Chronicle Magazine - 2024 Edition

2024

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

Pg 4 The Principal

Pg 6 Chair of the Board

Pg 7 TKS Building Fund

Pg 8 Head of Junior School

Pg 10 Literacy Education

Pg 12 Junior School Art

Pg 18 Head of Senior School

Pg 20 International Program

Pg 21 Enrichment

Pg 22 Year 7

Pg 24 Careers

Pg 27 STEM

Pg 28 Junior School Sport

Pg 30 Music & Performing Arts

Pg 34 Technology, Art & Design

Pg 36 Elective Program – The CUBE

Pg 38 Sport

Pg 40 Community

Pg 42 Where are they now?

THE POWER OF US...

Ms Nikki Kirkup – Principal and Chief Executive

Each year, at The Knox School we choose a text to read as a staff community. The text chosen is one that aligns with the values of the School, the vision and one that we feel will resonate with our community.

In 2021, our community text was ‘The Power of Us’ written by David Price. Some of you may be already familiar with the text which focuses on the essential concept of people-powered innovation and the strength of such communities who embrace the power of collaboration and diverse thinking to effect real world change.

In his text, David highlights examples of strong and innovative organisations ranging from Craft Breweries to the WD-40 company in addition to a range of pioneering learning communities, such as The Liger Learning Centre in Cambodia and New Roads School in Santa Monica. Despite the diverse contexts and sectors in which they operate, they all have one thing in common: the power of collaboration.

In 2021, in the midst of the Covid-19 pandemic, this was the perfect text for our community. Whilst the world around us changed beyond recognition, the community at TKS pulled together and collaborated around several projects and innovations to ensure continuity of connection and an enhanced sense of belonging for our students, staff, and parents. Many of the outcomes of these projects are embedded within the fabric of our community today; what was once an innovation, is now simply just what we do at TKS.

In The Power of Us, David highlights eight principles of organisations who embody what he refers to as people-powered innovation.

Quite fittingly, he uses the acronym TEAM:

Trust and Transparency

Engagement and Equity

Autonomy and Agency

Mastery and Meaning

Noting that few organisations have mastered all aspects, he offers that those that have such principles at their core create the optimal conditions for a culture of collaborative innovation.

As I reflect on the year so far, I think most would agree that, although we may not have had all eight principles “down pat” at all times, the elements were prevalent throughout all that we did. The culture of collaboration, of experimenting, taking risks and not being afraid to fail.

As you read through the many examples of student-led projects, staff innovations, and parent collaborations, you will find the principles of TEAM inherent throughout.

Whilst the complex days of Covid measures and disruptions are largely behind us, the intricacies of life in a VUCA environment are certainly here to stay. (Volatility, Uncertainty, Complexity and Ambiguity)

This is the reality for our community. This is the reality for our students, who will inherit the world our generation and those who have gone before have created. In a world underpinned by uncertainty, we know that our students – future change makers – will require a sound working knowledge and ability to enact the principles of TEAMS.

In 2021, at the launch of our community text, we were privileged to be joined by the author David Price as we unveiled the book to our community.

David, living in the UK and with Australian Borders closed at the time, joined via an online link to share his motivation for creating this text and to share his optimism for the future, a future in the hands of a generation empowered by collaborative innovation and diverse thinking.

The words and sentiments shared by David provided hope and a sense of affirmation to us at a time when we needed it most.

In 2024, four years on from our initial partnership with David, as we review the many significant achievements of our students and celebrate the impact they have had on our community and the wider surrounds, we could not be more proud of their accomplishments.

In the closing chapter of his book, David offers the reflection that organisations should not inflict ingenuity upon its people, but rather that “we need to nurture the mindset, operating system and culture that makes innovation an everyday occurrence.”

The ingenuity that David references is highly visible within the young people of our community, indeed we do see examples of it every day here on campus. Whilst we are unable to share all such moments in this publication, we do hope that you enjoy the selection contained within the following pages.

David was a huge supporter of the work being carried out at The Knox School and provided inspiration for many of the collaborative projects and frameworks which exist here today. Sadly, David passed away earlier this term, following a battle with cancer; a battle which he fought with his spirit of enduring optimism, approaching his battle like a researcher, delving into collaborative communities to learn from others, challenging his consultants, and exploring every available option without ever giving up and helping many others on their journey along the way.

Whilst this opening article is a celebration of the power of collaboration within our own community here at TKS, I dedicate this article to David and the work that he did inspiring millions of others in communities across the globe.

David was a huge supporter of the work being carried out at The Knox School and provided inspiration for many of the collaborative projects and frameworks which exist here today.

FROM THE CHAIR OF THE BOARD

Ms Wendy Lewis OAM – Chair of The Knox School Board

Welcome to the 2024 edition of the Chronicle. By the time you receive this edition we will be at the end of Term 2 - the year is flying by!

There have been so many wonderful things happening within the School. I attended Rock Out at the end of Term 1; this event is always a highlight. The passion and enthusiasm of students from all year levels is infectious. I also attended opening night of The Wedding Singer. What a great celebration of talent, camaraderie, and pure enjoyment of performing. The ability of the cast to engage with the audience and take us on the journey was just magic!

In a recent Knoxmail (24/5/2024) – I was heartened to read that the Year 10 Biomedicine elective class had been researching the use of antibacterial soap and how potentially over-relying on it could ‘contribute to a false sense of security and neglect of proper handwashing technique, which are crucial for maintaining hygiene’. This ability to research and question things is such a valuable skill.

From a governance perspective, the School continues to move forward. Our strategic approach over the last eight years has culminated in low fee increases for all families (previous, current, and future), and no debt (which has also supported our low fee increases). In 2023 our enrolments increased, and this led to an improvement in the School’s financial position. It is pleasing to see this improvement in enrolments has continued into 2024.

The Board is now in a position to consider some important new developments which are currently being scoped out by the Principal, her Executive Team, and a variety of stakeholders. The Board is excited by what has been presented to date and will be considering the way to progress the agreed new initiatives in the coming months.

The Board itself is undergoing some changes with the retirement of some Board members over the last ten months and the appointment of two new members to fill some casual vacancies. In Term 3 the Board will be joining the Executive for a strategic session to consider where we are and to re-imagine our strategic direction. At all times, as we do this, it will be with our School community in mind.

While the Board governs for all members of the School community, our students are at the centre of what we do. TKS is about providing a safe space to succeed and fail and to learn from both. It means providing opportunities for students to develop, explore and thrive and we govern to ensure this occurs.

As we look to the future, taking into account the numerous global tensions and the domestic economic issues many people are facing, the School continues to move forward and we are optimistic about where TKS is currently placed and the opportunities that are available for our future endeavours.

In 2023 our enrolments increased, and this led to an improvement in the School’s financial position. It is pleasing to see this improvement in enrolments has continued into 2024.

TKS BUILDING FUND

Mr Dwayne Wathen – Chief Financial Officer

The Knox School is entering an exciting growth phase with enrolments increasing by an average of 6% in the last three years. This means the School also needs to consider its own growth and change in facilities to support the increased number of students, teachers, staff and community who use our campus.

Sustainability is also a key focus area for many and will be embedded into our current and planned future school strategies.

With this in mind, over the coming months we will be updating our rolling Facilities Master Plan and seeking input from the whole TKS community. Exciting planned upcoming projects include:

• A fresh newly-landscaped Junior School play area surrounding our Junior School Building and entrance areas off Burwood Hwy. Feedback from our Junior Leadership Team, Teachers and Staff has already begun on this exciting project, which will also include upgraded play equipment, a new ELC outside play area and improved pathways, fencing and accessibility.

• An upgrade to our current canteen facilities to create a new ‘Community Café’ within our current Pavilion, and an upgrade to changeroom facilities on the ground floor.

• Installation of approximately 500kw of Solar Panels across our building roofs to help reduce our power consumption and bills, and educate our students and staff with real life sustainability initiatives for us to measure and monitor.

• Entrepreneur Hub: To accommodate the expansion in student numbers, we will need new classrooms by 2026. Initial concept plans to address this need include the creation of a multipurpose room hub to accommodate 1, 2 and 3 classroom sizes. Concept designs are pictured, and initial intentions are to use the space to promote our current and past entrepreneurs, and give them an area to advance and connect with the TKS community.

The School currently holds no debt, which is a great position to be in today’s current markets. However to assist the School to fast track these major projects and other facility projects we do encourage families, alumni and the TKS community who are able to donate to our Facility Fund to do so either via their termly donations, directly via our online page, or by contacting the School. Our donation focus for the Building Fund over the coming months will be for the Entrepreneur Hub, and we look forward to sharing updates on this and other projects.

TO DONATE AND LEARN MORE ABOUT OUR BUILDING & SCHOLARSHIP FUNDS PLEASE GO TO: https://www.knox.vic.edu.au/life-at-tks/scholarship-and-building-fund

OR SCAN HERE

SEMESTER ONE CONCLUDES

Mr Simon Cowell – Head of Junior School

As the first semester concludes, I would like to take a moment to acknowledge the active participation of our parent community. Your involvement shapes our school on a daily basis and I am very grateful for this.

Our parent information sessions this term have been insightful, covering topics from language focus groups to effective languagelearning strategies. The interaction between parents and our staff means that we learn from you just as much as you hopefully come away with some new knowledge or skills – all which benefit our students and their achievements.

For example, the active participation in our Junior Years Literacy programs, especially the phonics-based “Little Learners Love Literacy”, meant that parents could learn about the research underpinning the program and strategies to help their children at home. This partnership underlines our commitment to personalised learning.

