The Falcon Term 1, 2024

THE FALCON

THE KNOX SCHOOL TERM ONE MAGAZINE MARCH 2024

IN THIS EDITION...

Nurturing World-Ready Minds

Year 6 goes to Canberra

Year 7’s First Term

Photos from around campus

Digital Learning Update

Your invitation to Mothers’ Day fun

Knox Knitters

The Year 12 Formal... and much more

HAPPY EASTER

The Year 12 Formal

FROM THE PRINCIPAL

Climbing to New Heights

Ms Nikki Kirkup Principal and Chief Executive

In week 2 of Term 1, our cohort of Year 7 students headed off to camp. With such a large intake of new students, and being so early in the school year, this was going to be a real test for staff and students alike!

Whilst this may, on the surface, appear to be a case of poor planning on our part, in fact, this was set up intentionally by our team as an essential element of the Year 7 transition experience.

The transition to a new school or indeed a new phase of your learning journey can be a challenging experience, and this is something we consider specifically when planning our schedules. With so many new people to get to know, routines to become familiar with and expectations to meet, our Year 7 experience is designed to meet the needs of each individual student at their point of challenge and to allow them to work with others to move beyond what they (and perhaps their parents) thought was possible.

Student voice sits at the heart of such learning experiences and in the days leading up to the camp our Year 7 team worked closely with the students to design a camp which would meet their needs. Our students were asked, what would they like the focus of the camp to be? Whilst a few ideas were explored, the unanimous support was provided for a focus on building individual and collective resilience.

In discussions within the Mentor Groups it became apparent that the students wished to challenge themselves and, in particular, to have activities which enabled them to work together to achieve individual success and collective outcomes.

At TKS, we know that each student is an individual with many different aspects to their personality and strengths. Whilst going away on an overnight camp presented no challenge for some, for others it was a source of anxiety. For some, the concept of climbing the high ropes and gliding over the landscape was a thrill, for others (like myself) it was enough to set the heart racing, the palms sweating and the knees knocking!

With the help of our students, our team of educators set to work mapping out a range of activities and challenges which

would allow our students to explore the range of possibilities and to ensure that each individual was not only challenged in some way, but moreover was enabled to build that essential element of resilience over the course of the camp.

On day 2, I was invited by the team to visit. As I arrived at camp, I was privileged to witness the morning briefing, where the camp leaders were debriefing on the challenges of the previous day and outlining the new challenges we would face in the upcoming activities. As I listened to our students reflect on their challenges and, more importantly, the ways in which they had utilised each other to overcome these issues, I was impressed to see the level of self-awareness and also selfefficacy on display – so early on in the experience.

As we headed out to the next activity, I had the pleasure of joining a group who were working through a series of problem solving activities; you will note that I deftly avoided the high ropes area in fear that I would be ‘volunteered’ for a demonstration of my own resilience building techniques! On first glance, the challenges looked quite simple; but it soon became apparent that each activity had complexities which required a team effort.

One particular activity required a group to escape by ensuring all group members were able to step through a space to freedom – in this case a tyre suspended from a rope! Approaching the tyre, it looked relatively easy. Just “step

through” the students were encouraging me. However, what they hadn’t told me was that you were not permitted to touch the tyre or the edges. Very quickly, I failed the challenge. Not once, but multiple times. I did point out I am a little taller than them (most of them at least...) and I needed a bigger tyre. Apparently, I needed to think a little more strategically.

What became apparent as we continued to fail, was that attempting this on your own without support, inevitably would lead to failure; however, once we worked as team, allowing the escapee to have support (holding a hand, keeping them steady as they balanced) we were able to succeed at the challenge individually and also collectively.

Whilst, in retrospect and from the comfort our sofa, this may seem obvious; in the moment, when we were faced with the challenge, the temptation was to simply dive in and have a go and get the task done. The achievements and the successes were only realised when we took the time to consider each challenge, work out what the difficulties would be and to consider how each person could play a role in our collective success.

I think it is safe to say that Year 7 has this nailed! Over the course of my visit, I witnessed each student achieve something that one week earlier, they would have viewed as impossible. From riding a horse, to climbing the highest ropes to even staying a night away from home. For each of us, our challenges and fears are different and can manifest in many different ways.

FROM THE PRINCIPAL CONT’D

As the Year 7 cohort returned from camp, they brought with them many happy memories, laughter and stories that will likely outlast their time at TKS – Year 7 Camp is frequently a milestone event reflected upon in Year 12 Valedictory speeches; however, they also returned with a heightened sense of achievement. Each individual has a narrative which explores the journey from challenge to achievement and interwoven through it all is the element of collective resilience.

So, as we close out the final days of Term 1, it is fair to say that Year 7 have come a long way in a short space of time. Their progress through the three TKS journeys has been a privilege to witness and, at times, become a part of.

The Year 7 Camp is but a microcosm of the journeys our students at TKS will go on throughout time at The Knox School.

As we head into our upcoming Term break, we take time to reflect on all that has been achieved here at TKS this term,

both collectively and individually and look forward with open hearts and open minds to the array of challenges and opportunities which Term 2 has to offer!

FROM THE SCHOOL CAPTAINS

Bringing our Community Together

Amrit Sidhu, Charlie Schnitzler School Captains

As we reach the conclusion of Term 1, we are beyond grateful for what the School has achieved. The growth of the TKS community has been prevalent in the various aspects of the School, and we’d love to take this time to reflect on the accomplishments of Term 1.

