Chronicle Magazine - 2022 Edition

The Knox School Magazine 2022

Proud to Belong

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

Fax 03 9887 1850

info@knox.vic.edu.au www.knox.vic.edu.au

Edited

by

Barrye Dickinson

Designed by www.jumpropedesign.com.au

Introduction

Pg 4 Chair of the Board

Pg 6 Principal

Pg 8 Deputy Principal

Pg 10 Head of Junior School

Pg 12 Early Learning Centre

Pg 14 Junior School

Pg 18 Heads of House

Pg 20 TKS CONNECT

Pg 22

Head of Middle School

Pg 23 Middle School Captains

Pg 24 Middle School

Pg 27 School Captains

Pg 28

Pg 30

Head of Senior School

Teaching and Leadership

Pg 31 . . . . . . . . . . . . . Careers

Faculties

Pg 32 Humanities

Pg 33 Faculties

Pg 34 Languages

Pg 36 International Program

Pg 38 Music

Pg 42 Sport

Pg 45 Library

Pg 32 Science

Pg 46 Technology, Art and Design

Pg 50 Performing Arts

Community

Pg 51 Falcon Philanthropy Group

Pg 52 Falconians

Proud to Belong

Ms Wendy Lewis OAM –Chair of The Knox School Board

When I was asked to provide an article for the Chronicle, I was advised that the theme this year was “Proud to Belong” but not to feel restricted by it. My immediate reaction was what a great theme and so apt for the time.

In my “universe” what I observe is a desire by people to belong to something and that in times of uncertainty and disruption people tend to default to more basic needs. I remember being introduced to Maslow’s Hierarchy of Needs1 when I first went to university, and it sprang to mind when I started to write this article. While there has been debate over the years about the ordering of these needs, the point is that belonging (as indicated in this diagram) was, and still is, considered to be an important human need.

“I would like to think that we still reflect the same contemporary, dynamic and forward-thinking attributes that the School has been built upon. We think outside the box and are looking to the future.”

But what do we mean by “belonging”? I think this definition from the Cambridge dictionary encapsulates my view. It is:

“a feeling of being happy or comfortable as part of a particular group and having a good relationship with the other members of the group because they welcome you and accept you.”

I have been a part of The Knox School community for a number of years as a member of the School Board. Through my interaction with members of the School’s community be it with staff, students, parents, alumni, and with my fellow Board members gives me a personal sense of pride to belong to such a community. I have said on a number of occasions that it is an honour and a privilege to

MASLOW’S HIERARCHY OF NEEDS

1. Abraham Harold Maslow (April 1, 1908 – June 8, 1970) was an American psychologist who was best known for creating Maslow's hierarchy of needs, a theory of psychological health predicated on fulfilling innate human needs in priority, culminating in self-actualization. He stressed the importance of focusing on the positive qualities in people, as opposed to treating them as a "bag of symptoms".

belong to this community. Being part of a community that lives its values is a rare thing and the School’s achievements, as a whole, especially in recent times has been inspirational.

Recently I was reflecting on the Founders of The Knox School. From my perspective the Founders were people who were contemporary, dynamic, forward-thinking and were not bound by conventional wisdom. They had a vision for the school and they were tenacious in the implementation of that vision.

Fast forward 40 years to today and as we enter our 5th decade, I would like to think that we still reflect the same contemporary, dynamic and forward-thinking attributes that the School has been built upon. We think outside the box and are looking to the future.

I believe that the current Board is playing its role as part of the School community by ensuring our contribution is reflective of the times in which we are living and that we govern with the same conviction and tenacity as the School’s Founders.

There is no doubt that we are living in a world that continues to change and challenge us. As members of the The Knox School community we have displayed, and continue to display, the resilience and tenacity needed to achieve and thrive. We are also a compassionate and understanding community – traits that will stand us in good stead as we move forward.

Together we are strong and together we create a community where we can all play our part and be proud to belong. —

From the Principal

Ms Nikki Kirkup – Principal and Chief Executive

As I approach the end of my first year as Principal at The Knox School, I take time to pause and reflect on the year that was and consider the year ahead.

12 months ago, I sat down to write my article as the outgoing Deputy Principal and the recently announced Principal Elect. It seems like both yesterday and a lifetime ago; we could not have imagined the year that would lie ahead.

In my article at the time, I used the wellknown Dr Suess story, ‘I can read with my eyes shut’, to illustrate the complexity of the experience of learning and the frameworks that we have in place at TKS to support our learners on their three journeys: academic, skills and character.

The story, and my article concluded with the reminder, “so be sure when you step, Step with care and great tact. And remember that life's A Great Balancing Act.” Indeed, although I could not have known it at the time, the words could not be more accurate. Such was our experience of the last 12 months.

Making history for reasons we would rather avoid, we finally emerged out of 263 cumulative days of lockdown in October 2021 and back into on-campus learning, or at least a version of it. The great balancing act of creating learning experiences within a covid-safe framework was a task that required our collective creativity and at times making the impossible, possible.

This period of time brought many challenges and equal frustrations, not least the fact that we were unable to gather face-to-face as a community. Somewhat ironically, my first face-to-face address to the student body was at the end of year assembly.

In 2022, although the challenges continue from time to time as the virus remains with us, we have embraced every opportunity to gather, face-to-face and to connect and to celebrate the many achievements and talents of our students. Semester 1 has brought highlights such as Rock Out, Mothers’ Day Breakfasts,

the Autumn Concert and Jazz Night, just to name a few. The large events, where we come together are exciting, there is a buzz around campus, and you can almost feel a change in the air. They are the moments where memories are made.

However, an everyday moment on campus can be equally as powerful. Those unplanned, un-scheduled events that bring a smile to your face, a high-five from a Prep student as they greet you at the gate, a surprise win at House Athletics, or a lightbulb moment in Year 7 when you finally understand the Maths equation that Mr Morris has been demonstrating. It is such moments when things seem to just fall in to place.

This year as we celebrate the 40th anniversary of TKS, we do so under the banner #proudtobelong. With many exciting events on the agenda across the year, we will look back on the history of The Knox School and its significant development over the years.

As many of you will be aware, I often speak of individuals as the cornerstone of this community.

At TKS, we have several individuals who have dedicated their career to the TKS community. Indeed, we are blessed to have a founding staff member still on the current staff of TKS – Mark Jeffs, known to all simply as, Jegga!

• In addition to Mark, we have many Staff who have also clocked up significant years at TKS:

• Mr Mark Jeffs : 40 Years of Service

• Mr Chris Hilton: 36 Years of Service

• Mr Wayne Greig: 34 Years of Service

• Mr Brooke Jeffs: 29 Years of Service

• Ms Tina Cimino: 26 Years of Service

• Mr Alex Wilson and Mr Boyd Williams: 25 Years of Service

• Dr JingJing Wang, Mrs Sandra Mattison, Mrs Bronwyn Cook, Mr Peter Esdaile and Mr Geoff Hall: 22 Years of Service

• Mrs Shelley Lloyd Smith: 21 Years of Service

• Ms Liesl Schultz: 20 Years of Service

An impressive 366 years of collective service to the school!

A further 38 staff hold over 10 years of service.

These are impressive figures and indeed speak to the strong sense of community we have here at TKS. As we mark this anniversary in 2022, we will take time to acknowledge and celebrate the many individuals who have contributed so much to the TKS story.

We are who we are today because of those who have gone before us. We are the current custodians of this wonderful school.

As the current Principal – number 6 in the line, I understand the privilege this awards me, and I take this act of service very seriously.

I am, indeed, Proud to Belong.

As this first year of my tenure draws to a close, I give thanks to the community for the support you have demonstrated through the complexities of the last twelve months and I look forward to the many exciting moments we will share as community and memories that we will make in the year ahead. —

“This year as we celebrate the 40th anniversary of TKS, we do so under the banner #proudtobelong. With many exciting events on the agenda across the year, we will look back on the history of The Knox School and its significant development over the years.”

Time for reflection

Ms Melinda Davis – Deputy Principal

After my first semester at The Knox School, I finally feel I can stop long enough to take a step back to reflect on all I have experienced and learned in this time. For me, reflection is an essential component of my role and of my leadership – reflection enables me to process new experiences and to also focus on the next steps I need to take.

What has struck me in my time as a new staff member is how adaptable and generous our staff have been during another semester of illness and change, especially on the back of the last two years of upheaval. The fatigue is deep set in us all, but I have been really humbled by how generous the staff have been with their time, their capacity and their attitude, especially when it means helping another staff member or covering a class because they are unwell. This camaraderie is not unusual in teaching - in fact a teaching staff can’t function well without it – but what is remarkable is how these teachers keep supporting one another even after all they have been through. I am proud to belong to a teaching staff who support one another and who keep focussing on the greater good – the development and holistic education of our wonderful students.

Over the last semester I have been very fortunate to be involved in a number of events which have showcased to me the depth of talent that exists in our students. The many musical events are testament to the hard work and perseverance our students have shown, and the recent Jazz Night was the epitome of this. These talented students are taught by equally talented and dedicated teaching staff and this unique musical relationship bears some very special fruit.

I have also been so impressed by the House spirit on display at our many sporting carnivals, including the Cross Country which saw the Junior School participate with a joyful zest that was wonderful to witness. It was also fantastic to share a Mentor lunch with the Year 12s in each House and to talk to them about what matters to them and to get to know them better.

On reflection, the first semester of my time at TKS has enabled me to meet some very passionate teachers and some incredibly impressive students. I am very excited to see what the next semester brings –hopefully more stability, good health and bountiful opportunities for our students to shine. —

“On reflection, the first semester of my time at TKS has enabled me to meet some very passionate teachers and some incredibly impressive students.”

Enriching learning through parent engagement

Ms Catherine Samuel – Head of Junior School

This year at the Mothers’ Day Breakfast, I spoke about the importance of mothers and other significant adults in the lives of children and the invaluable role they play in our school community. I shared the crucial role my parents have had in my life, the values they instilled, the encouragement and support they provided and the ongoing impact that they have had on my personal and professional journey.

It has been exciting as Head of Junior School to re-establish opportunities for parents to actively participate in the Junior School community this semester. It is particularly relevant as we celebrate the 40th anniversary of The Knox School. This may be through supporting learning at home – reading with children, monitoring homework, encouraging children to give it a go and do their best, discussing the school day and events and coming together to celebrate their achievements. It can be volunteering in classrooms, attending school events, or helping with organising functions or special activities throughout the year.