I encourage you to join our year-level class showcases. These events provide a closer look at your child’s daily classroom experiences, making you a vital part of their educational journey. They might not always involve a “finished product”, because we know that including parents in the learning process has a powerful impact for students.

The recent inclusion of a Junior School psychologist has strengthened our support system. Sessions led by the psychologist equip parents with knowledge and tactics to foster their children’s social and emotional development. Additionally, social skills workshops across multiple year levels take a student-centred approach to wellbeing.

We look forward to introducing new initiatives to further engage parents in school activities, such as family reading nights and interactive workshops. Your input is appreciated to tailor these events to meet our community’s interests. Together, we can maintain a supportive environment for our children to excel academically, socially, and emotionally. We appreciate your continued commitment and collaboration in our shared goal of promoting student success.

Lastly, a sincere thank you to our devoted parent volunteers. Your consistent support enriches our school community, and we anticipate more joint efforts in the future.

Together, we can maintain a supportive environment for our children to excel academically, socially, and emotionally.

Digital Citizenship: A New Initiative at Our School

Mr Isaac Rule – Digital Learning Design Leader

In the rapidly evolving digital world, it’s crucial for our children to become responsible digital citizens. Our school is taking a significant step in this direction by launching an exciting new initiative next term.

DIGITAL CITIZENSHIP FOR ALL

Our primary focus is to develop a practical and realistic Digital Citizenship curriculum, with a particular emphasis on cyber safety. We have invested in the Cyber Safety Project, a comprehensive program that provides lesson plans, professional development, and parent education. This resource will be introduced to our teachers in Term 3, equipping them with the tools to support their teaching effectively.

SPECIAL FOCUS ON YEARS 3 TO 6

We are thrilled to announce a research partnership with Pivot Professional Learning for Years 3 to 6. This collaboration will enable us to gather baseline data on our students’ understanding of cyber safety, our teaching practices, and their overall wellbeing.

The project, scheduled for Term 3, will involve:

• A brief student and staff survey at the beginning of Term 3

• Implementation of Cyber Safety curriculum lessons 1-8

• Repeat surveys to measure progress

Our teachers will receive training for these online platforms and be able to use the insights gained from this learning to plan future learning of their students more effectively.

Our school will benefit from complimentary Pivot Professional Learning and Cyber Safety Project access, alongside targeted wellbeing reports and support for students. We’ll also receive teaching tools aligned with the Victorian Curriculum and the opportunity to contribute to pivotal educational research.

This project is not just about protecting our students in the digital world. It’s also about updating our Wellbeing and Digital Technology scope and sequence to meet the demands of the 21st century. We look forward to raising the standard of our digital curriculum and discussing this more next term.

We are excited about this new initiative and welcome any questions you may have. I look forward to continuing to work alongside families and our wider Junior School community.

LITERACY EDUCATION

Mrs Sarah McKenzie – Deputy Head of Junior School

Little Learners Love Literacy

Evidence states that young children who were taught phonics systematically were significantly better at decoding, spelling, and comprehending text. To provide best practice in Prep and Year 1, we are excited to have introduced an engaging, multisensory and evidence-based literacy program, ‘Little Learners Love Literacy’ (LLLL).

Teaching and learning are carefully sequenced in seven stages to cultivate fluent and confident readers. Did you know that learning the alphabetic code gives children the knowledge to read and spell 84% of ALL words? (Hanna, Hanna, Hodges, and Rudorf, 1966).

Witnessing Prep students read and write simple words within weeks highlights the transformative power of literacy. This leads to a lifelong love of reading and learning; and in these early stages, demonstrates with the right knowledge, students can do anything they set their mind to. LLLL's expansion to Year 2 in 2025 underscores our commitment to fostering lifelong readers.

We know that reading instruction can’t stop with phonics. To understand texts (which is the point of reading, after all) the reader can’t sound out every word. There is a gradual transition where children start by sounding out most words and then slowly move towards recognising and understanding more words automatically. Regardless, the foundational skill of phonics is vital in the early stages of the learning journey.

Parent workshops enhance home-school collaboration, ensuring continued support for our students' literacy journey. Opportunities for parents to learn from our teachers through workshops have helped them gain an understanding of how we teach reading at TKS and provide interactive games to play at home. The connection between school and home continues to be vital and we are thankful that parents are committed to supporting their children.

In the whimsical words of Dr. Seuss, "Oh, the places you'll go, the more that you read, the more things you'll know, indeed!” And if you peek into the lively world of TKS, you'll witness an avid love for reading that sends our students on remarkable journeys!

ANZAC DAY Commemoration

On Friday April 19, all Year 6 students along with many other schools from the area attended a special ANZAC Service hosted by The Rotary Club of Boronia at the Tim Neville Arboretum.

The service was dedicated to remembering the sacrifices made by the courageous Australian and New Zealand soldiers, the ANZACs, who fought for freedom during the first World War.

Year 6 students at TKS were fortunate to listen to the guest speaker, Captain Kylie McDonald, a retired member of the Royal Australian Navy. Her personal stories left a lasting impression, providing insight into the experience of serving and defending a country.

On returning to School, the students reflected on the historical significance of ANZAC Day by reading about the life and war record of John Simpson Kirkpatrick, the man and his donkey. Time was also spent studying "For the Fallen" a poem by Laurence Binyon, which captures the nation's grief. After analysing the fourth stanza, the students gained a better understanding of why the poem is recited at remembrance services worldwide:

They shall grow not old, as we that are left grow old: Age shall not weary them, nor the years condemn;

At the going down of the sun, and in the morning, We will remember them.

To showcase their comprehension of the impacts of war, students composed poems, carefully selecting words, and utilising literary techniques to convey their sentiments while paying tribute to past and present servicemen and servicewomen. These courageous individuals are the foundation of the freedom we cherish today.

‘Lest we forget’

Below are a few examples of student poems:

Service of Country By Sidath Wickramasinghe

Why did this happen?

The many courageous warriors, Whose bodies lie heroically.

On a land of bullets and shrapnel.

On a land of blood and tears.

ANZAC DAY By Jayden Prasanthan

With a courageous heart they did their work

Brave was their face

Committed they were, to their goal

Adventure called but alas it disappeared

Medics with blood and bandages flowing Determined to save their souls

A legend promised hope

Free at last some of them peacefully enjoy their life

Yet most lie amongst the angels on the war ground.

The ANZACs By Tharushi Kappagoda

They came with the face of bravery.

Selfless acts, determined to save other souls.

Though many unfortunate events occurred, they kept hope. A fierce heart and a courageous mind told them to keep going. It was a tragic adventure for some.

Honour and service.

Many committed, fearless souls saved us.

Lest we forget’ the loyal soldiers of World War 1.

Simpson and his Donkey By Kingsley Tan

A bloody event in history,

A one we won’t forget, Turmoil and Tragedy.

The beaches of Gallipoli forever buried in the heart of Australians, Souls and shadows and memories forever haunt the beach, cemented in the pages of Australian history.

Shadows of the past remain a tribute to Australia and the remembrance of their sacrifice.

A donkey and man standing proudest of them all, 24 days, how short it may seem, lives of 300 owe it to Simpson and his donkey.

A hero of the injured in the most dangerous of times, dodging the fire, he ran like the wind never faltering in stride, knowing he may soon go to the other side, always selfless. He lost everything with that one fateful final strike.

A hero of the past and present.

Simpson, the saviour of many and the heart and soul of medics, a shrine of potential and expectation to influence those all around. The bodies of many litter the ground, names unknown, not recognised for their acts of bravery, courage, selflessness. Changing the pages of Australia’s history.

‘Lest we Forget’.

JUNIOR SCHOOL ART

Native Animal Incursion - ELC3 Grevillea

On Thursday, 30 May, the ELC3 Grevillea children had a few small, furry, big, scaly and feathery native animals visit our classroom. The incursion coincided with Reconciliation Week, for children to learn about some of the amazing native animals in Australia; to foster a deeper understanding of biodiversity and how we can be environmental stewards for the future.

The children were super excited to be part of the sensory experiences of seeing, listening, hearing, and touching a range of native animals.

Brandon from Wildlife Xposure, showed and discussed with us how important it is to look after the native animals through keeping our environment clean – land, trees and water for these animals. The connection and interdependence between people, animals, plants, and land is a recurring theme throughout the Early Years Learning Framework, which is interweaved with Aboriginal and Indigenous understanding of being environmentally aware caretakers of the land on which we live.

The children demonstrated great listening skills, courage, showing respect, care and empathy for the native animals, but most importantly coming out from their comfort zone and BEING BRAVE!!

Mrs Michelle McDonald – ELC3 Grevillea

Capturing Year 5 Camp

Dive into the adventures of our Year 5 students at Camp Toolangi! The Year 5s have been working on recounts, and these selected passages capture their exciting experiences and unforgettable moments.

