwright has worked alongside these students by assisting their efforts in making the school more sustainable.

These students have embodied our school’s values by showing care and empathy to the environment and the variety of animals with which we share it. I am proud to see so much passion and care from each of these students and I can’t wait to see the difference that they can make to the Knox community.

Ms Gemma Beard –Head of Languages

LANGUAGES

The start of 2023 has been an exciting time for the Languages Department. We have welcomed Mrs Brennan back from maternity leave to teach Years 7 & 8 French and we have also welcomed new department member, Mr Dann, who is working with students of French from Years 7 to 10. As a department, we have been busy working with the students to foster a love of language learning and cultural diversity both in the classroom and through extra-curricular activities, some of which will be explored in this edition.

Learning a language not only allows the students to communicate in another language, but they also learn to appreciate the importance of cultural diversity, the development of interpersonal skills and how a language can open doors to a wide range of career opportunities. As language teachers, we provide students with the opportunity to engage with cultures beyond the cultures of the languages that we teach at TKS. The celebration and acknowledgement of Cultural Diversity Week in Term One was one such opportunity. The week began with a vibrant, student-led assembly where we were lucky enough to witness our students perform musical and dance pieces from different cultures as well as poetry recited in a different language. It was a true celebration of the cultural diversity within the TKS community and provided a platform to discuss the importance of cultural awareness. For the remainder of Cultural Diversity Week, we enjoyed a range of immersive activities running at lunchtime for students and staff

CREDIT

Avleen Chaggar

Charlotte Hurley

Felix Monson

Noah Elsayed

Sian Williams

Joshua Hick

Ryan Yu

Frederick Long

Nicole Pranjic

Rishitha Mallampati

Jacinta Carnell

BRONZE

Adam Elsayed

Ahmed Tawfik

Hanchuan Huang

Ati Ramakrishnan

Rohan Das

Elizabeth Collins

SILVER

Jinze Lyu

Zexi Chang

Oscar Collins

alike to join in on. On Wednesday, we were joined by Djirri Djirri, a Wurundjeri women’s dance group who taught us how dance and language combine to connect Ancestors, Family, Country, and animals. Thursday was centred around sport from different cultures. Students participated in a game of Pétanque (French boules) and tried their hand at hurling with Mr Sheehan. On Friday, the celebrations culminated in a mass Salsa class in the gym with students from all year levels connecting through dance. It was a joy to witness the school community come together to celebrate culture and language beyond the classroom.

Term 1 also saw language students participating the annual Education Perfect Language Championships. We were astounded with how many students dedicated hours of additional language study over the course of the week. Winners were congratulated in front of the school community in a Senior School assembly at the end of the term. Congratulations again to the following students:

GOLD

Georgina Yeo

Mali Yao

Ayuni Dassanayaka

EMERALD

Arien Manuel

Samuel Moore

Jack Carter

Aurelia Cabrera

Cooper Gration

Harrison Millar

Anita Weber

Andres de Souza

Lia Henrichs

Harrison Loukes

Ahan Sarkar

Aran Nota

Chinese:

Years 7 and 8 Chinese courses have undergone some positive changes in the past two years, which has led to improved learning outcomes and more dynamic classroom atmosphere. One of the key initiatives implemented is to run Chinese First Language class and Chinese Second Language class respectively, with the former catering to those who have some Chinese heritage with the latter for those who do not. By applying different syllabuses, different learning needs of the students are met. Year 7 Chinese First Language students are provided with ample opportunities to read longer passages in Chinese with topics including Geography, Language, and Cuisine. The more time they spend on practising writing, speaking, and listening ensures a solid foundation of the language has been laid. Year 7 Chinese Second Language classes are given more explicit teaching on key vocabulary and sentence patterns on topics such as Greetings, Numbers, My Family and Pets at Home.

In addition to the academic work, students are also provided with opportunities to practise what they have learnt in the classroom in authentic settings.