The active and ongoing participation of families has been shown to impact the academic and overall achievement levels of students positively. Parental involvement and academic achievement are directly proportional to each other.

At ELC, we saw parents coming into the rooms for Storytime and Show and Tell to share their favourite book or share something unique about themselves. At Prep, students celebrated P Day with parents, who were invited for a P-Day dress parade and activities, while in Year 2, parents learnt some new Maths games from their children. Year 3 was very excited to present the Year 3 Travel Expo, while Year 4 are looking forward to showcasing some of their learning. In Year 5 and Year 6, students continued to prepare for the Market Place, which parents will be invited to attend in early Term 3.

For the first time in several years, we welcomed parents back to the auditorium to watch their children perform at assemblies and music concerts. Even though live streaming of our assemblies is helpful when parents are unable to attend in person, a live audience motivates students, adds to their sense of achievement, and certainly adds a sense of occasion to these events.

We ran special events such as Rock Out March, Mothers’ Day Breakfasts and Coffee Mornings that brought families together to establish connections, building networks and strong relationships amongst our community. The friendships that parents form with one another through the school community are just as valuable for parents as they are for their children. Strong relationships between parents can be a great source of support, advice or a sounding board for parents and often result in friendships for life.

In addition, I was incredibly grateful to those parents who were able to volunteer their time to enable activities that add to our student experiences through activities such as the Mothers’ Day Stall, the Book Fair, attendance on excursions or sharing their expertise in the classroom. Without parents giving their time and energy, these events would not be able to run.

By seeking connection with families, we create a dynamic learning environment that can enrich students’ learning and add to students’ sense of meaningfulness, connectedness, and purpose. Parent engagement and involvement can positively impact how students learn today and far into their futures. We look forward to continuing involvement and partnership with parents and carers throughout the year. —

Early Learning Centre

PLAY AND INQUIRY

At The Knox School ELC, our education program is shaped and tailored to meet the unique needs of our students and community, and is informed by a play-based, inquiry approach to learning, highlighting relationships, exploration, and curiosity as a foundation for early-year education.

Play-based learning is at the core of early childhood curriculum and provides a holistic approach to encourage children to interact socially as they “engage actively with people, objects and representations”. Play fosters children’s natural curiosity and involvement to further explore and engage in the early learning environment, as they make meaning of their world as competent and capable individuals.

Children naturally explore and learn about their environments through inquiry and this curiosity and wonder ensures a lively culture of active participation. Inquiry-based learning provides children with a variety of opportunities to engage in literacy and numeracy-based concepts, which are embedded within the curriculum.

LITERACY AND NUMERACY

During the early childhood years, particularly from birth to age 5, young children need exposure to literacy and numeracy in everyday life experiences. Brain research highlights the need for early stimulation and exposure to key concepts related to literacy and numeracy. However, early stimulation does not necessarily equate to 'formal reading and writing'. More formal aspects of literacy and numeracy may be introduced to children at ELC 3 and ELC 4, as they demonstrate an interest, curiosity and readiness to move into more formal aspects of Literacy and Numeracy.1

When we talk about literacy, we focus on many different communication skills such as social interactions, vocabulary, sentence structure, storytelling as well as practicing letter formation, learning the alphabet and their corresponding sounds.

Much like literacy, we encounter numeracy in our everyday lives. We focus on a range of concepts within numeracy including numbers, shapes, measurement, and capacity which supports the children’s understanding of the world around them.

RESILIENCE PROJECT

The Resilience Project delivers emotionally engaging programs within Early Learning Centres and Schools, widespread across Australia. The Resilience Project’s Education Programs support mental health in the classroom and family home. The program has a strong emphasis on three key pillars that have been proven to promote positive emotion: Gratitude, Empathy and Mindfulness (GEM).

The students in ELC 3 and 4 have begun participating in fun and engaging sessions, which focus on strategies, particularly to support their wellbeing. For example, mindful colouring and day-to-day emotional regulation approaches.

Each student is provided with their own journal which they work on within the classroom and at home. Students are also provided with ample time to reflect on their understanding of the program, through discussions with their teachers, peers, and family.

Together, we strive to support students and their families, promoting healthy mindsets as they navigate their day-to-day experiences.

OUR ELC SPECIALIST PROGRAM

Music: Our Music session is fun (and entertaining, to say the least) but also has an educational side where children learn about counting beats, the sounds the different instruments make and what they are made of. Exposing children to music at an early age can assist with developing a child’s cognitive, creative, emotional, and social skills.

Library: Library provides the children in ELC with the opportunity to be transported into a world of imagination. Listening to books has become a scaffold for the younger children in creating their very own stories; this can often be depicted in their drawings or dramatised during their Developmental Play. Books are fundamental in fostering skills such as critical thinking, language and establishing awareness of the environment around them.

Art: Art gives children the freedom to explore and experiment with a range of materials, allowing them to express themselves in a very organic way. We find that children who are not as social and confident as others, thrive during these sessions. Art allows them to gain the confidence to discuss their work, or ‘Masterpiece’, and to find the connection between curiosity, skills being taught, and selfexpression. The children this term are working on artwork inspired by famous artists such as Kandinsky, van Gogh and Mondrian. This is to prepare for our first ever ELC Art Exhibition. Watch this space!

PMP: The aim of the Perceptual Movement Program (PMP) is to develop the students’ perceptions and understandings of their world through Movement and Motor experiences.

The Perceptual Motor Program consists of the following activities:

• Movement exploration with bean bags, ball, bats, ropes, hoops, and parachute. Group formations and ball.

• Games lessons including, all the horses run; duck, duck goose; kickball; whistle mixer; serve and run; Shipwreck; throw and run; and the fit ball challenge.

• Perceptual Motor Program stations, rebounders, mat stunts, animal movements, rebound net and launching board, low and high walking boards, jump box obstacle course, tyre and rope maze, ball dribbling through hoop pattern, scooter board and the co-ordination ladder. —

1. https://www.acecqa.gov.au/sites/default/files/2021-01/ EarlyLiteracyAndNumeracy.PDF

Reading to learn: Reader's Workshop

Miss Michelle Richardson and Mr David Waddell

Reading involves making sense of print and constructing meaning from written language and draws upon many skills that need to be developed at the same time. In the Junior School our goal is for students to build strong foundations as they ‘learn to read,’ so that in turn they can transfer and apply these skills to ‘read to learn’.

This year the students and teachers have been very lucky to be work with Ms Deb Sukarna to implement Readers Workshop. Deb Sukarna has been a leading educator for 37 years and has presented professional development programs for State, Catholic and Independent schools. She has worked in the United States and has co-authored several books on literacy education. In 2011 Deb was the recipient of the ACEL Hedley Beare Educator of the Year Award and received a Fellowship in Leadership from ACEL in 2014. Deb has an expertise and passion for literacy and her workshops are based on her own classroom practice from ELC to Year 9.

Reader’s Workshop has come alive in the Junior School this semester.

Students are learning to comprehend deeply and express their thoughts about a range of literature, during whole class mini-lessons and small group conference sessions. Deb Sukarna came to TKS at the end of Term 1 to model lessons and collaborate with teachers about their planning and implementation of the program. Teachers have continued to work with Deb this term as a whole staff, sharing how they have implemented Reader’s Workshop in their classrooms. Deb has also had time in the classrooms working with students to help deepen their thinking about what they are reading. Teachers have continued to observe Deb model Reader’s Workshop in the classroom. —

Student Reflections of Reader’s Workshop…

‘My favourite part of Reader’s Workshop is learning new words because you can use them in your writing.’

Isaac Xu, Year 1

‘Reader’s Workshop is good because I like how it is really quiet. We have learnt that it is thinking time. We use sticky notes to record the reading strategies we have used for our conference groups.’

Joshua Young , Year 3

‘In Term 2 we had Deb Sukarna come into our classroom to teach us more about Reader’s Workshop. We learned more about the techniques of thinking when you’re reading. I like doing Reader’s Workshop. My favourite part about Reader’s Workshop is Conference Groups because I get to talk about what I am reading, and I also get to hear about what my classmates are reading.’

Madeleine

Collins , Year 5

The Structure of Reader’s Workshop:

Conference Group with Teacher

Following the whole class lesson, a small mixed ability group of students meets with their teacher to share their thinking about their reading or viewing material.

Whole Class Share Time

Whole class re-gathers and students are selected to share their thinking and learning. This is a great time for teachers to assess students understanding of their goals as well as note how they have used their time during the independent time.

Buddy Reading and Sharing in Years Prep - 2

Whole Class Mini Lesson

Teachers set a learning intention for each mini lesson, and they model the skill or strategy to the whole class. Students have opportunities to discuss, work with and share with their reading buddies during this time.

Independent Reading Routine

The remainder of the class work silently at their desks reading and recording their thinking. During this time some students might be completing a text response or target work set by their teacher.

Focus Group with Teacher

During this time the teacher works with a small group of students focusing on a common goal.

Year 5/6 Market Day

Mr Simon Cowell – Deputy Head of Junior School

Year 5 and 6 students are taking their first entrepreneurial steps through two unique programs culminating in the Year 5 and 6 Market Day to be held on July 21.

It is hoped that our upcoming Market Day is one of the highlights of the Year 5 and Year 6 calendar.

In Year 5 and working in small groups, students are creating a service which can be ‘sold’ at an event staged at School. Parents and students will be invited to exchange gold coins for tokens with which to make a purchase.

“We had to create a sustainable business,” explains Year 5 student, Liza. “That meant we need to make enough money to keep it running but we also needed to think about how to do this in an environmentally responsible way.”

July 21

For Year 5 students, there are a lot of learnings along the way. Having people with different strengths in their team was a good thing. Year 5 students shared with me that teams work best when every person is good at something different. They also learnt that it is important to communicate and collaborate.

“We spoke to students about running their own businesses as part of the Unit of Inquiry,” says Michelle Richardson, Year 5 teacher. “Interestingly, the students discovered a similar message across the year level: businesses are most successful when you are doing what you love, but you still must work hard at it; you have to listen to consumers, and you have to be willing to change and adapt to meet their needs.

In Year 6, students are creating a social enterprise. Starting with just $20, students are again challenged to develop a sustainable business, but in a much more detailed, longer-term way.

Underpinned by a design thinking approach, the Unit focuses on building both financial literacy and 21st century entrepreneurial, and what we call future skills. Even if our students do not go on to become entrepreneurs, we know that enterprising behaviours and capabilities are important in business and industry today.