“On Friday, the Year 5s went on an unforgettable experience to Camp Toolangi. We were there to learn about the place, to have fun and to improve our collaboration skills. When we went onto the bus, an instant excitement ran through us. We stopped next to Lilydale Lake to have a bit of fresh air and some snacks. Then we were off to camp. We had a joyful first day at camp which was loaded full of activities.” – Leo Li

“The second activity we did was in my opinion, by far the best. Raft building! But I never expected that I would be the first person to get wet. The raft was made from 4 barrels, plenty of knots and 3 planks. The reason why I got wet first was because the raft drifted away as soon as we put it in the water, so I got in to grab it. The boat was kind of successful, with a tragic Titanic ending just after pulling it out. “Good thing that didn’t happen when we were in the water!” I said. One boy and three girls made the ultimate sacrifice of jumping off the boat. I thought that Isla was brave because she jumped into the water at the deep end without screaming and swam all the way back to the shore. I nearly wanted to jump in too after that. I later found out that only one of the three groups succeeded in making a successful raft.” – Joshua Young

“The other activity we had that was super fun was high ropes. When you are up there you feel like you are not attached to a rope. I was really hoping that I would get to the top but sadly I got so close but did not. Next time I do high ropes I am going to push myself to get myself that little bit further!” – Adam Wilson

“We had a talent show which was hilarious. Everyone cheered for the performances. Then, it was the last day of camp. Everyone was exhausted but, there still was one more activity. Building the billycart was the hardest since you had to build it with only an instruction paper and a group of collaborative friends.” – Lucas Ping

“I was in group 2, and we had photo trail up first. Photo trail is where you get pictures as your clue, and you go and find words hidden around the camp sight. It was so much fun. After we finished that we had another activity that was initiatives. In initiatives we did low ropes and had a talk about whether a rope had a knot in it. After dinner we had a movie night.” – Emily Hawke

“I cannot wait until next year’s camp because we are going by plane! Toolangi had a lot of activities that were scary, but my friends helped me get at least halfway through. Finally, thank you teacher for taking us to camp and encouraging us to try a bit.” – Ethan Zheng

OPTICAL ILLUSIONS FROM YEAR 6

Kingsley Tan & Justin Han – Year 6

Year 6 students have been exploring scientific concepts that have piqued their curiosity. They dedicated time to reading about the topic from reliable sources, taking notes and then conveying their understanding of the phenomenon in summary using 101 words precisely.

An optical illusion is something that tricks the eyes. It helps scientists understand how the brain interprets visual information. Sometimes your mind sees something that’s not actually there and that is because the neurons in your eyes compete to see dark and light spots and the neuron that came out victorious decides what your brain sees and what it takes in. Sometimes your culture matters, some people in Africa might be tricked by an optical illusion that has not tricked a person living in England. Optical illusions can help cure phantom pain! The brain gets tricked that the limb has returned! – Justin Han

Below is the Hermann Grid. Move your eyes around while looking at the grid. What do you see? Do you see flashing dots where the lines intersect? They are not there!

Look at the images below and concentrate hard x2. You will find that these images are moving!!!!

Begin by looking from the top of the image all the way to the bottom, and then look from the bottom to the top. The result is what you call astonishing.

At first, you see two old people. Now look again…

Reading is Magic!

Mrs Marianne van Niekerk – Head of Library Services

Students have the opportunity to explore the magical world of reading at the at The Knox School library. With captivating displays and shelves filled with intriguing books, students are drawn into a world where anything is possible.

The library staff works tirelessly to create displays that showcase different genres and themes, sparking curiosity and a love for reading in students. From fantasy realms to historical adventures, there is something for everyone to enjoy. Students shared their excitement about visiting the library.

“The

library is a place I go every recess and lunch.”

Ezio

“The library has every book you canKanushaimagine.”

“The library is the best place to relax and explore different books.” Julia

“I really like that the library is so organised. My booksfavourite are Horrible Geography raging rivers.” Thaman

“I love the library because there are magical books. One of them helped me make some money.” Shania

“The library has more booksinteresting than home” Jessie

“If you are bored the library is the place to be. Read a variety of books to fill your mind.”

Sienna

“The library is a nice and calm place to stay because I can play board games and discover new books.” Claire

The school library truly is a magical place where students can escape reality and immerse themselves in the wonders of reading. With the help of dedicated library staff, students are encouraged to explore new worlds, expand their knowledge, and ignite their imaginations. Happy reading, everyone!

“I

“Library is the best!” Chloe

love the library because Ms V makes it fun!”

Jaimie

A SEMESTER TO REMEMBER

Janelle Mathias – Acting Head of Senior School

Growth, Success, and Endless Opportunities!

As we reflect on the past six months in the Senior School, one thing is abundantly clear: it has been a whirlwind of excitement, growth, and success! From academic achievements to personal milestones and triumphs in co-curricular and experiential learning, our students have truly embraced every opportunity that came their way.

In the realm of academics, our students have soared to new heights, tackling challenging subjects with determination and enthusiasm. Whether it was acing a difficult exam, mastering a complex concept, or presenting a collaborative project, our students have shown that they are not afraid to push their boundaries and strive for excellence.

BRAINS IN ACTION

When I heard I was being invited to compete in the da Vinci Decathlon alongside some of my fellow classmates, I was absolutely thrilled. Weeks blurred together and the competition day came sooner than expected. Although I was full of nerves, I felt the hours of working together to complete the test booklets flow by like minutes. We collaborated consistently during the program and my communication skills and confidence in my team was enhanced. I felt like I was being challenged and I took the opportunity to extend myself and really persevere and persist throughout the entire day. Overall, it was a wonderful experience that I will never forget.

– Methuki Don

It's not just about grades and test scores, learning has gone beyond textbooks with countless opportunities for co-curricular and experiential learning that have enriched our students' lives this semester. Whether it was participating in a debating competition, showcasing their artistic talents in a School play, or embarking on a service-learning trip, our students have embraced the chance to learn, grow, and make a difference in the world around them.

BEYOND THE BOOKS AND HANDS-ON ADVENTURES

This year the Senior School students put on the wonderful musical, The Wedding Singer. Underneath the big hair and colourful suits were students that spent countless hours practicing, perfecting, and rehearsing each line and every song. Our smiles reflected the hard work and commitment we put into our production. Our cast of 60 connected instantly, where we made a safe and kind environment for all. This allowed for us to step outside our comfort zones and create new connections regardless of year levels. It was amazing to see the growth from all. We made memories that we will cherish forever as we partied like it was 1986.

– Jacqueline Ring

This year’s Year 8 Camp was a very different experience to any other camp that we have been on. This camp helped me learn many new skills beyond the classroom and I enjoyed it very much. Some skills I learnt was how to put up a tent and how to cook while camping. Another thing we learnt was how fragile the environment around us is and how we can take care of it. Overall, this camp was a fun and new experience and I am very glad that I was able to be a part of it.

– Ayanna Mehta

Let's not forget about the personal growth that has been at the forefront of our students' journey this semester. From building resilience and confidence to fostering leadership skills and empathy, our students have embraced the values of character development and self-discovery. They have shown that true success is not just about what you achieve academically, but also about who you become as a person, fostering a supportive and collaborative school culture.

BUILDING CHARACTER AND CONFIDENCE

YLead: Altitude Day was an insightful experience that allowed me to gain a lot of new understanding about leadership. Throughout the day we got to hear from a variety of guest speakers who all had unique stories; it was truly amazing to learn about their journeys and hardships they overcame. It was highly interactive and engaged all students to participate, collaborate and think critically. I’m also very grateful that we were given the opportunity to meet an abundance of new people from different schools; it was a day for making friends, memories and acquiring new skills.

– Aran Nota

I've recently had the privilege of running Academic FLP Workshops for students from Years 8 to 12. Working with the Academic SLPT team and Ms Wong, I've had the wonderful opportunity to help other students connect and navigate their learning by discovering new techniques and methods. The sessions have not only assisted other students in their academic journey but also helped me grow and develop my communication skills and understanding regarding everyone's different learning methods. I cannot wait to continue running these workshops next semester!

– Rishika Rodrigues

I would be remiss not to acknowledge our wonderful teachers and support staff that have worked tirelessly this semester, turning classrooms into hubs of creativity and curiosity, and inspiring students to strive to achieve their personal best every single day. From organising captivating excursions and overseeing innovative Science experiments to coaching sports teams and directing show-stopping musicals, our teachers have facilitated a dynamic environment where personal growth and co-curricular success flourish. Their dedication not only ignites a passion for learning in our students but also fostered a community of enthusiastic, well-rounded individuals who will be ready to take on the world in their everyday lives!

As we reflect on and celebrate these first six months of the academic school year, it’s clear that our students have a bright future ahead after seizing every opportunity to grow, learn, and succeed. The 2024 journey so far has been filled with unforgettable experiences and significant achievements, setting a high bar for the rest of the year. Let’s carry this momentum forward and make the next semester even more memorable!

INTERNATIONAL PROGRAM

Mr Future Jiang – Head of International Students

At The Knox School, our International Student Program is designed to foster both academic and personal growth, providing a holistic educational experience. This past year, we have witnessed remarkable progress and development among our international students, as highlighted in their reflections.

Alex Yiding Peng – Year 10

Semester one has been full of exciting experiences and activities. One of the highlights was visiting WEHI and The Florey Institute for our Biomed discovery excursions. In PE, playing badminton was a blast. I joined the EISM Badminton team, became the yearlevel swimming champion, and participated in the EISM swimming Division 2 carnival. Being part of the Senior Concert Band as the first clarinet for the autumn concert was amazing too. I've made some great new friends, like Carlos, David, and Leo, and we often play Badminton during our spare time. Owen and I went swimming together, which was a lot of fun. Overall, it’s been an incredible year full of learning, sports, music, and new friendships

Janet Zhuoran Chen & Wendy Tingwei Xiao – Year 9

The past year living in Melbourne has been interesting but also challenging. We have made a lot of friends, and our English has really improved! At times, it has been hard being away from our home and our friends, but overall, it has been a rewarding experience. The excursion to the Dandenong Ranges was a lot of fun, especially seeing some of the wildlife. Some things have been very confusing, like cricket and Vegemite, but the teachers and students at TKS have been very helpful and friendly. We’ve enjoyed the beautiful weather, and although the schoolwork has sometimes been difficult, we have worked hard and feel proud of our progress.