On June 9, Year 8 Chinese students and teachers enjoyed a Chinese lunch at Angie’s Dumpling Bar in Knox Ozone. This excursion was organised after second language students completed their unit on eating, and first Language Students completed their unit on local food. Students had the opportunity to use vocabulary and sentence patterns in an authentic setting. Each student selected food and drink, ordered with the waiter and commented on the food, all in Chinese. It was an impressive scene to witness how students confidently used Chinese to communicate in these genuine language settings. It was like a Chinese lesson in a restaurant as it had much communication in Chinese with self or peer correction of pronunciation and vocabulary use.

Senior School Chinese classes are also focusing on personalised learning. They have been explicitly taught how to work on their own pace by following a set of language learning tasks to enhance their language macro skills, speaking, listening, reading and writing as well as viewing. It’s pleasing to see the students taking responsibility for their own learning and are actively engaged in language activities independently and collaboratively with their peers. VCE Chinese students have been learning a set of cultural topics, with Chinese traditional food being one of them. The students used Chinese to order dumplings and use chopsticks to pick up their food. They had a great time immersed in a traditional Chinese dining environment. More meaningful and engaging language activities are organised for students in Semester Two.

French:

In the French classroom, students have been engaging in a wide range of activities to engage them with language, culture, and finding connections as they relate to their own life experiences. Year 7 students have been learning how to introduce themselves in French and understanding the difference between formal and informal interactions. They also had the opportunity to present to their peers about their family members and pets in French. Year 8 students have been taking part in some project-based learning as part of their course. Students worked in small groups to create a restaurant menu in French featuring French specialities and wrote and performed a dialogue in a French restaurant. Students in Year 10 have been participating in writing conferences with Mr Dann giving them the opportunity to improve their essay writing skills with personalised feedback, and helping to prepare the students for their next step into VCE French. The VCE French students have been working hard on a range of different topics exposing them to Francophone culture including holidays and tourism, youth issues, future plans, technology and charity work in France.

German:

Students of German in Years 9 to 12 have been engaging in a broad range of topics to expose them to German language and culture. Year 9 has been studying the use of technology in their daily lives. Year 10 has been working hard on topics including sport, health and wellbeing, film, and travel and tourism. Students had the opportunity to dive into German history and learn about life post World War Two; the Berlin Wall and the reunification by watching the film ‘Balloon’ Students then combined their historical knowledge with their understanding of the language to write a film review as their assessment task. Students have also demonstrated creativity by making their own songs and raps to help them remember grammar rules and working in groups to write and perform a role play booking a hotel room in German. Year 12 students have been immersed in preparation for their exams through weekly, personalised general conversation sessions as well as engaging in topics such as technology and the world of work, health and well-being, and voluntary work. Much like the Year 10s, the Year 11s have been exploring the world of the Grimm Brothers by reading some of their famous stories and creating their own version.

It has been an exciting start to the year in the Languages Department and we look forward to what is to come in Semester Two.

Dr Jingjing Wang – Director of International Program

What an Incredible Young Man!

Experiences of an International Student

You may still recall the news of the sudden closure of Colmont School (The Kilmore International School) in July 2022, which led to many students, especially international students suddenly looking for new schools. It was at this time that applications from Louie Handoko (Year 9) and Darrell Handoko (Year 11), brothers from Indonesia, were received. The application process was very swift as we managed to complete the many steps in a matter of days. They commenced their studies at TKS in Semester Two, 2022, one week after Colmont School closed.

Both boys have now been at TKS for almost a year. During that time they have been supported and assisted by the network of stakeholders to ensure that they are cared for. I caught up with Louie recently. His story offers some insight into an international student’s life at TKS.

Louie: I was studying IB program at Colmont School which is a hard program compared to VCE. When my brother and I were searching for a new school, we stumbled upon a school called ‘The Knox School’ which really took our interest. TKS was one of the schools that accepted our request to get enrolled because there are not many schools who are willing to accept us. After we did some interviews and a school tour, we decided to stay and study. For me changing from IB to VCE is not a big deal since I already studied most of the topics back in Indonesia.

Ms Wang: Can you tell me what was your first impression of The Knox School?