One of the most rewarding elements of the program relates to the behavioural changes it can foster. Students of this age don’t always cope well with negative feedback but, in this case, the students are pitching their ideas to each other, taking on feedback, and then proactively redesigning their idea to better meet need. They begin to learn that criticism, when constructive, can be helpful.

We look forward to seeing you at the 5/6 Market Day on July 21 —

Year 6 Care and Service in Leadership

Ms Nicole Davies and Mrs Teena Weaver

As our leaders of the Junior School, the Year 6 students are provided with ongoing opportunities to develop and extend their leadership skills. The Care and Service in Leadership program, led by WELS Founder and Director Ben Righetti, is purposefully designed to foster the development of self-understanding and values through a year-long personalised character development journey.

The commuity-based, outdoor enquiry experiences our Year 6 students take part in aim to encourage problem-solving and teamwork, through the application of the key 21st century learner skills: Collaboration, Communication, Critical Thinking and Creativity. Individual, social and service capabilities are explored throughout the program, with an emphasis on empathy in order to enhance students’ intrapersonal and interpersonal skills.

The high level of enthusiasm students have for this program leads to a high level of engagement and, as a result, expectations are most often exceeded. Authentic learning within a real-life context undoubtedly stimulates interest and provides a relevant purpose whereby knowledge gained within the classroom is reinforced and investigated further. In addition, the expert guidance students receive exposes them to diverse ideas and perspectives and adds immeasurable value overall.

As we approach the completion of Semester 1 and the halfway point of our Care and Service in Leadership journey, it is with excitement that we look ahead to Semester 2. The second instalment of this program is intended to offer our Year 6 students continued opportunities to increase their understanding of leadership and, thus, prepare for their future as ethical and successful citizens within a global world. —

Our identity

Ms Cassie Beveridge,

Mr Chris Brand,

Mrs Jo Vanderpol, Mrs Janelle Mathias – Heads of House

Emerging into a Post Covid World, we have all realised how much we missed connecting with others. Our need to belong is what drives us to seek out stable, long-lasting relationships with other people. With this at the forefront of our minds we decided to incorporate the theme ‘Proud to Belong’ as we reconnected with our Houses this semester. —

Collaboration

One of the main strengths of the House system is giving students of all ages the opportunity to work together, creating a truly cohesive environment and ensuring that age is not a barrier to friendship and collaboration. During Term 2, the Heads of House focused on providing opportunities for Middle and Senior School students to interact with one another through our Friday Mentor Team Building program. These sessions have seen Mentor groups strategise with one another and fiercely compete against the other Houses to win prizes (and bragging rights).

Competition

Our strong Inter-House culture means that students have a real sense of belonging to their House throughout their time at The Knox School. Our annual House Swimming, Cross Country and Athletics carnivals have all been huge highlights on the House Calendar. Each carnival caters for students of all abilities, with an emphasis placed on participation and fun, providing opportunities for students to enjoy success, build friendships across year levels, move outside their comfort zones, and increase their sense of belonging to the school community. The carnivals this year saw some impressive individual performances from students in all four Houses. The final leadership board for the three carnivals was:

Leadership

The House Captains hone their leadership skills in the role, managing not only their peers but also learning how to ‘manage up’ among the staff body. With each term comes new opportunities and responsibilities. Among these are our upcoming House Arts Festival, as well as fundraising events targeted at the global community and raising awareness for issues about which the school community is passionate. Our leaders have identified what is important to them, the student body and the TKS community and are seeking out ways to incorporate these interests into their roles.

Supporting the House Captains, and as immediate connections to each Mentor Group, are the House Committee Representatives. These students have taken on the responsibility to lead their Mentor groups and be the voice of the student body in Years 7-12. They have already been invaluable in their contribution to their individual groups and Year levels, but as the year progresses, they will be key influencers and change-makers for our larger events. —

HOUSE COMMITTEES

TKS CONNECT

School connectedness is an important educational aspect not only for students but also for staff. It influences regular school attendance, deep foundation of valued relationships and positive experiences that last a lifetime.

After spending so much time apart as a community in 2020 and 2021 due to Covid-19, the drive and motivation to bring the school, both staff and students back together in 2022 was at the forefront of our minds.

TKS Connect commenced at the beginning of Term 2 and ran every Friday Lunchtime. Students and staff across all four Houses were invited to attend.

The main focus of these sessions was to connect with others across the school community through a range of different activities.

The activities varied each week from learning new skills to providing an opportunity to have fun and share a laugh with others that had similar interests or enjoyed friendly competition.

There were physical, academic, creative, and special interest activities on offer. Each session was carefully planned to be as inclusive as possible. Activities were not only organised to target students to connect, but they were designed as an opportunity for staff to get involved as well, thereby encouraging stronger relationships beyond the classroom.

Staff and student participation and contribution were the key to the success of TKS CONNECT! —

“As human beings, we are hardwired for connection.”

– Haley Street

Learning and growing

Mrs Toni-Ann Bright – Head of Middle School

The midpoint of a year has a unique quality to it: it allows for reflection on the year that has been thus far, celebrating successes and achievements, while giving the opportunity to anticipate what lies ahead, learning from our experiences so that we can continue to grow and improve.

Reflecting on Semester 1 in Middle School provides numerous reasons for celebration and students can be very proud of what they have achieved. Leadership roles have been assumed both formally with the acknowledgement of their office at the Leadership Assembly in Term 1 and informally, with students modelling behaviours of leaders, setting good examples to others and growing in their personal development.

The Middle School Captains had the opportunity to attend the Student Leader Youth Council Forum to meet other student leaders from schools in the Knox City Council area and hear a presentation by Mr David Southwick MP, Shadow Minister for Jobs and Employment. Unfortunately, ill health put paid to the event, but leaders will have the opportunity to attend two similar events in Semester 2.

I had the pleasure of attending the online Victorian Young Leaders: Global Youth Leaders Forum with students in Year 9. More than 400 students from 6 countries in the Asia-Pacific region attended the forum held over three days, promoting and supporting young people to raise their voices and take action to solve global issues in education. The program aimed to deepen students’ understanding of what it means to be a global citizen and students heard from numerous presenters, worked together to explore global issues, examined global citizenship and debated with their peers on the issues and possible solutions to them. It was a delight to see the confidence, communication and critical thinking skills of the students in action.

Student leadership was further developed by the yLead Altitude Day, a conference designed for Middle School students to develop their leadership skills. Interacting with student leaders from schools across Melbourne allowed TKS students to hear the experiences of their contemporaries and listen to presenters within the remit of the conference title: ‘Unlocking Potential’. Hearing the impact the presenters have had, students reflected on ways to give back to the community, explored resilience as character strength in life and leadership, and identified ways in which facing adversity can lead to personal growth.

While I have focused on the events presented for personal growth through leadership, there have been numerous other opportunities for Middle School students in Semester 1 to support development, many of which are referenced elsewhere in this publication. Be it during the Year 7 Transition Days and Camp in Term 1, the House Carnivals, the Music concerts, the Year 9 KEEP City experience or everyday interactions with students, all have made one thing very clear to me: I am proud to belong to The Knox School.

It is therefore very fitting that the theme for the 40th year of TKS is focused on ‘Proud to Belong’.

Speaking with students, this is not merely a theme: it is the reality for our students. While there may not be agreement 100 per cent of the time on every decision made and every action followed, it is clear that Middle School students are very proud to belong to TKS. This is evident not only through the conversations had, but also through actions, which more often than not speak louder than words.

The commitment of students, their focus and effort, their willingness to explore and their growth mindset to new challenge indicate that they are in an environment that is safe, comfortable and nurturing. With the support of teachers and parents, students are able to take measured risks, thereby risking failure but safe in the knowledge that they will be given the opportunity to reflect and learn, grow and develop, and become young adults who are destined to succeed beyond the gates of TKS.

Supported by Mr Simon Cowell (who steps in as Acting Head of Middle School for Term 3), the teachers and parents, students will no doubt soar to even greater heights as the year progresses. Although I will be on long service leave in Term 3, I look forward to hearing of the continued successes of Middle School students and how they remain proud to belong. —

Supporting one another

Linda He and Dylan Patnaikuni – Middle School Captains

One half of the year down already! This semester has been fantastic with many great opportunities and events for the Middle School. In the first term we had the Year 7 camp to Iluka Retreat in Mornington; this was a great way for them to start and allowed for much bonding with new students and new relationships to form. There were also a few musical performances and nights where the School came together. Some of the Year 9s got to run stalls on one of these nights and donated the profits to charity.

YEAR 7 CAMP

The Year 9s worked on the ANZAC Assembly and did well, capturing the essence of the ANZAC Day as a whole and giving insights through the activities which they created. The Year 9s also went on KEEP City, which allowed them to understand the public transportation systems while giving them familiarity with the city and allowed them to explore and appreciate the diversity of Melbourne.

The events we’ve been a part of and the people we’ve made new connections with all combine to create a tight-knit community we are proud to belong to. Our House Events are a prime example of that community we’ve built, and we are thoroughly looking forward to House Arts later this year.

This semester has certainly brought its challenges, but also its moments of joy and accomplishment where we, as The Knox School, are able to support one another through our times of hardship and cheer through our bouts of success. It is here where we’d like to give you a quote from Winston Churchill: “Success is not final, failure is not fatal. It is the courage to continue that counts.”

Through our community, whether that be in Middle School or the whole of The Knox School, we will always experience times where things do not go our way. However, it is our strength to continue and support one another that truly makes The Knox School not just a place to be, but a place to belong. —

“Success is not final, failure is not fatal. It is the courage to continue that counts.”

– Winston Churchill

MIDDLE SCHOOL CAPTAINS

Year 7 Reflections

Ms Brittany Morgenthaler – Year 7 Mentor

In Year 7 this semester the mentor program addressed the wellbeing of students as they embark on their secondary schooling. Our year commenced with a special induction program for Year 7 students, which saw them engage holistically with life at The Knox School.

During Semester 1, students focused on developing organisational skills, enhancing academic progress and creating meaningful relationships with their peers. To strengthen students’ organisational skills, a Junior Time Management workshop was undertaken in Term 1. Students also participated in the House Swimming, Athletics and Cross Country, where many Year 7 students were successful in qualifying to represent The Knox School at the Eastern Independent Schools Melbourne (EISM) competitions.

and other activities that promoted positive emotional and physical wellbeing. These activities provided students with exciting opportunities to develop relationships with one another, while fostering resilience.

“Let

me start of by saying CAMP WAS

AMAZING.