Gina Huanyu Long – Year 8

My life at TKS has been wonderful so far! When I first walked into this school, I was excited but also very nervous. Not knowing anybody made me even more anxious. Soon, I was told that all Year 8s were going on camp. I was shocked; I had only been here for a short time and was not ready. Despite my initial hesitation, I was still looking forward to camp.

A week later, we set off. It was a cloudy morning; the sun was hiding behind the clouds, and the breeze was blowing, making me a little cold. Chatting with friends on the bus, we discussed Science and revised for the upcoming exam the week after we returned from camp. We went tree surfing first before heading to our campsite. Everyone was nervous and excited. When we got to the campsite, we pitched our own tents, had dinner, and played some games. We did many activities during the four days of camping, including kayaking, surfing, hiking, and PE. I enjoyed camping, especially school camps, and this one was great too. My favourite activities were tree surfing and kayaking. This is my life at TKS so far!

David Kaize Wang – Year 7

Life at TKS is fulfilling. We have swimming carnivals, camps, athletics carnivals, cross country, and more. We have lots of facilities such as an indoor table tennis room, hockey pitch, and basketball court. We have BASE music lessons weekly, where you can learn your chosen instrument.

At The Knox School, international students receive extra benefits. For example, at the Rock Out event, international students get a budget for food. This is unlikely to happen in other schools, even some private ones.

Gary Zeguang Ji – Year 7

As an international student, I am enjoying TKS and the opportunities it provides. I have been here for over a year and have really enjoyed it.

In 2024, I participated in many excursions and fun activities such as the Year 7 camp, where I got the Rancher. I also enjoyed our Blind Creek Science excursion, where we talked about the quality of the water in the creek. I joined many different sports and musical activities such as House Athletics, House Swimming, House Cross Country, and the 2024 Percussion night. I also joined the 2024 Maths Research program. I really like living in Melbourne because of the beautiful environment, slow pace of living, and diverse cultures from different countries. I have made many friends since coming to The Knox School, such as Alice, Annie, and Ross, and I recently attended a friend’s birthday party. I appreciate everything and all the opportunities The Knox School has provided for me.

ENRICHMENT

Ms Alison Crawford

Term 2 has been an exciting time for students involved in the Enrichment space.

We have had students participating in enrichment programs designed specifically to support the needs of advanced learners and students with high academic potential in both Junior and Senior School. We are seeking to not only foster their growth in areas of academic strength but also to develop their capacity in collaborating with others, thinking creatively, communicating their thinking processes with others, and developing academic resilience in the face of challenge.

To support this learning, students have also had the chance to participate in co-curricular academic competitions. We celebrate their willingness to be challenged, to work together to solve difficult problems, and their ability to think logically and laterally.

OZCLO

OzCLO is the Australasian Computational Linguistics Olympiad, which is held in Term 1 in conjunction with Languages.

It is a teams-based competition with students working together to solve challenges – breaking down challenges, sharing their thinking and to support each other.

The problems require logical thinking and code breaking skills. Students needed to understand strings as used in computer programming, as well as linguistics or the science of language. As you can imagine it’s a difficult competition!

We are very proud of our students who put time and energy into preparing and training for the competition, as well as showing academic grit during the competition.

These students are to be congratulated for receiving a bronze certificate: Amelia Carnell, Ati Ramakrishna, Lia Henrichs, Linda He, Elizabeth Collins, Anita Weber, Meher Sidhu.

DA VINCI DECATHLON

The Da Vinci Decathlon is an academic competition where students complete challenges in ten disciplines: engineering, mathematics, code breaking, science, English, ideation, cartography, creative producers, legacy, and art and poetry.

It is designed to celebrate not just the diverse academic gifts of students, but also their ability to work together as a team of eight.

It is the journey in the lead up to the competition that is perhaps the best part of the Da Vinci Decathlon. The training and practice sessions that our students did to prepare for the competition made it a rewarding experience.

Our students did a fantastic job on the day, working hard and gaining kudos for the originality of their thinking in the ideation task. Most importantly, their teamwork was something of which they were justifiably proud.

Well done to Aleeza Azmaan Moulana, Oscar Collins, Methuki Don, Grace He, Megan Lee, Junyi Li, Austin Liu, Divnit Sehgal.

BEBRAS CHALLENGE

The Bebras Challenge is an international computational thinking challenge. This year, TKS students from Years 4 to 11 participated including some students from Year 4 who competed in the Year 7 and 8 competition! Students had the option to either work individually or in teams.

What is computational thinking? It is about logically thinking through complex problems to find the correct solution. The problems involve logical reasoning, algorithmic thinking, and pattern recognition. By giving students opportunities to do computational thinking, we aim to inspire a lifelong love for learning and problem-solving, preparing them for future academic and career pursuits in a digital world.

We are proud of all the students’ efforts and are thrilled that several of our students achieved outstanding results, gaining Distinctions and High Distinctions. Not only did they demonstrate exceptional computational skills, but they also displayed teamwork, perseverance, and a passion for learning.

YEAR 7

Miss Brittany Morgenthaler – Head of Students: Year 7

Term 2 of Year 7 marks the second chapter for students as they continue their journey into Senior School. Term 2 has been a period of immersion into a variety of activities and new opportunities, providing a dynamic and enriching experience for our Year 7 students.

This term, students have been focusing on respectful relationships through our mentor program. They have engaged in thoughtful discussions and activities designed to help them understand the importance of Respect as well as Care and Empathy. This emphasis is a solid foundation for their social development, helping them navigate the complexities of Senior School life.

In addition to this, students have been focusing on their skills during the Flexible Learning Periods each Friday, where they have learned to set goals to improve their learning through skill development. This process of goal setting and reflection is not only enhancing their academic growth but also encouraging them to lead their educational journey; developing skills that will benefit them throughout their time at TKS and beyond.

Year 7 students participated in the House Cross Country event. This event is a celebration of perseverance, camaraderie and House spirit. Students eagerly took part, cheering on their peers, fostering a sense of belonging and House pride.

Following the Cross Country, students began to engage in House Arts, preparing for the event next term. This program allows students to use their creativity, collaboration, and communication skills.

Whether through music, drama, visual arts, Lego building, or dance, House Arts encourages students to express themselves creatively and work collaboratively across year levels.

As we move forward, the experiences and skills gained in Term 2 will be a strong basis for the rest of the year. The emphasis on respectful relationships, goal setting, and creative expression is equipping our Year 7 students with the tools they need to succeed academically and personally.

We look forward to seeing the Year 7s continue to thrive in the coming terms. Their enthusiasm, resilience, and academic and personal growth are truly commendable.

STUDENT REFLECTIONS

This semester has been a rollercoaster. My first year in Senior School. It was full of ups and downs. During the semester, I have done well in all subjects by achieving an A+ in them. In English I got an A for my story book analysis task. I feel that I have worked hard and completed all my tasks to the best of my ability. I have made many friends and enjoy spending time with them all. I participated in the divisional EISM swimming and athletics. I feel that I have grown as a person during this semester and not just with my studies but also with my social skills. One of the challenges this semester was getting used to all the homework. I had to make goals everyday so I could complete them on time. This semester I believe I have worked hard, grown as a person, been compassionate to others, been empathetic, creative, resilient, reliable, and optimistic.

– Bhanavi Balanathan

Term 2 had a thrilling kickstart with many sporting events such as EISM Athletics, where TKS was rewarded with glorious victory. On May 24 and 25, many students performed in the TKS musical, The Wedding Singer. In Week 2, Year 7’s EISM sport kicked off to a great start against Kilvington Grammar. At the beginning of Term 2, the entire school came together to compete in Cross Country, as well as Dodgeball and tug of war. Overall, Term 2 went really well.

–

Gina Jeong and Clara Chan

Term 2 for me has been an awesome term so far. I got to know so much about the wonderful TKS community and have met many amazing teachers and students.

Learning different subjects has become good fun thanks to the encouraging and supportive teachers. Currently my favourite subjects are French and Base Band.

I have also enjoyed playing a variety of sports this term including soccer, tee-ball, badminton, and cricket, and have done well in all.

There are so many opportunities to be a part of at TKS. I decided to participate in this year’s musical, The Wedding Singer. This amazing opportunity included acting, memorising lines, dancing, singing and most of all having fun throughout the rehearsals. I have always enjoyed being a part of school musicals.

TKS is a great community, and I am #proudtobelong.

– Mishka Raut

I remember walking into the gates on the first few days of school, not yet knowing what was going on, but thoroughly enjoying it, nevertheless. The first term felt like a breeze and was surprisingly enjoyable. This fun, enjoyable Year 7 was nothing like the scary, stressful Year 7 I had pictured. There were so many activities to enjoy and in the first week we already started House swimming. That was nothing compared to the second week when we started camp at The Ranch in the Mornington Peninsula. The following weeks were just as enjoyable with Athletics day, cultural diversity week, and many assemblies and performances.

– Angie

Li

Embarking into Year 7 is a substantial obstacle for everyone. Dispatching from Primary school to High School had made our schedules overcrowded with various schoolwork, activities etc. Unlike Primary school, we had minimal subjects which only included Maths, English and Sport. The ongoing conversation around how much work we obtain every day has gone mad. Even so, TKS supplies students with compulsory activities, learning supplies, subjects, and an endless amount of refreshment for everyone to discover and appreciate.