Louie: I was really shocked to see the school is bigger than I saw in the picture on the internet. Also, Mr Henniker, and Ms Wang were super nice to us. I already felt comfortable by the time I stepped foot in The Knox School.

Ms Wang: You lived briefly at a boarding house at Colmont before you moved into homestay. What is the biggest difference about these two types of accommodation? Any preference?

Louie: Living in a boarding house is a really huge change as I’ve never been in a place where so many people are put in one place and lived together. But after a few days living there, I adapted to the new environment really well. But living with a homestay is better than I expected. Maybe in the first few days of staying in a homestay felt awkward but I got to adapt to the environment faster than a boarding house because living in a homestay feels like living in a normal house but with a different family.

Ms Wang: Can you share with us some highlights of your life at The Knox School?

Louie: One of the most memorable things is definitely my friends. I was a lonely kid in the first few weeks but then I stumbled upon the best friends I could find. We have the same vibe, and we all support each other in some way, but we also compete against each other in sports, games, or in education. I could say that school will be boring without having friends you could talk to and play with in school. Not only friends, but the events at school I joined were also memorable for me. Such as House Arts where I played in a band for Flinders; House Swimming, House Athletics, and Cross-Country. If I can give advice to other students, don’t stress too much in school, have a little fun with your friends. Create a memory you can keep because when you step into university, that’s the time where everything becomes serious because it will decide your future.

Ms Wang: What has been the biggest challenge for you in the past year?

Louie: The biggest challenge for me is keeping my discipline to study and do homework that has been given. But I have overcome this by removing my bad habits that I got from online school. Now, I always finish my homework early, I study for tests a couple of days before and I become more active in class to answer questions that my teacher gave me.

Ms Wang: What has been the most touching moment that you’ve experienced this year?

Louie: When I went out with my friends on my birthday. We went out to eat dinner, watched a film, and had so much fun together. It is one of those memories that I could smile when I remember it.

Ms Wang: What would you like to say to your teachers?

Louie: When I was a new student here, all the teachers helped me to find my class, helped me if I didn’t know what to do, talked to me and explained the stuff if I did not understand, also gave me compliments if I did something good. These things make school more fun if the teachers are very friendly to the students.

Ms Wang: What is your next goal you aim to achieve?

Louie: My next goal is to graduate from TKS with a high score and can go to a good university. I want to make my family proud and I want to make TKS proud that one of their alumni becomes a successful person.

Words from Louie Handoko’s Parents –Mr Handoko and Ms Elyana

As Louie's parents, we are happy and satisfied with his experiences at The Knox School. Off-campus, the homestay system has helped him feel more "at home" and gives him great comfort despite being far away from us. On-campus, Louie has told us many times that he is very happy with the environment at The Knox School. The available facilities for students, the teachers and other staff very much support the educational system implemented at The Knox School. The friends that he had made are also very supportive and welcoming, which is very helpful for Louie's social and academic life.

From Louie’s Teachers

Miss Emma Kenny – Teacher of English

“Louie has been a wonderful addition to our English class this year. Whether he is studying his first Shakespeare play, Macbeth, or analysing current issues in the media, no matter the difficulty, Louie always approaches tasks and activities with positivity and hard work. He brings a unique perspective to our discussions due to his worldly life experiences. Our class is much richer for his presence and contributions.”

Ms Emer Fox – Teacher of Food Studies

“Louie has settled into TKS life extremely well. As both his mentor and Food Studies teacher it has been a pleasure to have him in my classroom. Louie has been kind and polite to his classmates whilst also being an active participator in classroom discussions. Louie has shared stories from his home country with our mentor group which was fascinating for all to listen to.”

Mr Darragh Sheehan – Teacher of Science and Maths

“It is a joy to have Louie in both science and maths as he always contributes to class in a positive manner and asks relevant questions about the content covered.”