“I was so happy and excited to be selected for the next step of athletics, there were only two people from Year 7 who were selected and that was Belle and me. The experience on the bus was so much fun because I was sitting at the back with everyone listening to music. When we got there, it was packed with a lot of schools, and it was fun to watch everyone compete in their event. The whole experience was fun and exciting and hope I get to do it again.”

Ruby Howe

“Our first game of the term kicked off on the second Monday of Term 2 after a whole term of training. We all had determination written on our faces as we walked off the bus toward Huntingtower’s gym… but we sadly lost 2-1 but this didn’t change our willpower to win the next one. Our next match was at our school, so King David’s volleyball team came to us to try and defeat us, but they were mistaken as we ended up winning 3-0. After these games, we started deciding on roles for each team member and we have a few so far: Thehan: Spiker; Caio: Setter; Dennis: Server; Dylan: The best under pressure in the front row. Our most recent match was Oakleigh against TKS. After a promising start they beat us in the last set 3-1. I hope we can win many more upcoming matches in Term 2.”

Daniel Speirs – Year 7 volleyball team

As soon as we got to Iluka they greeted us with a warm welcome. After around 5-10 minutes going through the rules we were given our cabin room and our cabin buddies too. The first day of camp (arrival day) was pretty chilled and mostly just un-packing and getting comfortable in our rooms. On day 2, we were woken up to be greeted with a yummy breakfast to then be introduced to some activities. These activities went throughout the whole day and they consisted of Tree climbing, Ninja course, damper (the most delicious thing EVER), paddle boarding, and initiative games. I think paddle boarding was the best activity ever as we got to paddle around in the lake, push each other over etc. On day 3, after breakfast, we were all gathered up with our packed bags ready to head off to the beach, a 30-minute walk.

In the end, I loved camp and had such a fun time with my friends and just having a break from school. During this time, I was able to get to know my surroundings and build up more friendships with my peers who are now close friends.”

Arien Manuel

Daily Mentor sessions also facilitated a supportive environment for students to continue exploring their leadership and independent learning skills. During Tuesday House periods, the cohort was able to connect with students from other year levels in activities such as the Easter Egg Hunt and Anzac Day reflections.

Students also participated in setting goals, making time capsules and initiatives, such as “Love Your Body” week with a focus on appreciating and embracing their individuality, in addition to promoting positive body image in order to thrive socially, emotionally, and academically. —

Year 8 Personal Growth

Mr Neil Johnson – Year 8 Mentor

This semester the Year 8 cohort has immersed themselves in a wide variety of activities, thoroughly enjoying the opportunities that have returned through the easing of restrictions. An array of assemblies and celebrations bought us together to reflect and act on issues that resonate with the vision and values of the school, including Welcome to Country, Leadership ceremony, ANZAC Day commemoration, International Women’s Day, Harmony Day and Reconciliation Week.

With growing reliance on digital technologies, students explored the concept of digital footprints on Safer Internet Day and participated in a workshop titled Sex and Social Media, presented by Elephant Ed, highlighting various challenges that young people face and strategies to be safe online.

Throughout the semester, goal setting was a key component for personal improvement, with students reflecting and then setting goals for performance character, moral character, and contribution. Regular meetings with Mentors, targeted activities and group workshops saw students learn more about these character traits and the importance they play in their development.

“In Term 1, we completed an Elephant Ed workshop and we were able to communicate and collaborate with our classmates. Everyone had the chance to talk about different relationships and making the right choices. These workshops were a great way for everyone to learn something new.”

“In this semester’s goal setting activities, I set goals for myself for the rest of the year. Goal setting has helped me focus on school and gave me something to work towards. I hope that the goal setting workshops are continued and I look forward to working on this in the future.”

“For International Women’s Day, my group decided to research Malala Yousafzai. We learnt about how Malala campaigned for change for girls in Pakistan. I really enjoyed learning and researching about inspiring women and I hope to do more such tasks in the future.” —

Year 9 is proud to belong

Year 9 focuses on 6C learning to get a greater understanding of the skills and dispositions that are being intentionally developed through the CUBE and Wellbeing Programs.

The Year 9 Journey began with students taking responsibility for the School’s ANZAC Day Commemoration. The cohort worked together in groups to develop a greater understanding of ANZAC Day beyond the legend and translate this into an assembly and associated activities for the school community. This enabled students to develop skills in collaboration, communication, creativity and critical thinking whilst engaging in project-based learning. Structured reflection tasks enabled the students to think about the role they played during the project as well as their attitude and approach. Learning how to give and receive constructive feedback was practised in ‘Campfire Discussions’ which highlighted areas of strength and suggestions for improvement.

More recently, the students have been engaged in a series of learnings around rail safety and journey planning ahead of the second step of the Year 9 Journey – KEEP City. The students are looking forward to exercising some independence and developing life skills as they explore Melbourne and complete a collaborative project to advertise what the city has to offer. —

Student reflections:

“When we were discussing the moral hardships of those involved in WW1, I remained empathetic and tried to put myself in the situation of the people of the past to gain a deeper understanding. It helped me build empathy.”

“Being a Leader who listens showed me how much I can learn from those around me. Overall, my leaderships skills were vastly improved from this experience.”

“An example of me actively contributing was going outside my comfort zone and proposing my ideas and thoughts to the group. I also had to speak at assembly, which was completely outside my comfort zone, but no one else wanted to do it so I was a leader and volunteered myself.

After doing this I felt proud and more confident.”

“I want to make sure that I’m organised on KEEP so that the experience is positive.”

“I’m looking forward to being independent with my friends and exploring the city.”

“Next time I have a group task, I want to work on being more approachable to all my group not just some individuals so that everyone feels happy to communicate with me. I would do this by putting on a smile and not looking so disconnected by working on my laptop but using eye contact to welcome people and working amongst the group too.”

“This experience was good for improving my moral character and allowed me to focus on something I don’t usually notice or think about. To improve my moral character, a goal for me is to be more empathetic and try to put myself in other people’s shoes."

“My goal for KEEP-City is to actively contribute through the whole experience including the planning so that my team can have a great time.”

“I’m looking forward to the train ride! It has been two years since I’ve been in the city!”

“On KEEP, I’m looking forward to exploring the MCG and the sports museum!”

Live in the present

Jayden Giang, Amnaaz Shergill – School Captains

“Live in the present, launch yourself on every wave, find eternity in each moment”.

This is a quote by Henry David Thoreau which we think perfectly encapsulates the mentality and perspective that Year 12 and the past few years in lockdown have given us.

Although the semester has been filled with many enjoyable events and activities, for Senior School it has also been arduous with assessments every few days and exams looming ahead for many. However, it is these challenges which have given us an appreciation for the good moments, whether it be those laughs and jokes made in class or the memories we created at House events. Through it all it is the company of others that has made it all worthwhile, of which the past few years in lockdown has reminded us.

During House Cross Country we had the opportunity to be out in the open with our friends pushing each other to finish strong; during Rock Out the crowds of people and support from friends and staff gave us the confidence to enjoy ourselves on stage. These events are not just events in themselves but weave intricacies of connection between us all until our lives are interwoven, allowing us to hold each other up through it all. Connection triumphs all, providing support in the most unlikely times both directly and indirectly; giving beauty to seemingly mundane moments. In a life that never stops, it is these moments which grant us tranquillity and serenity, which enrich our lives and keep us striving forward.

The Tutor times where Year 12s went to help Year 7s and Preps for the Easter Egg Hunt emphasises the culture of togetherness in our School and how we try our best to eliminate the barriers between Year levels. Rather than only focusing on work, we all got to know each other better and in turn, are comfortable enough to wave a Hello or say “good morning” to each other. Such connections are crucial in an ELC to VCE school so the nervousness during the transition between schools is minimal. The Year 7s were also very welcoming at our arrival which made this “ice-breaker” much easier and more enjoyable. Not only the Year 7s, but all Year levels look forward to getting to know each other, be it during events our teachers plan, or simply lunchtimes.

While it is important to meet others and expand your horizons, it is crucial that an individual enjoys what they are doing. Etta Sawyerr’s quote – “Enjoy today. It is one of the “good old days” you will miss in the future” further accentuates how people should try their best to simply be excited about the little things. We all can agree that over the years, our excitement or amusement over small things in

life decreases, however, we should take a moment to display gratitude over these. Even now, when Senior School was bombarded with SACs or mid-year exams, we all still found a way to enjoy the breaks in between. Spending time with family, friends or focusing on your hobby, helped all of us get through this tiring workload. Congratulations to all the students who finished their mid-year exams and the Year 12s on their SACs. The persistence and endurance we all have showed is truly commendable. One semester down, one more to go. —

Senior School

Ms Melinda Davis – Interim Head of Senior School

When we consider that our students in the Senior School have enjoyed their first uninterrupted semester back on campus since 2019, it makes us realise how atypical this typical semester has in fact been. It also shows us how remarkably resilient our students have been in the face of change and disruption.

The year started with some changes – Ms Suzanne van Strien regretfully resigned from her role due to personal reasons in the first month of Term 1. As a community we deeply appreciate her contribution to the organisation, planning and culture of the Senior School and we wish her every success in her future endeavours.

At this time, we also had to manage rising levels of illness with Covid and flu, in both our students and our staff, and for a few days we went back to the home campus to learn online.

Throughout all these challenges, I have been so impressed to see how the Senior School students have risen to each change with resilience and adaptability, two characteristics that we strive to develop in all learners.

What is also fantastic is that they have managed to also have a lot of fun since being back on campus this semester – the Swimming Sports, Cross Country, the Athletics Carnival to just name a few events. It has also been wonderful to watch so many Senior School students perform at the many musical events we have hosted this semester, including Rock Out and the Jazz Night. The years of practice and discipline are so evidently on show when they are on stage and those students are commended on their performances.

The Year 12s have also been able to enjoy some special events just for them – a Year 12 Formal held at Lincoln of Toorak was a special highlight, with all in attendance – staff included! – having a wonderful time. They also celebrated the annual Pyjama Day and Movie Night event, which saw the Year 12s enjoy an evening of trivia, games, pizza and fun.