– Esme Wang

Stepping into the Year 7 centre was a scary decision in my life's next chapter. Yet, I regret none of it. Despite the hectic first week, I soon found myself adjusting to the changing timetable. On the first day, I was given my Record book, also known as a diary. I used it to fill out and record my homework for each day, which was a big help when I had a lot of things to remember. Along with that, I received my locker plus a lock. It was fairly difficult to get used to the padlock, but after that it was smooth sailing. Every day, I follow the same schedule –Get to school, unpack my things, take my books for first period, and get ready for the day!

– Fenice Ong

CAREERS

Ms Jacky Burton – Careers Development Practitioner

The difference between ordinary and extraordinary is that little extra

(Jimmy Johnson)

Not a week goes by that I don't have a conversation with a student about realising the importance of applying just that little extra in all that they do – whether it is at sport, in a music ensemble, in the classroom, in relationships, or even in working towards making their dreams and aspirations a reality.

We often talk about people – their peers, their teachers, maybe a politician – someone who stands out for them. Someone they learn from – either someone they aspire to be like, or the very opposite. Almost always, we conclude our chat with the acknowledgement that the people we admire, look up to and respect are those who seem to bring that little something extra into our lives, and that this is something each and every one of us should aim for: to be extraordinary in all that we do.

As this busy semester draws to a close, I would like to acknowledge what a fulfilling few months it has been for me. To have students come in and tell me how much they gained from participating in a workshop, a webinar, or a school holiday program, and to have students drop in at recess or lunchtime to update me on their plans, just reinforces for me what an outstanding and motivated cohort of students we have at The Knox School, and what a privilege it is to be part of their journey.

It has been so encouraging to see so many students sign up for opportunities advertised through the weekly Career News and news updates on The Nest

Expanding our horizons

Mr Darragh Sheehan – Head of Science

TKS Students Excel in STEM

At TKS, we recognise that education extends far beyond the confines of the classroom. We take pride in offering our students a wide range of opportunities to enhance their STEM (Science, Technology, Engineering, and Mathematics) experiences, pushing them to broaden their horizons and apply their knowledge in real-world scenarios.

Our students participate in various prestigious programs and competitions that challenge and inspire them. For instance, Year 10 and 11 girls have engaged in engineering programs during school holidays, while Year 9 students have taken part in the BrainSTEM program. Additionally, students have shown remarkable enthusiasm in the REA F1 in Schools program, and Years 7 to 9 students have ventured into their first competition with the Big Science Competition.

These competitions provide a platform for our students to showcase the skills and knowledge they have acquired throughout the year. They apply the Design Thinking methodology to tackle real-world problems and come up with innovative solutions. The results have been impressive.

For example, Linda He and Anita Weber received a Grit Award for their outstanding work in an engineering solutions program during the holidays. In the BrainSTEM Innovation Challenge, three of our students were recognised for their innovative ideas addressing a UN Sustainable Development Goal. Moreover, our students involved in the REA F1 in Schools program are diligently working on their car design, now on their fourth model, as they prepare for the State Finals in October.

These achievements reflect the dedication and hard work of our students and the supportive learning environment at TKS. We are excited to see them continue to excel and make meaningful contributions to the world of STEM.

Change STEMs from our TKS Students

‘The success of Australia’s society and economy over the next two decades depends on an effective response to climate change and clean energy, artificial intelligence and other digital technologies, and emerging capabilities in quantum, robotics and medtech.’ Dr Cathy Foley, Australia’s Chief Scientist, May 2024 Australia’s Chief Scientist, Dr Cathy Foley’s call to action this year necessitates the equipping of our students, not only with necessary skills and knowledge, but with an entrepreneurial mindset, agility and challenges that they can problem solve not just for tomorrow but right now… and that is exactly what we are doing at TKS. Our students are already enacting change in our community. Founded upon a bedrock of design thinking, real world application and making impactful change, our students are not only problem solving but also developing the essential positive influence communication skills to convince stakeholders to drive the implementation of their innovations or solutions. Critical to this process is also the link to experts and industry.

BIOMEDICAL SOLUTIONS

The work conducted in Dr Rami Stiglec’s Year 10 Biomedicine elective has culminated in an important impact upon our community. The exposure to industry and tertiary sectors enables students to see first-hand, research conducted in this field. Our Biomed students were immersed in this field of Science by visiting the Walter and Eliza Hall Institute and the Florey Institute (the Southern Hemisphere’s biggest brain research centre) where they encountered scientists who shared cutting edge research while students toured their laboratories. Back at School, the learning tasks provided students with an appreciation of human anatomy and physiology while they examined and conducted research of natural antimicrobial substances on common bacteria found on skin and intestines. This led to the students delivering a healthcare awareness campaign aimed at reducing the use of antibacterial soap, as it can result in antibiotic resistance in bacteria and create ‘superbugs’ that can’t be treated. As part of this campaign, students presented their findings to Principal, Ms Kirkup and CFO, Mr Wathen who agreed to change the School’s purchasing policy to only buying regular soap products for bathrooms, labs and kitchens.

Semester 2 Biomedicine students will work with the Florey Institute.

GROWING DATA SKILLS

Another example of students enacting change through design thinking are Year 9 students in the Weather Station elective designed by Science teacher, Mrs Carol Cartwright with technological support from fellow teacher Ms Marissa Thomas. This interesting project involves cross-school connections in which students are developing skills to assist in the design and construction of a weather station that will provide data about conditions for a site that Year 6 students are designing: a garden focusing upon indigenous plants. The valuable data acquired from the weather station will inform the nature of plants that will survive in these conditions.

Through extended investigation of technological tools, the class was divided into small groups who learnt how to effectively pitch their technological tool and design of a weather station in the spirit of aspiring entrepreneurs. The students have taken on roles of weather station designers, data analysts and web designers. The class eventually chose Raspberry Pi as tool of choice. This then led to upskilling coding, learning how to solder, and construct their weather station before analysing the data once the station is operational. Year 9 students worked with Year 6 students to present to them about Raspberry Pi and its associated data gathering, and to guide them with using the data.

BEYOND THE CLASSROOM BORDERS

TKS students are also taking up valuable opportunities beyond the classroom. The University of Melbourne’s enrichment program, Micro Mathematicians, sees students in Years 5 to 10 participating in an array of virtual and in-person workshops where students take part in a variety of activities across a range of topics, designed to promote mathematical investigation at a high level.

ENGINEERING SOLUTIONS

Four students from Year 9 and 11 had a unique opportunity to explore the world of Engineering during the Term 1 holiday. They joined the Monash Engineering Girls’ program – STEAM City, a three-hour escape room challenge that tested their creativity, problem-solving, and teamwork skills. The program, composed of 12 teams, aimed to inspire students to pursue Engineering as a career. The participants learned from current engineering students about the importance of having a growth mindset and grit in this field. They also applied their knowledge to a mini Lego challenge before entering an escape room in which they had to engineer a miniature city made of electronics, Lego, and nuts and bolts, without any instruction. They faced unexpected twists, limited resources, and competing design constraints, just like real engineers. They also had to take on the roles of different types of engineers, such as civil, electrical, and mechanical. One of the TKS teams won the award for Grit, each receiving a copy of the book Grit by Angela Duckworth.

MAKING LEARNING COUNT

Several TKS students have also been involved in the challenging Mathematics and Statistics and Research Competition which facilitates the understanding what it means to conduct Mathematics and solve mathematical problems. After selecting an open-ended research question, students employ methods used by mathematical researchers to investigate their problem; they can gather data, simplify, visualise, hypothesise, conjecture and prove. The aim of the competition is to allow students to use their creativity and problem-solving skills to make choices about how best to ask and answer questions about their chosen project.

Without doubt, TKS students are immersing themselves in real-world learning, tapping into experts and opportunities to take their learning further and assist them in creating positive impact in their community right now and into the future.

RACING TO INSPIRE

The F1 Team

The F1 in schools competition is more than a drag race of expertly-designed lightweight model cars down a 20-metre track, it is an opportunity to put the best young minds against each other and test our skills by managing an F1 team. From the Instagram pages, sponsorships, to the computer simulations of aerodynamics, there is a lot involved as we push the boundaries in STEM.

Last year’s competition was a fantastic time where we had the opportunity to sharpen our presentation skills in the several meetings we had with experts in marketing and engineering, where we presented our journey through the year which involved lots of hard work and dedication from everyone involved.

For this year we have driven across Melbourne to use a professional grade CNC machine. We had the opportunity to learn how to operate these industry standard machines; a skill that not many people entering the workforce will have.

For all of us in Argent, the F1 in Schools program has allowed us to embrace our passions for cars and STEM, and has given us the opportunity to develop skills that we can apply later in life.

This year we hope to improve on our performance from last year and we can't wait for the competition in October.

WE GET MOVING IN THE JUNIOR SCHOOL

Miss Celeste Fletcher – Junior School HPE, Sport and House Learning Design Leader

There has been a noticeable increase in participation in physical activity and sport and I am excited to continue in my role as the HPE, Sport and House Learning Design Leader to support the development of this program. In Junior School, our overall goal in HPE and sport is to enhance students’ knowledge, confidence, skills, and physical competence, enabling them to lead healthy and active lives. We aim for our students to understand the value and take responsibility for engaging in physical activities not only for now, but for life.