BUZZING WITH ACTIVITY

Mr Nico Di Stefano – Head of Music and Performing Arts

Term 2 has been buzzing with activity in the Music and Performing Arts faculty as the corridors have been filled with the sounds of classes, rehearsals and performances. Early in the term we welcomed families of Year 5 and 7 BASE students to the 5-Note Concert where our young musicians showcased the wonderful music they can now create together with just a handful of notes. This was followed by the Autumn Concert, which showcased the work of our large ensembles and displayed the wide range of ensembles students participate in each week, from concert bands and jazz bands to percussion groups, string ensembles and choirs.

Term 2 also saw the opening of the recital season, with Vocal, Woodwind, Strings and Piano recitals featuring instrumental students. These recitals offer students an opportunity to share some of the work they have engaged in during their instrumental lessons in an open and supportive environment. The term finished with the VCE recitals where students currently studying VCE Music Unit 1 and 3 presented a program of works showcasing a variety of music styles.

Junior School students were excited to participate in their two concerts: Petite Maestros, and Mezzo Maestros, which showcased the wonderful work they have been doing in the classroom music and ensembles programs. Led by Junior School Music teacher, Jane Engelmann, students sang, moved, and performed on instruments to a packed house.

As revealed in the stunning photos of the Senior Play, Pygmalion was a major performing arts highlight for the term, and in the classroom, Years 7 and 8 Drama students explored new theatre styles including Commedia dell’arte and Fractured Fairy Tales, and the VCE Theatre Studies class have continued their work examining pre-modern theatre.

Rock Band students provided a wonderful atmosphere during House Cross Country, with the dynamic sounds of several rock bands providing a vibrant backdrop for the event. When we add activities like the Year 9 Music class excursion to see the Melbourne Symphony Orchestra perform Mozart’s Clarinet Concerto and a wonderful incursion for our strings students led by Karen Kyriakou, this term has certainly been brimming with opportunities for TKS Music & Performing Arts students.

Pygmalion

Many hours of planning and rehearsal came to fruition in late May when the cast of Pygmalion performed the play to delighted and appreciative audiences. The play transports us to early twentieth century Edwardian London and explores themes of class, wealth and the role of language as we follow the journey of young flower-seller, Eliza Doolittle, as she is transformed from a cockney-speaking street seller to a well-spoken lady of high society.

The play showcased a wonderful array of costumes and props and students mastered and showcased a wide range of English accents as they led their audience through more than two hours of narrative. Many congratulations are due to the cast of Pygmalion along with the backstage and AV student crew, directors Cassandra Beveridge and Liesl Schultz, assistant director Oliver Dolbey and staff assistants for a successful show.

TECHNOLOGY, ART, and DESIGN

Mrs Birgit Verhagen – Head of Technology, Art, and Design

The Technology, Art, and Design Department (TAD) is thriving this Semester, with students fully immersed in a diverse range of subjects that encourage exploration, ideation, and creativity. Building on last year's success in extending Media into the VCE, we have now done the same for Food Studies, providing even more opportunities for students to delve deeper into their passions.

Our senior Media, Art and Visual Communication Design students have been on excursions to galleries and exhibitions this semester. They were inspired by the works of others and gathered information to begin their folios. A small group of Year 8 TAD students were also invited to participate in an exciting new workshop at the ISV gallery in Docklands. Below is a recount of just some of the events from this semester.

One of the core aspects of TAD subjects is the practical folio, where students explore many processes, techniques, and materials. It's an opportunity for them to experiment, honing their skills and unleashing their creative potential. Our Visual Communication Design (VCD) students choose from three fields: Environmental, Industrial, and Communication Design. With their chosen path in focus, they embark on the journey to create and execute their briefs. These folios, although a lot of fun, take hours of dedication and hard

work. An excursion to Top Designs, sparked creative ideas for the students before they became immersed into their own folio of work. The folios from Art Making and Exhibiting, VCD and Media will all be on display at our Senior TAD show early in Term 4. I look forward to the diverse range of artwork and showcasing the creative talents of our students.

As mentioned in previous articles, the Year 7 and 8 TAD students rotate through a number of units including Robotics, VCD, Art, Media, and Food Studies. All these subjects are underpinned by the theme of sustainability. Our world is ever changing, and it is important that the students begin thinking about these issues through the lens of art and design.