On reflection, it has been a busy semester with some events and moments still shadowed by the preceding two years. With this semester now at an end, the Year 10 and 11 students have completed their exams and the Year 12s have only a few months left of Secondary School. To this end, we look forward to the remainder of the year being one that brings more stability, more occasions for growth and an opportunity for all our Senior school students to enjoy every single day they are at The Knox School. —

Mrs Sara Powell –Prep Teacher

During lockdown, 2021, I had a moment of reflection about some of the ways that time could be used. As confined as we found ourselves physically, academically we were in an incredibly privileged position. A plethora of educational educators were suddenly providing their expertise and advice in online forums and webinars, in ways that allowed staff to access these unlike ever before. It was in this place, that I found myself connecting with the teaching of Literacy in ways I hadn’t before.

As I found myself seeking more and more webinars, texts, theories, resources, and strategies, I became aware of a program that was to begin in 2022: The Teacher Excellence Program. The application process was rigorous and detailed, including letters from leadership, colleagues, parents, and evidence of teaching practice, and brought to the forefront of my application the importance of what I do and how I do it in my lower primary classroom. I excitedly applied and waited.

Teacher Excellence Program 2022

leaders and educators, but also with 250 hand-picked teachers of excellence from all over Victoria. These included teachers from primary and secondary settings, as well as Department of Education schools and the Catholic and Independent sector.

Late in Term 4, 2021, I was notified that I was accepted. I was so incredibly excited for the journey ahead which involved working within The Victorian Academy of Teaching Excellence and their inspirational

Since beginning my journey with the Teacher Excellence Program, I have had the incredible fortune to attend some inspirational, thought-provoking Professional Development seminars and

presentations from highly experienced educators and academics from Singapore, England, and America. We have delved into deep discussions about teaching excellence and what it looks like; explored further theories and scientific understandings of how students learn; as well as deep provocations about our roles as educators in the teaching and learning of First Nations texts and stories. I have presented a teacher reflection about what it means to be in the learning journeys and lives of my students and have recently begun to explore deeper pedagogies to further enhance the learning of students in my chosen focus area of writing.

Beyond Term 2, we will be attending other schools to observe and reflect even further on teaching practices, as well as continue to have access to some of the educational world’s best presenters and academics to provoke and support our learning. We will bring these learnings together at an end of year conference where we will each present our findings and reflections to the cohorts within our disciplines.

It is with the support and encouragement of the staff and leadership at The Knox School where I am really proud to belong that I have been able to be a part of this incredibly inspiring and rich learning environment and it has been an honour to represent our school in this program. It is truly humbling to have been chosen to be a part of such an inspirational program and group of educators. —

Career Development

Ms Jacky Burton – Career Development Practitioner

In Term 2 I had the privilege of hearing a presentation by Lisa McInnes-Smith, keynote speaker at the La Trobe University Career Practitioner day. What an inspirational speaker she is, and her message was very thought-provoking.

Lisa began her presentation by asking the audience questions, such as:

• Where have you lead yourself in the last 90 days?

• What are people ‘catching’ from you?

• Am I in growth mode? Because if I am, that enables others to grow

• Do I demonstrate vital body language?

I began to reflect on the engagement between students, teachers, and parents. Are we consistently reflecting our school’s core values, particularly those of Care, Empathy, and Respect? Are our interactions positive, kind, warm, inspiring? Are we demonstrating the vital body language of smiling – which acknowledges, and nodding – which encourages?

On further reflection on the many conversations I have had with students this semester, I acknowledge that the success of those quick chats or discussions – when done with mutual kindness and respect –can never be underestimated, as when we listen differently to one another, we inspire each other to grow, take up challenges, and strengthen our resilience.

We also need to self-reflect on what we think and say about ourselves. Are we regularly putting ourselves down, therefore not being brave enough to take on new challenges? Are we self-sabotaging, as one senior student put to me, and therefore not attaining our personal best?

“The most important words we hear are those we say of ourselves and to ourselves.”

– Lisa McInnes-Smith

As a school community heading into the second semester of 2022, let us try and have courage over comfort; let’s take up opportunities and just ‘give it a go’, as it is the struggle that makes us stronger and not giving up that is so important. Let us also work towards being someone people want to engage with – be kind, be patient, be humble and, most importantly, smile and nod. —

Humanities

Mr Ben Ritchie – Head

of Humanities

2022 has seen a return to Campus life that both students and teachers have been eagerly anticipating. It has been fantastic to see students re-engage with school life; sharing learning experiences with their friends and benefiting from having their teachers being with them to direct and support students in their learning.

In Semester 1, we have seen the continued evolution of the Year 7 Interdisciplinary Water Unit. The Science and Humanities departments have collaborated to deliver an experiential unit of learning that has involved a special guest speaker, and a series of incursions and an excursion to the Tirhatuan Wetlands. A special thanks goes to Ms Bronwyn Cook for her coordination and superb organisation of this valuable Unit of learning for our Year 7s.

The Year 8 students were involved in an international video conference with our sister School ENTEL in Hangzhou China. The Year 8 Humanities students completed an inquiry task into the history of the Indigenous Australians’ experiences during and after European settlement. The Year 10 class from China responded by presenting an inquiry into Ancient China, dynasties, and support for minorities.

In the Senior School, VCE students have engaged in a range of learning experiences. The VCE Business Management students travelled to the Yakult Production Plant in Dandenong. At the site, students were taken on a guide through the production process and consolidated their knowledge on Operations Management principles, such as quality control and waste management. The Year 11 and Year 12 Legal Studies classes have participated in the County Court’s Digital Schools program. In three separate sessions in Semester 1, students were joined by Her Honour, Judge Tsalamandris and His Honour, Judge Pillay to ask questions about the role of the Courts in delivering justice for Victorians. This semester we welcomed two new staff members into The Humanities Department: Mr Troy Fiddes, who is teaching Year 12 History Revolutions, Year 10 History, Year 10 Geography, Year 9 Humanities and Year 7 Humanities; and Ms Meredith Atilemile teaching Year 9 Humanities, Year 8 Humanities and Year 7 Humanities. —

LEGAL STUDIES: COUNTY COURT DIGITAL SCHOOLS PROGRAM

YAKULT PRODUCTION PLANT

Differentiated Learning

Dr Jane Lawrence – Head of Differentiated Learning

This year over 40 students participated in the Global Academic Challenge in the streams of Mathematics, Reading and Science. The Challenge consists of a series of three assessments, which allows students to compete against their international peers. The Knox School performed very strongly in this event, with ten students achieving in the 90th percentile or above internationally.

The Maths Olympiad has been running successfully over Terms 1 and 2 with 20 Year 7 and 8 students participating.

Recently, students in Years 7-9 were invited to participate in the DaVinci Decathlon event. Over 50 teams across the state participated. This year the event was held online, with students participating in engineering, cartography, arts, mathematics, science, coding, and general knowledge activities throughout the day. Our Year 7 team was awarded 3rd place in Cartography; our Year 8 team was awarded 2nd place in Engineering; and our Year 9 team was awarded 4th place in Engineering. —

Leading the way in STEM

Mr Darragh Sheehan – Head of Science

This term our STEM leaders engaged their peers by organising interactive activities during SQuAD. One of our student leaders, Elliott Vegh, shared their interest in the study of fossils. During this session, Elliott engaged students from Years 5 – 12 to develop their understanding of fossil identification and how to link fossils to prehistoric species. Elliott displayed their impressive fossil collection, which included a Megalodon tooth, whale vertebrae, shark fossils and many more. It was easy to see that students were in awe of the unique collection and Elliott’s knowledge.

One of the many benefits of being a K-12 school is that our Junior School students can learn from their older peers. This was an excellent opportunity for our younger students to learn from one of our STEM leaders.

Elliott not only inspired others through their actions but provided them with the knowledge to become the next generation of palaeontologists. A huge thank you to Elliott for all of their work in organising such a successful SQuAD activity. —

“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” – John Adams.

Languages

Ms Gemma Beard – Head of Languages

Learning a foreign language brings with it a multitude of benefits, particularly in a world where there is a need for different countries and cultures to come together to tackle global issues such as climate change and pandemics. Language learning broadens one’s mind and helps us to understand the world through a different lens. It also improves memory, concentration and general intelligence and is a benefit to employers who are seeking open-minded and understanding individuals.

Learning French, German or Chinese at The Knox School not only affords the students the opportunity to explore the languages themselves, but also the opportunity to learn more about the culture of the countries where the three languages are spoken. Our role as a department is to equip the students with the skills necessary to become resilient, global citizens and to provoke them to become successful, independent learners.

Semester 1 has been a productive time in the Languages Faculty with a diverse range of challenges and activities to engage the students beyond language learning in the classroom. In Term 1, all students studying French, German and Chinese had the opportunity to participate in annual Education Perfect Championships. The championships are a 7-day online event which celebrates learning and achievement in languages on a global scale. With roughly 200,000 students participating each year, the championships present the perfect opportunity for students to take control of their own learning, whilst simultaneously competing on a global scale. The language classrooms were once again buzzing with the excitement and determination of our students competing in the competition, many of whom demonstrated outstanding performances and earning themselves global recognition.

Congratulations to the following students:

SAMUEL MOORE

JACK CAR

YEAR 9 ANITA WEBER

YEAR 7 AYUNI DASSANAYAKA

YEAR 10 LARA BENNETT

YEAR 8 LIA HENRICHS

YEAR 8 ABBIE VERNON

YEAR 8 HARRISON LOUKES

This Semester, we also celebrated the return of Languages Week. An exciting opportunity for staff and students to celebrate language, culture, diversity, and inclusion within The Knox School community and beyond. Staff and students were invited to join in a game of Pétanque for French day, sing and dance along to the sound of a German Oompah band for German day and experience contemporary music played on traditional Chinese instruments for Chinese day. Staff and students also had the opportunity to participate in an AUSLAN (Australian Sign Language) presentation which taught us the importance of AUSLAN within our society, the different dialects within the language and how to introduce yourself in sign language. It was an experience we won’t forget and it has inspired staff and students alike to explore the language further. Alongside the activities, we were also able to experience the cuisine of French, German and Chinesespeaking communities through the themed days in the canteen. We are looking forward to seeing what next year has in store for Languages Week 2023.

In additional to Languages Week, our students have been exploring culture further through Languages Club on Monday lunchtimes. Each week, students learn about a different element of French and German culture through arts and crafts, videos, songs, puzzles and games. This Semester our students have discovered the history and traditions behind carnival in Europe, the significance of Easter in Germany with students decorating their own Easter bouquet (Osterstrauß), the history of the Berlin Wall and the significance of French national symbols. The students have enjoyed the opportunity to connect with fellow

“The students have enjoyed the opportunity to connect with fellow language learners from different year levels, as well

language learners from different year levels, as well as demonstrating their creativity through the different cultural activities.