At the start of the year, we saw the commencement of ‘Running Club’ which took place before school every Thursday morning. For our students in Years 3 to 6, Running Club signifies more than just exercise; it embodies dedication, camaraderie, and risk-taking. At Running Club, students set personal goals and challenge themselves weekly to improve. By fostering an inclusive environment and a sense of community, the club encourages friendships across different year levels and inspires everyone to push their limits and reach new heights.

‘I like Running Club because it gives you a time before school to practise your running and get better with all sorts of techniques. My favourite part about Running Club was when we ran 6 laps around the oval. It gave me a goal to achieve every week and get better. It is also a good place to create friendships with one another and have fun right before your school day starts’. – Aidan Ucci 6B

Throughout Term 1 students were immersed into swimming lessons, aimed at enhancing stroke technique and increasing knowledge and competence around the importance of water safety. The TKS swimming program is a vital component of the Physical Education curriculum, engaging students from Prep to Year 6 in a comprehensive aquatic education.

‘I like swimming lessons at school because it helps me improve my leg muscles and arm movement. Even though we swim in water, it helps with running as well. Swimming lessons also help bond with the community, and you can make friends and share a passion. If you do swimming lessons and you’re passionate about it, you can practise beyond your lessons and compete in competitions to win prizes and medals, but best of all you can swim in the ocean freely and if a shark is attacking, you have speed’ – Jayden P 6B

For the first time, we launched the Jump Rope for Heart Campaign. This skipping initiative was aimed to instil a positive attitude towards participating in exercise, knowledge around healthy eating, and most importantly, learning about heart health while raising vital funds to combat heart disease in Australia. Week by week, we witnessed our students participate in endless skipping whether it was before school, at recess, during PE or after school in their own homes. The fundraising program united our community, and it was inspiring to see all our students on Skip off Day, collaborating and having fun, raising money for a great cause. The TKS community donated over $2000, directly supporting Heart Health research.

In what was a large semester of Sport in the upper years, a special mention to the students below who represented TKS at Divisional Swimming or Cross Country –

OPUS GREENHAN – YEAR 5

AIDAN UCCI – YEAR 6

ETHAN ZHENG – YEAR 5

TAMINA TANG – YEAR 5

MIA HUANG – YEAR 6

ASHA OLIVER – YEAR 4

MUSIC & PERFORMING ARTS

Mr Nico Di Stefano – Head of Music and Performing Arts

The Music and Performing Arts program continues to thrive at TKS and Term 2 has brought with it many opportunities for students to rehearse, perform, collaborate, and participate in a wide range of experiences.

Early in the term families enjoyed a variety of student ensembles performing in our Autumn Ensembles Concert, with over 100 students gracing the stage across 12 small and large ensembles. To close the term, the BASE Concert gave students in Years 5, 6 and 7 the opportunity to share their learning in a performance featuring the year level bands as well as several of our intermediate ensembles.

Recital season has begun with performance nights for Percussion, Vocal, Guitar and Strings students. These solo recitals offer students learning an instrument a practical goal to work towards and it’s always fantastic to see the excitement of our younger students as they watch senior students perform. Likewise, the VCE Unit 1 and 3 recitals mark an important milestone for students undertaking Music in VCE and it was great to see students performing with confidence in these recitals.

Our Rock Band program again made an appearance with several rock bands adding to the festive atmosphere at House Cross Country, where all were pleased that the weather held out long enough for all bands to perform!

Strings students have participated in some musical adventures, with the Chamber Strings ensemble travelling to Monash University to watch the MSO perform Elgar’s Enigma Variations and members of Falcon Strings and Intermediate Strings joining in a very hands-on incursion with wonderful strings specialist, Karen Kyriakou.

In the Performing Arts 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 on analysing theatre and interpreting a script.

Likewise, Music students have been hard at work in the classroom, from research projects to compositions and learning practical music theory. Year 9 students have focused on Music for Film with each student achieving the impressive accomplishment of composing a film soundtrack for a real film scene. In many classes, instruments have come out of cases as students have busily collaborated on performances, taking responsibility for planning, rehearsing, and performing their pieces, and VCE Music students have developed their solo performance programs.

Add to this already busy calendar the production of our Senior Musical, The Wedding Singer, and this term has certainly been rich with opportunities for TKS Music and Performing Arts students.

THE WEDDING SINGER

Over three blockbuster shows, 70 students graced the stage to delight audiences in this year’s Senior Musical production of The Wedding Singer. Set against the vibrant backdrop of the 1980s, the show was a delightful blend of catchy tunes, colourful costumes, epic dance moves and heartfelt moments that left the audience thoroughly entertained.

The cast delivered outstanding performances, showcasing their dedication and passion for the show. Their hard work shone through with the lead cast bringing their characters to life with remarkable energy and charisma.

The musical numbers took the audience on a journey through the storyline, from the exuberant singing of the ensemble in big numbers like "It’s Your Wedding Day" and "Saturday Night in the City", to heartfelt ballads like "If I Told You" and "Come Out of the Dumpster" and of course a healthy dose of 80s rap thrown in for good measure - Grandma Rosie sure showed us how to Move That Thang!

The dance crew showcased their impressive skills throughout the show and we were treated to some awesome choreography created by the inimitable Mrs Matheson.

Equally impressive were the contributions of students and staff behind the scenes, with a student crew responsible for props and scene changes as well as stage managing, sound and lighting. From set painting to prop design, costume changes to hair and makeup, the contributions of those behind the scenes ensured that the show ran smoothly from start to finish.

No school show runs without the significant contribution of many staff and this year we thank the team of teachers who supported students throughout. Led by director, Miss Cassie Beveridge, rehearsals were supported by Mr Dolbey, Mrs Matheson and Mr Di Stefano, with additional support from Ms Brennan, Dr Stiglec, Ms Beard, Ms Fox, Ms Brummell, Mr Brand and Ms Jeong, along with many others who contributed along the way. A massive thankyou and congratulations to all involved in the show!

“HOW SCHOOL MUSICALS FOSTER A

POSITIVE SCHOOL COMMUNITY”

Ava Knight, Charlotte Marshman, and Megan Lee (Year 8)

Over the past two terms, students and teachers have been preparing the 2024 musical production, The Wedding Singer. Set in 1985, Robbie, a wedding singer, becomes heartbroken when he is abandoned at the altar by his fiancé. He meets another woman named Julia, who needs his help to plan her wedding. Robbie falls in love with Julia and must win her over before she gets married to the wrong person.

Throughout preparations of this year's musical, the cast of students have practiced good mental health and wellbeing by singing and dancing and supporting each other throughout the process of the production. Productions aren’t just about entertainment, they also promote and support a healthy school environment, fostering a sense of positive good health and well-being.

“I think being involved in the musical is a really good opportunity for students to get to know each other and their teachers. Students of different ages get to work with people through different experiences and similar interests. It is a really good kind of wellbeing outcome for students who want to work together.” – Mrs Matheson

The rehearsals and choreography keep performers active, while teamwork and collaboration foster and build confidence and reduces stress. Musicals even work in a creative space which allows students to express themselves in a fun and rewarding way.

“I feel that the musical is a great way to not only portray students’ talents in a special manner, but can also help with relaxing people. School especially can be a stressful place for individuals with workloads which can vary for each person. But I feel like extra-curricular, such as the musical, can give students a way to be free.” – Arien Manuel (“Robbie”)

“I guess my overall opinion of the musical this year is that it's a funny show and great for the school. It has a perfect balance of comedy and love.” – Belle Collins (“Julia”)

The benefits of school productions go deeper than that. They also bring students from diverse backgrounds together, creating connections with one another throughout the whole school. So next time you hear all these amazing production shows, remember that these shows not only fuel creativity, but they also support a better school environment for ever.

TECHNOLOGY, ART, and DESIGN

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

In Technology, Art, and Design (TAD), students are encouraged to focus on the world around them, with an emphasis on human-centered design. Our programs are built on the foundation of fostering care and empathy for others and their future.

Our Year 11 and 12 Visual Communication Design students have delved into Dieter Rams' principles of design. To kick off this unit, students analysed the elements and principles found on Ben & Jerry's ice cream tubs. What makes a good design... and which ice cream tastes the best? Exploring design in four distinct fields: Objects, Environments, Messages, and Interactive Experiences, our students have developed their own criteria for what constitutes good design. Practical lessons, such as lemon juicing, sparked discussions on functionality versus aesthetics. Some students found traditional wooden juicers more practical than the visually striking Alessi juicer, while others preferred the innovative, eco-friendly foldable Fluicer. These hands-on experiences have prepared students to evaluate the design world around them and identify areas for improvement. Inspired by a recent Top Designs excursion, our senior students are now deeply engaged in creating their own human-centered designs for their folios. I’m looking forward to the final exhibition later this year, where their innovative work will be showcased.

In keeping with a practical approach, it has been a busy semester for the Food Studies department. The kitchen as always has been a hive of activity. Throughout this semester, students across Years 8 to 12 have engaged in Food Studies programs tailored to their educational stages. Year 8 students delved into the realm of food sustainability, honing their skills in recipe redesign to foster more sustainable culinary practices whilst also developing basic skills in Food Studies.

Meanwhile, Year 9 students immersed themselves in a comprehensive investigation of the scientific properties of ingredients through handson experiments, ingredient analyses, and extensive practical activities.

The Year 10 curriculum delved into contemporary food trends, indigenous Australian ingredients, and sustainable methodologies, including an interesting exploration of entomophagy: consumption of insects, through sensory analysis sessions. Year 10s completed their course with extensive research projects and responding to design briefs in the creation of food products that meet the needs of the school community.