This year, a small group of our Year 8 TAD students have been involved in a collaboration between Harvard University’s Project Zero and Independent Schools Victoria to investigate the question: How does Transformative Repair support student acknowledgment and interaction with sustainability through creative engagement?

The project explores how the practice of Transformative Repair might support new ways of thinking about damage and repair, as well as inspire care and compassion for oneself and others in one's community. The creative process and practice of creating art from ‘damaged or discarded’ objects seeks to open discussion about, and a creative response to, our care of our local community or more broadly, our country. This integrates well with what we are learning and applying in our Upcycling unit.

The project was initiated through participating in a Repair Party run by Flossie Chua from Project Zero and Anne Smith from ISV. Here they worked through a Transformative Repair process, to rethink the concept of damage. The discussion now continues within our classes. This is only the beginning of this exciting new project that we will be incorporating in TAD. We look forward to seeing where and how it expands throughout the school.

Also in Year 8, the students in TAD – Visual Art have been extending and refining their drawing and painting skills whilst incorporating the human eye as a canvas to reflect the Sustainable Development Goals important to the youth of today and tomorrow. This approach to alerting the world to mankind’s careless destruction of the planet, resulted in a unique and visually-engaging outcome. In the art world, the use of art as a tool to arouse people’s interest in social issues is seen with the emergence of socially-engaged art, rather than the media simply being used by artists as a means of self-expression. Each painting has a didactic plate that explains to the viewer the inner thoughts of the artist in relation to student’s image in their artwork. Together there will be over 40 pairs of eyes staring back at the audience sending a strong message to the world, “Through The Eyes of The Young”.

2023 has seen a hive of activity in the Food Studies kitchen for Year 8, 9 and 10 students. We also saw the addition of Unit 1 Food Studies for the first time in many years.

Year 8 students embarked on an enriching journey, mastering the essentials of food preparation, hygiene, and safety. With a keen focus on food sustainability, they embraced a project that showcased their creativity with food and the impact their consumption of food can have on the environment. Utilising leftover ingredients creatively, they championed the cause of reducing food waste in the home, proving that small actions can make a significant impact on our planet.

THROUGH THE EYES OF THE YOUNG

Year 9 students completed an elective based on the scientific principles of the ingredients used in baking. This saw students complete experiments, engage with practical analysis of ingredients, and create products that highlight their key scientific properties. Students completed an in-depth analysis of their ingredients and created insightful presentations based on their investigations to display at the end of term TAD showcase.

Year 10 students began their journey of Food Studies by discovering the origins of Australian cuisine. They completed a range of practical activities using indigenous ingredients and analysed the surge in their usage in our diets today. They analysed the current food market completing sensory analysis tests and evaluations on commercially prepared products. This involved blindfolded taste tests and extensive quantitative and qualitative testing of food products. Students were introduced to the evolving trend of incorporating insects in the food industry, completing some interesting taste tests of crickets and mealworms. A highlight for students this semester was the examination of the impact of social media on food trends, where students were tasked to create a dish that is ‘trending’ on social media platforms. This year, we have students complete Unit 1 Food Studies experiencing a dynamic curriculum that seamlessly combines theory and practice. The course embraces a hands-on approach, encouraging students to engage in extensive practical activities, experiments, and analysis of ingredients. The course investigates the rich history and societal impact of food. Students explored the roots of agriculture and trade, tracing their origins from early civilisations to the modern day. By studying the relationship between food production, distribution, and consumption, students gained a holistic perspective on the role of food in shaping cultures and economies.

TAD is a place where students can develop their skills and unleash their creativity in a supportive and dynamic environment. We pride ourselves on incorporating real-world issues and ask the students to think whilst extending their creativity. We have many larger events throughout the year including our Year 7 and 8 Showcase on June 22. The students look forward to sharing their amazing creative works. Please join us in celebrating their achievements!

THE CUBE

Our Year 9 CUBE Elective program saw the students immersed in a wide array of experiences this Semester.