The use of technology continues to play a vital role in the language classrooms. Having refined our skills throughout home campus over the last two years, we have discovered more ways to develop personalised language learning for our students. The use of OneNote continues to be integral to the personalisation of our programs by allowing teachers to give feedback in real time, promote collaboration amongst the students and design online programs that meet the needs of every student. In addition, the online learning tool ‘Blooket’ is being used in Year 4, 5, 6 and 7 Chinese classes. ‘Blooket’ is a gamified learning platform which allows teachers to host games through question sets with students answering on their own devices. It has proven to be a useful tool for revising characters and Pinyin as well as sparking healthy competition amongst the students.

activities.”

as demonstrating their creativity through the different cultural

We are looking forward to a productive Semester 2 and the opportunity to celebrate more of the achievements of our languages students at TKS. —

Shaped to Thrive

Dr Jingjing Wang – Director of International Program

I recently attended the very first face to face seminar titled “Reboot and Recovery of International Education”, organised by Australian Education Assessment Service (AEAS). The reunion was both joyful and promising. It was joyful because we were able to meet our fellow colleagues across all sectors of international school education to share our experiences. It was promising as many participants were relieved to report that international students have slowly returned to Australia. It was a shared sentiment that even though the recovery will take some time, the journey has already begun. International education has ridden this once-in-a-lifetime storm, emerging from the other end stronger and more resilient.

One of the central themes was our pride in the strength, courage and resilience demonstrated by our international students during this period. For many international students at TKS, they not only survived the pandemic, but also thrived in the opportunities to connect with their classmates at a deeper level, developing skills outside their comfort zone. As a result, they are better positioned to face the ever-changing world. I am immensely proud of the international students in Senior School who have chosen to remain in Australia to continue their studies, or those who have chosen to commence their studies at Knox soon after international borders reopened. Their resilience and courage is worth sharing.

Amy Chenyue Jin

(Year 12 international student)

I started in 2019 as a language student in the PEAK program. It was a smooth start for me as I enjoyed the many extra classes, activities and trips we had with mainstream students in addition to the language lessons. This was a sharp contrast to the environment I had in China where I spent hours and hours each day studying and completing homework.

As I was embarking on my Year 10 study in early 2020, the pandemic started and I had to spend a lot of time at home doing remote learning. Online learning is new to me and I was worried. However, I learned how to stay positive and manage my time properly despite the fact that Covid created havoc. I participated in the many online wellbeing programs the school organised. I also video called my parents in China every two days; their love and encouragement was my backbone in the hard time. I also talk to my Chinese classmates and friends in our WeChat group which proved to be a great support.

As we emerged from lockdowns and restrictions, face to face celebrations that were not possible in the past two years have been held. One of the most memorable experiences for me was to attend the Year 12 Formal in April. It was such a wonderful evening as teachers and students gathered together to laugh, dance and acknowledge the growth in learning. Everyone dressed so beautifully and elegantly, and it was indeed a social night that was enjoyed by all.

I’m so grateful for the help and encouragement from teachers in my academic and personal growth. I hope the school will continue to flourish in the coming years.

Leia Jiayu Wang (Year 11 international student)

I started at TKS in early 2020 and not long after, Covid hit. So that started my remote learning. Studying at home was a good thing for me because I had not made as many friends as I have now. Melbourne was in lockdown many times so life could be boring. Because of this, I began to explore other interests; cooking was one of them. Through trialling different recipes, I discovered that cooking is fun and now I can cook a lot of delicious dishes.

The Knox School is a friendly and caring place where everyone can thrive. I remember my birthday celebration soon after I arrived. It was organised by Mr Parker who was my Head of House. He came to my mentor time and gave me a birthday card with a lollipop stuck on the top. He also asked the whole class to sing Happy Birthday. It was the first time I was away from my family for my birthday, and it meant a lot.

I am grateful to the TKS community that helped me become a confident person. Considering this transformation took place during the turbulent two years in Melbourne it is quite extraordinary. I used to have low self-esteem. I did not want to talk with my classmates in English because I was worried they would laugh. I did not want to wear unique clothes or make-up on special occasions because I was worried they might not like it. I did not want to work with them in teams because I was afraid that I would drag everyone down. My experience in the past two years proved me wrong. Teachers and classmates are never stingy with their compliments. They praise my looks, grades or clothes and shoes. They never point out that my English is not very good because they know that it is my second language. Because I had to work with my classmates to complete team work together, they always encouraged me to express my own ideas. Gradually my classmates helped me fix my grammatical or spelling errors, and they also listened to my ideas and then gave me feedback. I would like to say a big thank you to my teachers and classmates at TKS.

Isabella Gayong GU (Year 11 international student)

I am from South Korea and I came to The Knox School at the beginning of this year.

I had done remote learning for quite a while in my previous school. The main thing I learned during that time is that technology is both a blessing and a curse when it comes to academia. Email and other communication platforms make contacting your teachers and peers much easier than trying to catch them in person during school hours, but it also means that you can never truly escape school. This only intensified as entire school days were held online, which effectively dissolved the already blurry line between being at school and at home.

It has been only 4 months since my arrival at TKS. Life for me has been smooth and enjoyable. Honestly, my most memorable experiences at TKS so far were the handful of maths tests on which I received 100%.

I’m still not quite sure about The Knox School’s academic, skills development, and personal growth journeys and how they might affect me; I am never the one to get used to new things quickly. But I can say that I am extremely grateful that The Knox School does not ask or expect me to be infallible. —

The Knox School - International Program Overview

https://youtu.be/rmatLOYS4zk

The Knox SchoolHome Stay Testimonial

https://youtu.be/QMI6bS3AZpA

The Knox SchoolAlumni Testimonial

https://youtu.be/BICTdb1Jtko

The Knox SchoolStudents Testimonial

https://youtu.be/dkywWAJv-ow

The Knox SchoolParents Testimonial

https://youtu.be/cbs4LwPBuzA

Music

Mr Tim Collins – Director of Music and Performing Arts

What an absolute whirlwind of rehearsals and concerts this semester has been. It is wonderful to have choirs, bands, and ensembles, all operating at full capacity again. Our musicians are relishing the chance to play together and are working hard to hone their craft and produce wonderful performances. This semester has provided hundreds of TKS musicians an opportunity to perform at events such as Rock Out, the ANZAC Ceremony, Assemblies, Cross Country, Autumn Concert, All State Victorian Jazz Championships, Choral Concert, The 5 note concert, Petite Maestros, Jazz Night, Mezzo Maestros, VCE Recital, Woodwind Recital, and Strings Recital. It is clear, from the articles that follow, that the musicians at TKS take great pride in what they do and feel a great sense of ownership. It is also gratifying to see our more senior students nurturing our younger students and passing on their love and passion for music.

This term, we have been immersed in Xanadu rehearsals. This promises to be a hilarious and fun-filled return to the 80s, complete with skates and glitter balls. Congratulations to the amazing TKS students and music staff, Alex Spicer, Alister Barker, Ben Carr, Briony Swan, Cinzia Posega, Darcie Foley, Eric Di Florio, Erin Brown, Erin Kersing, Karman Melitsis, Lincoln McKenzie, Nathan Juriansz, Nico Di Stefano, Patrick Schmidli, Samuel Davies, Scott Zimmer, Shani Cossins.

ROCK BANDS ROCK OUT AND CROSS COUNTRY

Sam Arnott, Senior Music Captain Semester 1 at TKS has been packed full of great events in the music department. For our thriving Rock Band community, we have had Rock Out and Cross Country. I think the greatest thing about these events was seeing the members of each band have fun with each other, despite the nerves and anxiety that come with performing.

I had the thrill of performing in the Senior Rock Band and Year 12 Rock Band with some of my closest friends for one of our final experiences at Knox, in front of a crowd of about 600 people. One of my highlights was seeing the Year 3 rock band, which featured 21 members, including a string section. So much time and effort went on behind the scenes to get these two events up and running, so the success of the night was so fulfilling to witness. Congratulations, Knox musicians!

AUTUMN CONCERT

Alex Bennett, Senior Concert Band Captain

Our 2022 Autumn Concert afforded our parents a wonderful insight into the life of the Music Department and gave them a chance to see the wonderful results of the perseverance and passion of their children.

I remember being part of Stage Band when it started many years ago. For a lot of us, too young for Big Band at the time, it was our first introduction to playing jazz music. Years later, it is amazing to see how that band has grown. It provides such a great opportunity for young players to experience jazz and have a pathway to Big Band.

As a brass player, the Autumn Concert allowed me to see guitar, strings, and vocal performances. We had a huge variety of ensembles including some making their debut such as Cellobration and the Falcon Quartet.

This concert was Senior Concert Band’s first for the year. The wonderful thing about performing with the SCB is the way our Intermediate Concert Band members can see what the next few years can look like if they are passionate about continuing in music. When I first joined SCB, I was totally lost. They were working on something that just seemed incredibly complicated. It can be daunting, but over time the new students rise to meet the challenge, so we are always looking forward to more students joining.

CHORAL CONCERT

Jessica Pham, Senior Choir Captain

Our recent Choral Concert featured students from Year 3 to 9 performing a variety of solos such as ‘Maybe’ from Annie; more traditional songs such as 'Windy Nights', and even songs from our childhood such as ‘You’ve got a friend in me’. Although I’m sure all of us were stressed in our own way, especially since holding a microphone and singing alone in a professional space is scary, I admire how everyone gave their all and persevered through their performances. I would like to congratulate all soloists who performed for their courage to go on stage and create an amazing performance!

STAGE BAND JOURNEY

Andres de Souza, Year 9 Stage Band Captain

I joined the Stage Band in 2021 and I am so glad I did. I love Van Halen, but now I also love playing jazz and even volunteer to play solos!

The Stage Band includes students from Years 6 to 12. We have welcomed many new members this year and despite it being their first encounter with Jazz, we have already given 3 performances. It was a great thrill for us to perform at Rock Out for hundreds of people in a festival atmosphere. At the Autumn Concert we performed Horn of Puente and our first ballad, Blue and Sentimental, which showcased our soloists: Alex Hick on Trumpet, Elin Vercruysse on Tenor Saxophone, Rafael de Souza on Trombone, and me on Piano. The Victorian All-State Jazz Championships was an exciting experience for us. We showed our professionalism when a board came crashing down in the middle of Horn of Puente, but it didn’t affect the band in the slightest.