For Year 11 and 12 VCE students, the focus shifted towards a detailed examination of the Australian food system, tracing the journey of food from paddock to plate. Year 12 students delved into the intricacies of nutritional science with a spotlight on gut health, applying their knowledge during a visit to the Yakult factory to witness firsthand the production of pre and probiotic beverages. Applied Computing and human-centered design go hand in hand. By leveraging critical thinking and communication skills, students are preparing for real-world scenarios. They are guided through strategies and techniques for creating digital solutions and managing threats to data, information, and software security. Through problem-solving and incorporating computational, design, and systems thinking, students develop an awareness of the technical, social, and

economic impacts of information systems. Throughout Units 3 & 4 Software Development, students apply these skills during the year as they create a solution to solve an information problem for a realworld client.

So, as you can see, a strong narrative in our Technology, Art, and Design practices is getting close to our users, observing their interactions, and analysing the factors that influence them.

This sentiment also underpins our courses with the Year 7 and 8 students. Our ‘TAD rotations’ include a taste and development of skills in the areas of media, art, visual communication design, food, and robotics. All these units are explored through the design thinking lens and related to sustainability and real-world issues.

The Year 7 Art students are learning various painting techniques to create a final canvas piece that represents an aspect of inequality they have researched through SDG10. Meanwhile, the Year 8 students also studied the United Nations Sustainability Goals and represented their findings through clay sculptures.

The skills and techniques explored in Year 7 and 8 robotics, print and digital media, food, textiles, visual communication design, and art create pathways for further learning in the senior years. These disciplines collectively contribute to innovative, real-world, human-centered design solutions. In our progressive world, these skills are essential for shaping the future.

INTRODUCING MS KATHY CLARKE: OUR NEW JUNIOR SCHOOL TECHNOLOGY, ART, AND DESIGN TEACHER

We are thrilled to welcome Ms Kathy Clarke as our new Junior School Technology, Art, and Design teacher. Kathy believes that art is a subject where every child can find success. Her teaching introduces students to a variety of artists and art media, including drawing, painting, collage, textiles, and ceramics. The curriculum encourages students to explore and express ideas, interpret and respond to art, and understand how art communicates messages.

Kathy fosters an environment where students feel free to voice their opinions, and celebrates all their successes, helping to build positive self-esteem and confidence in the art space.

Kathy Clarke's innovative approach is already making a significant impact, and we look forward to seeing the wonderful art that will come from her classroom!

Here are some highlights from her current projects:

• Prep – Piet Mondrian: Students learned about primary colours and painted fish. They divided their pages into squares and rectangles, using primary colours to fill in the shapes and outlining them in bold black lines.

• Year 1 – Keith Haring: Students created a collaborative piece, exploring how Keith Haring used simple images and movement lines to convey action.

• Year 2 – Mola Art: Inspired by Mola Art, students created animal collages focusing on patterns unique to this style.

• Year 3 – Coral Reef Biome: Students explored tonal value and used slick sticks and paint pens to depict coral reefs and sea creatures.

• Year 4 – Picasso Heads: Using cardboard, paints, and paint pens, students explored Cubism and understood how Picasso showed multiple sides of a face in a single artwork.

• Year 5 – Matisse: Students studied organic and geometric shapes and created paper mâché bowls. They also explored Matisse’s goldfish works and experimented with watercolour.

• Year 6 – Sock Monkeys: Students engaged in recycling and sustainability by learning whip stitch and running stitch to create sock monkeys.

YEAR 9 CUBE ELECTIVES

Mrs Birgit Verhagen– Head of Technology, Art and Design

The Year 9 CUBE elective fosters learner agency and the development of essential soft skills such as communication, critical thinking, creativity, and collaboration. Students are guided through a transdisciplinary experience grounded in the curriculum. A unique aspect of the CUBE program is its focus on real-world clients, allowing students to develop products, services, or solutions that directly benefit these clients. This approach enables student-driven initiatives to gain realworld recognition.

Recently, we celebrated the opening of the outdoor fitness gym, a project initiated in 2022 by two students who combined their ideas of recycling soft plastics and creating additional fitness opportunities for students during lunch. Kayla and Savi worked tirelessly, conducting research, writing and responding to emails, making presentations, and raising funds. Their hard work paid off as the gym is now actively used by students during lunch breaks. This project began in the CUBE subject called Design Thinking –Social Innovation, where students pursue their passions to create impactful products or solutions. Kayla and Savi's dedication and perseverance have left a lasting legacy at TKS that they can be proud of.

In 2024, we have witnessed the success of four CUBE electives, each fostering unique skills and experiences among students.

In the "Crews not Passengers" elective, students explored their physical and mental strengths while designing, creating, and conducting an outdoor education journey. They engaged in activities that prepared them for adventures beyond the school grounds, ultimately providing an ideal outdoor experience. Through collaborative and critical thinking, students examined the human impact on Australia's natural environment and developed strategies to minimise this impact during their outdoor challenges. "Puppet Palooza" brought together Junior and Senior School students to design enchanting puppets, with Year 9 students bringing these characters to life. As they moulded, stitched, and painted their puppet masterpieces, Year 9 students embarked on an inspiring journey of storytelling. They scripted and performed captivating plays with their puppets, which were expertly filmed and curated into a digital library for all to enjoy.

In the "Weather Station" elective, students set up and operated a weather station, collecting and analysing real-time weather data to predict local conditions. They designed an accessible website showcasing our School's weather data and provided insights into indigenous plants and the wildlife they attract in the Knox area. This project now supports our Year 6 students to plan and develop an indigenous garden outside the Year 7 building.

Combining Humanities and Technology, Art, and Design, students in “Behind Those Eyes” embarked on a journey into the lives of elderly residents at ARCARE. They explored, connected, empathised, and depicted the rich lives of their assigned elderly residents. Students honed their skills in interviewing, analysing, and crafting mini-biographies before creating reflective photographic portraits. Through informal conversations and in-depth historical research, students developed compelling biographies that provided true insights into their subjects. After guided workshops on photography techniques, students planned and captured elements reflecting the essence of their subjects, ensuring a powerful narrative in their final creative portraits.

BELOW ARE SOME RECOUNTS FROM THE STUDENTS ABOUT THEIR CUBE ELECTIVE JOURNEY.

Behind Those Eyes:

I have immensely enjoyed this unit. Behind Those Eyes has been an insightful experience that’s allowed me to build upon my creative, critical thinking and communication skills. I’m very grateful that it’s also enabled us to build a connection with a resident at ARCARE named Ethel. I have gained a lot of knowledge and truly enjoyed being a part of something that has made a difference to a wonderful lady. This subject has offered me the chance to learn about camerawork and how it can be used to create emotion or express an individual’s narrative. We have predominantly learnt about how to capture the essence of a person whether it’s through a lens or words on a page. I would highly recommend this CUBE to anyone interested in exploring identity, telling a story, and getting in touch with their innovative side.

– Aran Nota

Weather Station: From Raindrops to Rainbows

The CUBE offers a range of electives from which we can choose, allowing students to delve into particular areas of interest. Weather Station Wonders, led by Mrs Carol Cartwright, focuses on the areas of Science and Humanities, with the goal of implementing our very own weather station!

Through this elective, we have grown so much as individuals, having acquired knowledge from various areas, such as weather and its influences down to what makes an effective business pitch. What we have particularly found significant are the soft skills we have developed in Weather Station Wonders. All CUBE electives focus on a handful of the four ‘Cs’ (Communication, Collaboration, Critical thinking, Creativity) and it is by way of these that students develop essential skills applicable in all fields of life.

The class was divided into groups, each one being designated the responsibility of researching a different microcontroller. Members were to collaboratively find out its pros, cons, and overall feasibility as a working weather station, all whilst conveying this in a creative yet persuasive manner as a ‘Shark Tank Pitch’. Ultimately, following extensive research, the class unanimously decided to choose the Raspberry Pi as our weather station powerhouse due to its bang for buck, compatibility, and compact size.

The groups allowed us to develop crucial skills. First, it was a matter of collaboration that determined the group’s effectiveness; a matter of recognising and applying each member’s strengths and ensuring the group made an effective use of class time. We had to collaborate in a manner where everybody had a voice and throughout these projects we had to think critically about many things. One of which was sustainability. Our group’s job was to create the weather station box. We took into consideration creating a sustainable box with earth friendly materials such as solar panels.

Communication played a significant role in our elective, from communicating appropriately to peers, to the class, then to other teachers. Following our first collaborative task, each group had to write up a personal reflection. It was difficult to reflect honestly and then share our opinions on others’ contributions. Mrs Cartwright is an expert at honesty and taught us how to start off with positive feedback, sprinkle in the awkward notes, and then link back with more positive feedback. We really benefitted from that discussion and learnt lots about areas of personal improvement.

We have really enjoyed each Weather Station class, because there’s always something new to be learnt. Whether it is learning which colours absorb sunlight most, or how to solder sensors, Weather Station Wonders turns every cloud into an opportunity to explore and every storm into a chance to grow.

– Leah Na and Aurelia Cabrera

SPORT – 2024

Mr Alex Wilson – Head of Sport

Our House Carnivals began early this year, with the House Swimming competition being held during the first week of Term One, Friday 2 February. The carnival was once again held at Croydon Memorial Pool and included all students from Years 7 to 12. In addition to the usual four strokes, students had the opportunity to compete in water volleyball, the continuous race, and the introduction of a new event – The Hungry Hippo. I am pleased to announce that Flinders House was victorious.