The unique program creates a learning environment for Year 9 students which is engaging, encourages student agency and choice, and fosters skills and dispositions that will set them up beyond their years at school. Each unit focuses on three of the 6Cs – critical thinking, creativity, collaboration, contribution, character, and communication, and is explicitly taught within the given context. The content of the various CUBE subjects is diverse and transdisciplinary. The 6Cs unify the program with a common focus.

This semester the students were involved in solving Murder Mysteries, creating content for social media, building a base in space, developing short films, and planning and developing initiatives for the school to consider in “Creating a Perfect World”.

We are pleased to showcase the students’ work and more importantly the journey on which they embarked throughout the semester. Year 9 students shared their experiences and identified their learning when presenting their CUBE findings at the 7 to 9 Creative showcase on June 22.

Below are some examples of what has been going on this semester. Murder mysteries immersed students in the captivating world of unsolved crimes and mysteries. Through in-depth research, analysis, and critical thinking, students explored a variety of high-profiled cases. They meticulously examined background information, created comprehensive evidence boards identifying key individuals such as victims, suspects and witnesses. By scrutinising motives, alibis, and relationships, students delved into the realm of forensic science assessing the validity of forensic investigations and questioning potential missed opportunities. Using their creative abilities, students presented their findings to the class in a variety of engaging formats. Ultimately, the elective fostered critical thinking, collaboration, and a broader appreciation for the complexities of criminal investigations.

Lights, Camera, Action! Students were given the opportunity to explore different storytelling techniques in various media forms through the "Lights, Camera, Action!" unit. The aim was to immerse students in the captivating world of storytelling by exploring various techniques, analysing narrative structures, cultural settings, character development, and visual storytelling to unleash and improve their creativity, communication, and collaboration skills. Students were tasked with producing their own unique storytelling projects, combining techniques from different media forms to captivate audiences through various means of communicating a story. Their goal was to enter and showcase these pieces at a future film festival. Throughout the subject, students not only refined their creativity but also improved their communication skills. They learned to express their ideas, articulate their creative choices, and receive valuable feedback. Collaboration played a significant role in this subject as students fostered a sense of camaraderie and emphasised the power of teamwork. By harnessing their diverse talents and perspectives, students pushed the boundaries of storytelling, redefining their ideas and the ways they can communicate.

Build a Base in Space elective saw students learning about the challenges of space exploration and establishing a space colony on the moon. Students used the Design Thinking process to identify problems they would encounter while establishing a space colony on the Moon and designed potential solutions that could be incorporated into their space station. Students combined their skills in engineering with their business minds by developing industries that match their space station design. Once students had established their first space colony, they started to establish businesses and corporations on the Moon to make their space station sustainable and profitable. Each student developed their Collaboration, Communication and Critical Thinking skills while working in large groups to present their ideas and produce an engineering and business portfolio to encourage investors and potential inhabitants to their space station. Students who wish to continue their work in this CUBE elective will have the opportunity to enter the ASDC competition in August.

SPORT

Mr Alex Wilson – Head of Sport

Once again, Semester One has been an incredibly busy one on the sporting field. Three House Carnivals, combined with weekly EISM competition has ensured that students are keeping physical active. On Monday March 6, our House competition commenced with the House Swimming Carnival held at Croydon Memorial Pool. This competition included students from Years 5 to 12 and involved all 4 swimming strokes and water volleyball. For the first time, a continuous student race was conducted which involved all students from each House attempting to swim as many laps as possible within a time limit. I am pleased to announce that Chisholm House was victorious. The following students were Age Group Champions.