We were proud to be awarded 6th place out of 12 in the C division, as most of the other bands were the top band in their school. Huge thanks to Ms Foley, Mr Zimmer and Mr Marcus who all were massive helps with getting the band ready. We are grateful for the amazing support we had from our families and friends on the day and received the biggest applause and cheers by far.

BIG BAND JOURNEY

Elliott Vegh, Year 12 Big Band Captain

Ya like jazz? After two years apart, the TKS Big Band is once again bringing a fun selection of jazz tunes to your ears! It’s been quite a journey to get here, both as individuals and as an ensemble.

My jazz journey started when I chose to learn trumpet as part of the BASE program in Year 5. Back then, I couldn’t stand listening to jazz! However, two years later I joined the newly-formed Junior Stage Band and I quickly learned to love it.

As a younger student, the Big Band was always exciting to watch and something to aspire to, with its strong, confident sound and seemingly effortless ability for instruments to work together. After waiting eagerly for places to become available, I joined in 2020, looking forward to three years of playing. Three years became one due to Covid, but I’m making the most of the year I have and hope to continue playing jazz at university and in community bands when I graduate.

For the seven of us Year 12s – Alex and me on trumpet, Anneliese on trombone, Jessica and Andy on percussion, Max on piano and Sam on bass, this year is bittersweet as it is full of ‘lasts’ for us – last Rock Out, Autumn Concert, Jazz Championships, and coming up, our last Jazz Night and Victorian Schools Music Festival. However, we hope to go out with a bang and make this year of Big Band one to remember!

We’ve been rehearsing intensively and it’s been very satisfying to hear ourselves improve as a band. Turns out, playing as a group is not actually effortless! I’d like to give a massive shout-out to Mr Carr and Mr Schmidli, our conductors, for their time, effort, and patience.

We performed ‘After You’ve Gone’, ‘Bernie’s Tune’, and ‘The NOLA Roller’ at the Victorian All-State Jazz Championships on May 14, where Fangzhou Li (Year 10, baritone saxophone) and Tisakya Munasinghe (Year 10, tenor saxophone) were awarded caps for the All-Star Band.

FALCON STRING QUARTET

Lia Henrichs, Middle School Music Captain and founder of the Falcon String Quartet

The Falcon String Quartet is a new ensemble, started at the end of Term 1. I initiated the quartet to perform Danse Macabre at the ANZAC Day Commemoration Ceremony, but we were so proud of our performance and excited by the experience of performing in front of so many people that we decided to formalise the ensemble and keep it going. The quartet is student-led and rehearses twice a week with support and repertoire advice from Mr Di Florio. We are looking forward to more performances, a wider range of repertoire, and improving our skills as a group. We are particularly excited to perform in the upcoming String Recitals. —

The year began with a buzz of excitement after two years of interruptions to Sport. Coaches, staff, umpires and most importantly students, were all keen and eager to participate in House Carnivals and the weekly EISM Sport competition.

Our first event for the Year was our Year 5-12 House Swimming Carnival held at Croydon Memorial Pool. The Carnival was held slightly later this year and the weather couldn’t have been any better. Students and staff dressed in House colours and cheered on their swimmers. Students once again had the opportunity to participate in all four strokes, mixed relay, and Volleyball. I am pleased to announce that Lawrence House was victorious. The following students were awarded Age Group Champion.

Mr Alex Wilson – Head of Sport

The House Athletics Carnival was conducted at Bill Sewart Reserve during an overcast day in March. Once again, the Year 12 students dressed in novelty clothing as they enjoyed their final House Athletics Carnival at The Knox School. Many students participated in the maximum number of events allowed (6 individual and relay) and were exhausted by the end of the day. The staff 4 X 100m relay was once again held as the final event of the day and continues to be a major highlight. Lawrence House continued their winning streak and were victors. The athletics age group champions are as follows:

The House Cross Country Carnival is our largest carnival in terms of the number of year levels and students involved. All students from Years 2-12 participate in this event which is held entirely on school grounds. Four different courses are set up depending on the year level of the competitor. The Cross Country has a “carnival” atmosphere which includes live bands, dodgeball, tug-of-war and a sausage sizzle. This year was special for TKS as the Prep students also participated which coincided with their “P Day” where they dressed in something starting with the letter P. Paterson House won the Junior Cross Country trophy (the “P” must have brought them luck!), while Lawrence was once again the winners of the secondary trophy. Lawrence have now won all three Sport carnivals for the year, and it will be up to the other three Houses to ensure Lawrence doesn’t make a clean sweep by winning the House Arts Festival scheduled for late in the year. The age group champions for the House Cross Country are as follows:

Students who performed well at the House Cross Country will be invited to represent The Knox School at the EISM Carnival held in Term 3. We wish these students every success for this event. I would like to take this opportunity in thanking all staff and students for their ongoing support of the Sport program at TKS. It is great to see everyone participating once again in the House Carnivals. —

Junior sport

Mrs Shelley Lloyd-Smith

The Water Safety program was held in Term 1 at Just Swimming Nunawading for Years 2 to Year 6. The students had an intensive swimming program which was designed to prepare them to be safe around water.

The Annual House Athletics was held on campus this year for students from Year 2 to 6. It was a wonderful event, commencing on the Hockey Pitch for sprints then continuing on the oval for Long jump, Shot Put, middle distance running events, and tunnel ball. The day concluded with combined class relays. Congratulations to Paterson House who took out first place in the House Athletics.

May 20 saw the District Cross Country event held at Jells Park. The course was a challenge for all with the 9 and 10 year olds running 2km and the 11, 12 and 13 year olds running 3 kms. Congratulations to the following students who went through to Division. —

BOYS 9/10 FENIL VIMAWALA

BOYS 11 RILEY CHANDRA

BOYS 11 JOSEPH TANG

BOYS 12/13 HUDSON MCDOWELL

BOYS 12/13 SAM VANDERWOLDE

GIRLS 9/10 MIA HUANG

GIRLS 12/13 VICTORIA BUTTIGIEG

Let’s Read! 123

Ms Marianne van Niekerk – Head of Library

“Reading is incredibly important for students, as it encourages the development of learning and literacy and is a relaxing activity that can improve a young person’s wellbeing.”

- Alec Williams

REFERENCES

The Benefits of Reading for Pleasure n.d., viewed 11 May 2022, < https://www.edutopia.org/article/benefits-readingpleasure?msclkid=4b0fd446d0d711ec90ef3a69f3913189 > Pinsker, J 2019, 'Why Some People Become Lifelong Readers', The Atlantic, viewed 11 May 2022, < https:// www.theatlantic.com/education/archive/2019/09/love-reading-books-leisure-pleasure/598315/?fbclid=IwAR3Yq-hL4yCDZaLog0wAlYfhkQV_lBkRZv4ffB4QaenEzvIERXhpDpx6V1w > Read Together to Support Early Literacy n.d., viewed 11 May 2022, < https://www.naeyc.org/our-work/families/ read-toget her-support-early-literacy?msclkid=82088900d0d711e c8f35d67589b9ee1d >

For many students, the isolation during the COVID-19 outbreak has been a challenge and having something to read became high on the priority list.

At TKS, reading continues to be embraced in our physical and virtual library. Students have been logging into Oliver, our OPAC (Online public access catalogue), to search for and request books, as well as the ever-expanding Wheeler’s ePlatform, World Book eBooks and our ClickView video library.

There’s a difference between reading and being a ‘reader’, and it seems to come from the reading culture created by parents during childhood.

The three determining factors that make a child a ‘reader’ can be broken down into reading fluency, their pre-existing knowledge of the topics they’re reading about, and motivation. School can help with the first two, but parents are best to help with the third. The best way to build motivation is to make it seem like a fun activity in the moment without stressing about the future.

The best advice to parents, and what they can do, is to become a ‘reader’ themselves (Joe Pinkster, 2019).

The benefits of reading for pleasure have been identified in countless studies, including the many social benefits, such as an increased understanding of other people and relationships, as well as an ability to empathise and understand their own feelings. There are also real-life health benefits, including the reduction in depression, anxiety, and stress (The Reading Agency, 2015).

There is never any judgment placed on what students read or borrow. Reading therefore has a key role to play in the mental well-being of students, and it is one that should be promoted and encouraged at all points of their education.

Everyone, find a book and read! —

Technology, Art and Design

Mrs Birgit Verhagen – Head of Technology, Art and Design

It has been wonderful to see our students back in the art rooms, studios and hospitality centre this year, exploring creativity in Technology, Art and Design (TAD). Our fabulous facilities are alive with a buzz of students collaborating and experimenting with materials, technologies and processes to realise their ideas.

As mentioned in the Falcon, we have extended our program and welcomed some new faces to our team. Media is now offered as a VCE subject with Ms Melinda Davis inspiring our Unit 3/4 students and Mr Oliver Dolbey in Units 1/2. That is not the only change in Media, as we have also moved many of our classes to the Multi-Media studio. This complements the learning, allowing for further practical exploration with the equipment and setting. The students are studying a range of media in both historical and contemporary contexts across the two-year course. Practical and theory lessons explore fictional and non-fictional media and how the narrative is conveyed to the audience. It’s been exciting to see the students extend their media skills from the lower years, now pushing the boundaries for creative outcomes in various forms including photography, podcasts, print, digital media and animation, just to mention a few. Earlier this term, the students experienced a day in the city to explore the ACMI Moving Images exhibition and studied the works of last year’s VCE top media students. This was a great inspiration for the students as they travel through their own Media journey.

We also welcome Ms Rainda Yang to the TAD faculty. As our Applied Computing Software Development teacher, she is guiding our

VCE students through the strategies and techniques for creating digital solutions and managing threats to data, information and software security. By problem-solving, incorporating computational, design and systems thinking, students are developing an awareness of information systems' technical, social and economic impacts. Employing the transferable skills of critical thinking and communication within this subject will prepare the students for real-world scenarios.

Applying the skills we accumulate in the various TAD subjects, be it Food, Visual Arts, Design, Media or Software development, to real-world connection is vital. Learning in context makes it meaningful and pushing the boundaries of creative and critical thinking through this is the underlying objective of all our subjects. Our Year 7 and 8 TAD classes are a great example of this. Over the past few years, we have introduced the topic of sustainability into this program; however, this year we have taken it a step further. Rather than using the United Nations Sustainable Development Goals as a teaching tool we are encouraging the students to think on a local scale and implement change towards a sustainable future. Students are collaborating to determine and develop their contribution to the local community. It is our students who we need to encourage to create change for a better and more sustainable future.