On Thursday 14 March, the Years 7 to 12 House Athletics Carnival was conducted at Bill Sewart Reserve. TKS students had the opportunity to participate in a number of track and field events, with the ever so popular “Sloth Race” returning for the second year. The highlight of the event was once again the staff relay race. Congratulations to Flinders House for being overall winners on the day. The age group champions are as follows:

The EISM Cross Country is scheduled for Wednesday 11 September at Ruffey Lake Park. Students who have performed well at the House Cross Country will be invited to compete at this event.

Our Senior EISM teams (Years 10 to 12) performed exceptionally well in Term One, with nine of the teams playing in Grand Finals. I am pleased to announce that five of these teams were successful.

The results of these finals are as follows:

• Boys’ Basketball A – Knox 45 defeated Kingswood 35

• Boys’ Basketball B – Knox 35 lost to Kilvington 45

• Boys’ Indoor Cricket – Knox 83 lost to Huntingtower 165

• Boy’s Softball – Knox 8 defeated Kilvington 2

• Boys’ Rec Badminton Navy – Knox 9 defeated Huntingtower 3

• Girls’ Basketball B – Knox 34 defeated Huntingtower 27

• Rec Boys’ Netball Gold – Knox 14 lost to Huntingtower Blue 33

• Girls’ Soccer – Knox 3 defeated Huntingtower 2

• Girls’ Softball – Knox 7 lost to Huntingtower 21

Our Year 8/9 teams also performed exceptionally well in Term One, with four of the teams playing in Grand Finals. I am pleased to announce that four of these teams were successful.

The results of these finals are as follows:

TEAM RESULT

Boy's Softball Knox 12 defeated Huntingtower 7

Boy's Rec Badminton Knox 3 lost to Huntingtower 9

Girl's Softball Knox 13 defeated Huntingtower 8

Our last House Carnival for the Semester was the House Cross Country, conducted on Friday 19 April. All students from Years 2 to 12 participate in this event, which is run entirely on TKS grounds. Students run a variety of distances based on age, ranging from 500m to 2600m. Students also have the opportunity to participate in Dodgeball and tug of war, while music students provide live music. I am pleased to announce that Lawrence House won the Senior Cross Country trophy, while Flinders were the winners of the Junior trophy.

Girl's Basketball A Knox 30 lost to Kilvington Grammar 36

Community Spirit is Alive!

At The Knox School, community spirit isn't just a phrase, it's a vibrant reality evident in the array of events and activities organised that bring students, parents, Falconians and staff together.

The start of Term 1 kicked off with a series of Welcome Evenings. These gatherings are a chance for families to meet others in their child's year level and the teachers who will be guiding them through the school year. These events are always popular, and we love bringing parents together to make connections and get to know each other.

At the end of Term 1 the Quad came alive once again for our annual Rock Out event. Rock Bands, food trucks, beanbags, friends –what a fabulous celebration to mark the conclusion of a busy term. There is no doubt the music always steals the show and this year was no exception! The student bands brought incredible energy and passion to their performances; it was an event not to be missed. We congratulate everyone involved in this wonderful event.

Term 2 saw us host our 2024 Reunion Evening for Falconians, former and current staff. The foyer was abuzz with chatter as people reconnected. Our thanks to Frank Reid for the fantastic array of archives on display at the event.

On Friday 10 May we hosted our inaugural Mother's Day on the Quad event, and despite the light rain, it was a resounding success. We were thrilled to welcome over 250 guests spanning from ELC to Year 12, many of whom enthusiastically participated in our games and arts and crafts activities. Witnessing both our Senior and Junior School children laughing and smiling together was truly heartwarming. Mothers and special friends were treated to complimentary hot beverages and sweet treats, adding to the warmth of the occasion. A special thanks goes to Camp Australia for their invaluable support in running the arts and crafts session, as well as to the dedicated volunteers who assisted throughout the day. We hope all our mothers and special friends cherished this afternoon of celebration with us.

In addition to running some wonderful events this semester we introduced our Parent Ambassador group. The Parent Ambassadors represent a broad cross section of current parents from our community, and they will be working with the School by contributing their time, skills and ideas to enrich our community even further. Be it assisting with events, providing mentorship and support to new families, fostering strong communication channels, or creating a supportive network, we are excited to welcome this new group to our community engagement space.

As we move into Semester Two, we invite everyone to stay connected in the Community.

Please SAVE THE DATE for the Fathers’ Day Car Show on August 30 from 3:30pm. Everyone is welcome!

And SAVE THE DATE for the 2024 Twilight Festival on 29 November from 3:30pm.

Where are they now?

James Penny Class of 2012

I graduated from The Knox School, in 2012. Upon graduation I commenced studying a Bachelor of Laws, graduating from Australian Catholic University, Thomas Moore School of Law in 2017. In March 2018 I was admitted to the Supreme Court of Victoria as an Australian Lawyer.

In May 2021, I signed the Victorian Bar Roll, becoming the first ever, (and at present) only graduate to become a Barrister across all of Australia.

Since becoming a barrister, I have appeared in the Supreme Court of Victoria, Victorian Court of Appeal, and the Supreme Court of New South Wales.

This has included a wide range of matters, from criminal appeals to migration law matters, to insolvency matters.

In 2023 I was awarded the Lawyers Weekly 30 under 30 award in the category of Barrister. This recognised the pro bono work that I did in Kenyeres v the King [2023] VSCA 25, where I appeared (without fee) for Mr Kenyeres who was seeking to appeal his sentence for fraud related offending.

I was opposed to a Senior Crown Prosecutor, who is a King’s Counsel (also colloquially known as a silk) and was successful in having Mr Kenyeres’ sentence reduced on appeal due to the sentencing judge not being made aware of time Mr Kenyeres had spent in custody pursuant to an extradition warrant issued by his native country, Hungary.

I have also appeared pro bono in a range of other matters, including migration matters. One successful migration law appeal saw my client have his visa cancellation overturned, because he was the father of two children, who had an indigenous mother (who had died) and they would have been left orphaned if he was deported.

At TKS I was fortunate enough to have several great teachers across all areas, however the two that were most influential for me were David Diston and Clive Byerley, who helped create the interest in law and history. That interest saw me pursue a career in the law.

Joshua Weaver Class of 2017

I graduated with a Bachelor of Performing Arts from Federation University in 2021; completed a Diploma of Screen and Media at Swinburne University in 2023; and have applied to undertake a Masters in Secondary Teaching and Applied Learning at Deakin, beginning in 2024.

My acting is going well, I've been in several short films in the last few years, and am now lucky enough to be represented by Who Artists as my talent agency.

Due to my love of storytelling I have ventured into film making and it is my desire to stay working in the film industry during off-peak periods of acting. I've started my own Film Production Company called 'French Cat Entertainment' and have just finished a music video for a local band, 'Strange River,' which should air soon.

My most recent short film, Vecchia, which I wrote, directed, edited, and performed in as the lead character, has done very well: it won both 'best film' and 'people's choice for best music' at my end of year screening, and the film has been selected to be screened at Peninsula Festival, Setting Sun Film Festival, Houston Worldfest (won silver), and Red Sands Film Festival.

Last year, I also started working with the Parliament of Victoria to host panels and functions, as well as worked with them and SYN to create a podcast about young people and Parliament. I have also recently started working as a volunteer with Vision Australia to record audiobooks for vision impaired people.

I help run an organisation called "The Movie Mutuals" - a networking group based in Melbourne, who run workshops and table reads for emerging artists, as well as a regular networking group event!

My plan over the next couple of years is to make and act in more content, develop my production company, and graduate my upcoming course so I can work as a teacher. I'm currently writing a new script about a young couple who both are actors, but when one books the job of a lifetime, the other is overcome with envy. I hope to produce this later this year!

Falconian Weddings

Jo Wilson / Alex Philalay - Alumni 2009

Jo and Alex first met in 2006 in Year 9 Graphics class, where they were both trying to keep their head down and get work done. They never spoke a word all year in this class except passing glances. It wasn’t until Year 11 Physics when Jo mentioned in passing that she enjoyed fishing that Alex’s ears perked up.

18 years later, on March 10, 2024, they tied the knot on a splendid 38 degree day at their beautiful backyard wedding on the Mornington Peninsula.

Since leaving TKS, both Alex and Jo completed their Bachelor Degrees at Swinburne University and have become successful engineers, but in different streams of study.

Alex is a Civil Design Engineer. He spent several years working and living in Wonthaggi creating designs for local infrastructure that now serve the community. He now works for a consultancy working on road and drainage designs across many areas of Melbourne.

Jo is a Product Design Engineer. She spent the first few years of her career at a design consultancy working on a wide range of products. She is currently working in the development of diagnostic cartridge design serving the medical, diagnostic and life sciences research industries.

Cameron Dart and Ellenor Morgan

Cameron Dart, Class of 2013, was lucky enough to get married twice! He married Ellenor Morgan, a New-Zealander, in January 2024 but renewed their vows in front of their Australian family and friends two weeks later.

Cameron is now a schoolteacher and Ellenor a veterinary nurse.

*Both Cameron and Ellenor and Jo and Alex’s wedding were officiated by Barrye Dickinson, the TKS Director of Marketing; a happy circle completed.

Alumni Babies

Class of 2013

Nicole Reinisch & Callum McDonald

(both Class of 2013) welcomed a beautiful baby boy, Harrison James McDonald. Born November 16, 2023.

Nicole and Callum says he’s the happiest little boy and they just love being parents.

Class of 2013

Caitlin &

Rachael

Evans-Gerrard

(both Class of 2013) welcomed baby Sebastian, born through IVF.

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

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