YEAR BOY GIRL

5 Cooper Ross Alice Curtin

6 Justin Zhu Bhanavi Balanathan

7 Tobias Weber Erica Maruzza

8 Eric Li Georgina Yeo

9 Nikhil Indalkar Aleisha Cormick

10 Aeon Greenhan Kayla Sautner

11 Fangzhou Li Indy Thomas

12 Tyler Damen

Jason Cormick

Brooke Anderson

On Thursday March 16, the Years 7 to 12 House Athletics Carnival was conducted at Bill Sewart Reserve. The Knox School students and staff embraced the variety of events which included the regular track and field options, with the addition of the “sloth” race and the staff relay. I am pleased to announce that Flinders was the successful House, and the age group champions are as follows:

YEAR BOY GIRL

7 Zayn Abdel-Hafez Samaaya Gunasekera

8 Aiden Turkkan Avleen Chaggar

Karl Sautner

9 Nikhil Indalkar Aleisha Cormick

10 Lachie Elford Kayla Sautner

11 Alex Stodolak Dinadi Sethuhewa

William Jarvis Niru Thaveesan

Audrey Wells

12 Jason Cormick Laura Stone

Our last House Carnival for the Semester was the House Cross Country, conducted on Friday April 28. This is the largest of our carnivals as it includes all students from Year 2 to 12, with a special appearance from our Prep and Year 1 students. The carnival is held entirely on our school grounds and in addition to the races, also includes dodgeball, tug-of-war and live music. I am pleased to announce that Paterson House won the Junior Cross Country trophy, while Chisholm were the winners of the Senior trophy.

The age group champions for the House Cross Country are as follows:

YEAR BOY GIRL

2 Ben Wilson Sophia Angeli

3 Ryan Abeywardana Amy Dang

4 Lucas Ping Tamina Tang

5 NA NA

6 Sasha Speirs Jasmine Dyt

7 Zayn Abdel-Hafez Samaaya Gunasekera

8 Karl Sautner Belle Collins

9 Max Worthy Aleisha Cormick

10 Patrick Whittle Makaila Smart

11 William Jarvis Dinadi Sethuhewa

12 Samuel Moore Laura Stone

The EISM Cross Country is scheduled for Wednesday September 6 at Ruffey Lake Park. Students who performed well at the House Cross Country will be invited to compete at this event.

Our Senior EISM teams have also performed exceptionally well in Term 1, with five of the teams playing in Grand Finals. The results of these finals are as follows:

• Senior Girls’ Soccer – Knox 5 Defeated Billanook 1

• Senior Girls’ Softball – Knox 3 lost to Tintern 6

• Senior Boys’ Basketball A – Knox 53 lost to Oakleigh 57

• Senior Boys’ Softball – Knox 9 Drew with Billanook 9

• Senior Boys’ Table Tennis – Knox 7 Matches (22 Games) defeated Alphington 2 Matches (8 Games)

Proud to Belong

In 2022 we celebrated our 40th anniversary with some amazing events culminating in our inaugural Twilight Festival. It was wonderful to be able to host these events and see our community come together in celebration of our school.

So far this year we have been fortunate to host the Year 7 Parent and Student Welcome Evening; The Year 8 to 10 Welcome Evening; and the Mothers’ Day Coffee and Pastry Morning. These important events were well-attended and it was good to see so many smiling faces and the connections that were made.

As we move into Semester Two, the FPG is looking forward to hosting a Fathers’ Day morning event; the Class of 2018 Reunion; the Donor and Volunteer Thank You Function; and our second Twilight Festival –mark your diaries now for November 24

Commencing at 3:30pm the quad will once again come alive with music, market stalls, activities, food trucks and much more. We are looking forward to welcoming members of the Salvation Army so we can present the proceeds from our 2023 Giving Tree Appeal to be launched soon. Stay tuned to social media, Knoxmail, and Community News for more information.

Our Year Level Representatives have been busy coordinating some great events to connect with current parents. We are grateful for the support of these volunteers who have an important role in our community.

As we move into a busy Semester Two, we thank all our volunteers for their support and look forward to seeing you at one of our events later in the year.

We are always on the lookout for school memorabilia to add to our archives collection. If you have any items to donate, or would like to work with us to help sort and identify our archives please contact Beth Higgs, our Community Engagement Coordinator at community@knox.vic.edu.au

Where are they now?

Mitchell Phelan (Class of 2019)

As I look back on my school days and all the experiences since, I'm amazed at the journey I've undertaken. A journey full of twists and turns, from the classrooms of Mr Parker to the bustling Discord IT labs of university, to the stimulating world of tech innovation and cyber security I find myself in today. I hope that by sharing my story, I can inspire those who are just beginning their own journeys.