“There is no doubt that creativity is the most important human resource of all. Without creativity, there would be no progress, and we would be forever repeating the same patterns” – Dr Edward de Bono

We look forward to showcasing these initiatives at the end of the year.

Keeping it real is also at the root of our Year 5 and 6 TAD program. Linking it to the classroom curriculum while working through the Design Thinking Process gives meaning to our program. The Year 5 students explored paintings that have a cultural influence and link to Australian settlement and migration before creating a silk painting reflecting their findings. This also ties into the investigation of how fibres are turned into fabrics and identifying the differences between natural and synthetic fibres. Term 2 saw the students learning hand embroidery skills before designing and sewing bunting for their Year 5 Market Day. In keeping with the Year 6

classroom Inquiry unit, students explored, researched, and analysed various Indigenous artists and their paintings. Furthermore, they studied the stories told and used materials to visualise their own narratives. Term 2 also had a strong focus on employing the Design Thinking Process to extend creativity in the design and creation of artworks and products for the students’ Market Place stall.

Studying the life and work of many artists is part of the Studio Arts course and this year, the students have the opportunity to look into the artistic legacy of one of the 20th century’s most influential and celebrated artists, Pablo Picasso. The students will travel into the National Gallery of Victoria to study this exhibition and reflect on the artist’s diverse collection. Studying the work of varied artists feeds into the students’ own folio pieces. They are currently exploring and trialling methods, media, and materials in preparation for their major works. These will be showcased towards the end of the year alongside other creative works from our TKS students.

With all these pathways, including our Junior Visual Arts, Visual Communication Design and Food studies, CREATIVITY is at the core. I am excited to see the many TAD projects being developed across the year that challenge our students to step beyond the realm of comfort and express their inner creativity! —

Junior School Major Group Art Projects

Mr Chris Hilton

Prep-Year 3 Junior School Collaborative School Values Mural

As part of the Junior School Art program for 2022, the students from Prep to Year 3 created individual discs which were hand painted in complementary colours selected for each year level. The children studied Kandinsky’s circles and then merged this with indigenous dot painting to create bright, eye-catching images that combine to send a message of hope, joy, collaboration, and togetherness. The school values will soon be added to this feature artwork, which is now located on the south wall of the Prep Centre facing the courtyard. It is sure to draw attention and bring happiness to everyone as they pass it by. Please put viewing it on your to-do list next time you drop by the school.

Wall Feature to Entrance to Junior School

During Semester 1, the children from the Junior School Art Club used their lunchtimes in a very creative manner. This resulted in the creation of a large scale, collaborative artwork which greets everyone who enters our newly refurbished building. Each letter is A4 in size and made from a variety of materials which were selected by the student artists. The materials used include wool, pipe cleaners, metallic papers, buttons, pom-poms and bottle tops. We are sure this bright and colourful addition to our Junior School will surprise and impress both visitors and members of our community. Thank you to Mr Hilton, Mrs Mattison and Mrs Davies for assisting the children during the making of the artwork. —

Year 7-12 Xanadu, the Musical

Alex Bennett – School Vice-Captain

We are very pleased that we will be staging our first musical since our 2018 production of Into the Woods. We’ve only had seven rehearsals so far this year and already the atmosphere is so energetic.

Often things theoretically marked “7-12” are pretty top-heavy in terms of year levels, but this year’s musical really is very inclusive of Middle School students. I was part of the ensemble in 2018 and I remember what it’s like to start off in Year 7 or Year 8 and have that intimidated or overlooked feeling. However, our ensemble is so integral to the show, and I know the older students are doing their best to make sure everyone is having a good time at rehearsals.

So, what is Xanadu?

The stage production is adapted from the 1980 movie of the same name; and when I say “adapted from”, it’s more like “takes every opportunity to poke fun at”. We’re talking about a movie that inspired the creation of the Razzies, awards honouring the worst films of each year. Knowledge of the source material is pretty important to catching all the funny jokes made at its expense. So, if you haven’t, I suggest you try to see the movie before our production in August.

Beat Magazine described Xanadu as “the campest, kitschiest musical you will ever see”. It just doesn’t take itself seriously and that is honestly my favourite part. It revels in this lack of seriousness, but ultimately still carries really beautiful messages about love and art, and that’s what makes it such a radiantly uplifting musical.

We were fortunate to be able to put on The Real Inspector Hound as our 2021 Senior School Production, another spoof that really got the audience laughing (to the point I was really struggling not to laugh along while lying dead on the stage) and we’re hoping to continue making people laugh this year.

This musical really is a bright spot for me personally during my Year 12 year, and I just know that this performance will be a bright spot for everyone who attends.

Can’t wait to see you there! —

Proud to Belong

Members of our community share why they are

‘Proud to Belong’...

We chose TKS for our children as we had friends with kids who we would hear talk about the school and how much they loved going: the teachers are amazing; the opportunities they had; how they engage the senior students with the junior students and most of all how they all felt a part of the community. We have found TKS to be all of what we heard and more. We are proud to belong.

I came to Knox from interstate and I was nervous about moving to a school where my daughter wouldn’t know anyone. From the first day she had buddies to guide her around the school grounds and make her welcome. We have since met other families at functions like the Rock Out concert and Mothers’ Day breakfasts. We are definitely proud to belong to this great school community.

We have been at The Knox School for quite a few years and, although there has always been a sense of belonging, we were particularly thrilled with the way the school kept us going through the Covid lockdowns. There were parcels delivered personally to our home and teachers always seemed to be available even during the evening. We couldn’t be happier to belong.

My son has never been really sporty and sometimes gets stressed when sports days come around. Since being at Knox he has been encouraged to give things a go even though he knows he will never win a medal. It’s that sort of school where everyone just gets on with things and has fun during sport and there is never a problem any more in our house. Thanks Knox. You certainly showed us what it’s like to belong to a small school.

I feel very fortunate to be part of the TKS community and being a member of the FPG allows me to give back and contribute positively to the school. I enjoy being able to connect with other families through events at the school and, as an added bonus, I have made some lifelong friends.

I am so proud to be a part of the TKS community. It does take a community/village to raise a child and my children are very lucky to be part of such a great community. For our family Proud to Belong means so many things. The TKS community is such an amazing place and we are grateful to be a part of it. I know our children will leave school with a fantastic education as well as a true sense of themselves and their place in the community.

Staying Connected

1 Year Reunion

We are looking forward to hosting our joint one-year reunion for the Class of 2021, the Class of 2020 and the Class of 2019. It is tradition that the one-year reunion is held offsite and further details will be made available via our social media platforms and website.

Save the date

THURSDAY

17 NOVEMBER 2021

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

A Falconian has requested a reunion for their specific year level and we are happy to oblige. If you would like to work with us to host a specific reunion for your year level, please connect with us at community@knox.vic.edu.au

40th Anniversary Reunion Evening

After several postponements due to the COVID-19 pandemic, we are excited to be able to host our inaugural Reunion Evening.

A contemporary approach to reunion programs, the TKS Reunion Evening will see our School welcome Falconians from all year levels back to campus to celebrate and reconnect. Former and Current Staff are also warmly welcome to attend.

Save the date

FRIDAY 19 AUGUST 2022 Book at

We hope to be able to connect and welcome many Falconians from each cohort back to campus. Your help in connecting with classmates and sharing this event with them is appreciated.

Knox Turns 40

Save the date

This year The Knox School turns 40 and we warmly invite all of our community to become involved. Christmas Community Function. 25 November 2022. Food trucks, Carols, Music, Christmas market stalls and more. Bring your picnic rug and join us for an evening of fun. More information will be available shortly.

Five minutes with our Falconians

Adam Kollwitz – class of 2009

I started at TKS in Prep and stayed right through until my graduation from Year 12 in 2009. That’s the longest I’ve ever been in one place!

I remember fondly my days at school, particularly my connection to Paterson House where I finally became House Captain in Year 11. In Junior School, captains were appointed back then in Year 4 before we “graduated” to what was then called Lower Middle School. I was very lucky to be appointed Junior School captain in my Year 4 year.

Lower Middle School eventually became Upper Middle School (Years 9 and 10) and then on to Senior School in Years 11 and 12. In Year 12 I was elected School Vice Captain, a position of which I was very proud.

Visual Communication was always an interest from school, and on graduation I completed a Bachelor’s Degree in communications from RMIT, majoring in advertising. My first job was as a digital designer at a small agency, working my way up to art director.

Fast forward 10 years and I now run my own agency called KollwitzOwen (KO for short) and we specialise in consumer promotions. Some of our high-profile projects include Shell’s Fuel the Winning Feeling campaign; Subway Sink-a-Sub; Pepsi Max Pop & Win; and most recently, Hungry Jack’s UNO Jackpot.

Just before COVID struck I became engaged, and I am finally tying the knot in August this year.

TKS gave me the start I needed in my professional life and to say that I am “proud to belong” is an understatement. —

Indika Lovell – class of 2012

When I graduated from Knox in 2012, my major subject were Maths, Accounting and Business Management. These subjects held me in good stead for my future.

I went to Melbourne University and graduated from there in 2015 with a Bachelor of Commerce, majoring in accounting and finance.

I was fortunate to gain intern experience across Asia which gave me the opportunity to learn and travel at the same time. In 2016 I was interned at Lazard, a financial advisory and asset management firm that engages in investment banking. While there the firm worked on the sale of Etihad stadium to the AFL.

I relocated to Sydney in 2017 and worked firstly for Lendlease across Office, Industrial and Real Estate divisions and in 2021 I started employment with Macquarie Capital in investment banking. —

Falconians Weddings & Births

Bianca Wallace (nee Corica)

– CLASS OF 2008

Darren and I met in March 2019. We fell in love and it all moved rather quickly.

In February 2020 we got engaged. After three wedding dates and postponements due to Covid, we finally married on January 14, 2022.

Our beautiful little girl, Alessia, was born April 7, 2022.

Heshan Amarasekera and Monique Guest

– CLASS OF 2010

Monique and Hesh, true high school sweethearts finally tied the knot on April 1, 2022.

A friendship which begun by sharing notes of Mr Wilson’s psychology classes, to a fun and loving relationship. Since high school we've travelled abroad and supported each other in our respective careers as midwife and podiatrist.

We thank our lucky stars we were put in the same class that year.

Congratulations to the following 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.

Kristin Rundell (nee Halls)

– CLASS OF 2002

Baby Jack, born late 2021.

Kelly Woodward

– CLASS OF 2004

Baby Isabelle Jean Durrant, born 28th October 2021.