Graduation for me marked the closing of one chapter of my life and the opening of another. Knox provided me with a fantastic foundation of knowledge and confidence in my ability to achieve and learn in both formal and informal environments, but it was time to move on to the new challenge of a Bachelor of Computer Science (professional) at Swinburne University of Technology, but not before a well-earned break of course!

University life amid a global pandemic was no walk in the park. The transition from in-person to virtual learning posed its own set of challenges, including making friends and a vast change in the way content was delivered, but it also taught me resilience and adaptability.

As the world began its return to post covid normal, I had the opportunity to complete a 12-month placement at Viva Energy Australia, working as part of their development and cybersecurity teams. This experience allowed me to put my theoretical knowledge into practice and gain valuable industry insights. The role also allowed me to significantly increase my understanding of a business IT environment and the tools and processes that are used.

During my time at Knox, I had the incredible opportunity to participate in, and ultimately win, the esteemed Conrad Spirit of Innovation Challenge. This significant achievement opened the doors to an enriching experience: being a part of the Conrad Alumni Leadership Council; a role I've embraced since 2019.

As a council member, I've had the privilege of orchestrating both virtual and in-person innovation summits - four in total - and the opportunity to improve my leadership skills as a team leader. The most recent of these was an awe-inspiring event held at the Johnson Space Centre in Houston. The chance to tread the same ground where numerous space missions were conceived and controlled was nothing short of thrilling.

Being part of these summits, however, is more than just about the grand locations or the seamless blending of physical and virtual realities. The true reward lies in fostering a supportive and educational environment for the bright, young minds eager to reshape our world.

Presently, I find myself navigating the pivotal final year of my degree, diligently working on my capstone project while wrapping up the remaining subjects. The culmination of my academic journey is within sight, and the learning and experiences gained throughout this period have been invaluable.

In addition, I've recently embarked on a new professional journey, joining the Identity Management team within the Cybersecurity department at Kmart. This part-time role offers an ideal balance to my academic endeavours, providing a real-world dimension to the theories and concepts I've learned in my studies.

This opportunity at Kmart is not just a job; it's a dynamic learning platform. Every task offers unique insights into the ever-evolving world of cybersecurity, and every challenge is a chance to apply my academic knowledge in practical, meaningful ways.

As I delve deeper into my final year of studies, this dual academic / professional journey is shaping up to be a rewarding and enlightening experience and reinforcing that this career choice is the right one for me.

Upcoming Falconian Events

5 Year Reunion

We are looking forward to hosting a 5 year reunion for the Class of 2018. This reunion will be held onsite in the David Abraham Auditorium Foyer.

2018 Falconians: SAVE THE DATE

Thursday 30 November 2023

Your help in connecting with classmates and sharing this event with them is appreciated. Former and Current Staff are also warmly welcome to attend.

RSVP and bookings will be open closer to the event

2024 Reunion Evening

After a very successful Reunion Evening in 2022 we are excited to be hosting this again early 2024.

The TKS Reunion Evening will see our School welcome Falconians from all year levels back to campus to celebrate and reconnect. Former and Current Staff are also warmly welcome to attend.

Please look out for event and booking details which will be shared on social media.

Weddings and Births

CLASS OF 2015

Baby Harper Rose, born December, 2022.

Kat Kelson (Barnett)

CLASS OF 2008

Sean Kelson

CLASS OF 2002

Baby Riley Cecilia Kelson, born May, 2022.

rCongratulations to our Falconians who have recently been married or had babies. We wish them all the best as they start these new exciting chapters in their lives.

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

SCHOOL CAPTAIN, CLASS OF 2008

Married to Jordan Kelly April 15, 2023.

Supported by Meghan Pluim, Kat Kelson (Barnett) and Bianca Wallace (Corica) (all Class of 2008) and George Yeoman (Class of 2011).

Baby Edith, born August 30, 2022.

Alexandra Yeoman

Stephanie Edwards