House Swimming set the bar high for the year to come, where every House chanted as loudly as they could, dressed in their House colours, and showed off their House Spirit; a sense of TKS community blossoming. The trend of a competitive atmosphere continued through to House Athletics, where every student put their best foot forward and attained equal attendance rates between the Houses. Both House events showcased incredible cheer and creativity with the Year 12 costumes, a recurring tradition we love to see! A massive congratulations to Flinders who took both wins - go Flinders!!

Lunar New Year was an amazing opportunity to display the ongoing diversity and inclusion of the TKS community. Students paraded the School grounds with paper dragons, to honour the Year of the Dragon - may everyone in our community have good fortune and receive auspicious opportunities! To further celebrate our diverse community, TKS orchestrated a Cultural Diversity Week that included French mime, Indonesian dancing, Irish hurling, Irish dancing, and traditional Chinese dancing.

Celebrating everyone in our community is imperative to the sense of belonging within our School. Therefore, International Women’s Day was a significant event on the calendar. Guest speakers, Dr Elahe Abdi, a senior lecturer at Monash University, and Natalia Zivcic, a TKS alumna, spoke to the students about the importance of respecting the need to empower women in today’s society and pushing through barriers in gender equality.

Something that has been really important to us was the opportunity to bring the School together both in and outside the classroom. As a Prefect Team, we are establishing this sense of belonging through our thorough connections with the TKS body in 2024. Morning greetings at the front gate allowed Year 12 students to connect with the student community. In addition to this, Year 12 students had the

opportunity to establish relationships with the next generation though activities with the Preps. Together they have read, drawn collaboratively, and taught them new things.

We truly believe that our community itself is like an ever-evolving puzzle, which subsequently has no ends, no corner pieces, and importantly, has a place for everybody to fit together.

We are so excited for the opportunities that this year brings us! We are honoured for the privilege of being your School Captains this year. Good luck to everyone for the rest of the year.

HEAD OF SENIOR SCHOOL

2024: a Marathon, not a Sprint!

Ms Janelle Mathias

As we near the end of the first term of the new academic year, it is with great pride that we reflect on the wonderful achievements of our Senior School students.

The growth, both academically and personally, that our students have shown truly speaks to their dedication and hard work. From excelling in their academic achievements to demonstrating exceptional character and leadership skills in their approach to their studies.

We also cannot overlook the vast array of experiences that students in various year levels have had the opportunity to engage in this term. From participating in stimulating academic competitions to showcasing their talents in creative

arts, our students have embraced every opportunity with enthusiasm and passion. Whether it be on the sports field, in the Science Lab, or on the stage, our students have demonstrated their diverse interests and talents.

Hear some of our wonderful Senior School student’s reflections:

About a week before Year 7 Camp, a representative from The Ranch came to TKS to prepare us for camp. We had to set a personal and social goal. My personal goal was to be brave enough to try everything. My social goal was to be able to help boost confidence and help push people to be their best. Each of these goals were different for every person. The purpose behind these goals was for us to boost our own and the self-esteem of others. It gave us a purpose, a reason to push ourselves and others. It helped when you were scared to know that everyone was cheering for you, and once you did it, it made you feel proud of yourself. All together camp was absolutely amazing! I will remember and cherish my memories of Year 7 camp forever.

Madeleine Collins (Year 7)

Music in Term 1 has been a blast. We have all been working and supporting each other, practising hard. Rock Out was a fantastic event for the TKS community. I loved displaying my and my fellow musicians’ musical journey so far this year.

Hudson McDowell (Year 8)

On Wednesday February 21, the Year 9s went on an excursion to the Dandenong Ranges to collect data about the different biomes (wet forest, rainforest, and dry forest), and the flora and fauna within them. After meeting the ranger, we were split up into three groups to each explore and fill in surveys about the plants and animals we saw, soil and leaf litter, and the atmosphere. We then took a bus higher up into the ranges, where we were met with a breath-taking view. Enhancing our knowledge and skills about Geography outside of the classroom was a wonderful experience.

Stephanie Jarvis (Year 9)

Debating has been an excellent experience; perfect for anyone interested in English or Politics. I have found I’m making deeper, more thought-out contributions in English class and I am much more confident forming arguments. The team environment is great, and everyone is supportive. I highly recommend any student at least try it out.

Evie Bugeya

(Year 10)

The EISM swimming carnival for 2024 was like no other compared to the previous years. This year I felt the team connection at TKS was stronger than ever as we all cheered each other on to success, especially in the relays! Swimming is a very difficult sport yet so many TKS students from every year level were jumping into the water and giving it their best go which showed when we placed third overall in Division 2 schools! My favourite part of the day had to be when I was getting ready for my 50m butterfly

HEAD OF SENIOR SCHOOL

race. Standing behind the blocks I was so nervous but then I heard a big cheer from the stand shouting “Go Kayla!” and “You’ve got this, Kayla” so I looked to the stands and there I saw boys and girls from the years below me waving and cheering me on and that put a huge smile on my face! The support TKS has for one another is next level and guess what, I went on to win that race and when I did, I turned around to the stands and gave a big wave in thanks! Whilst swimming may be an individual sport it takes a team to cheer you on the finish and the 2024 EISM Carnival saw everyone cheering each other on to victory. A carnival to remember for sure.

Kayla Sautner (Year 11)

Putting on our very own production was an amazing experience. Whilst there were plenty of challenges along the way, going through the production process was educating and rewarding. After loving theatre for years, learning the makings and behind-the-scenes aspects of a production was so interesting. I loved (and hated) finding out just how much work goes into a 40-minute performance. As the lighting designer, I spent over 5 hours inputing the light cues, with lots of trial and error. Putting on our show was something I had never experienced before, purely because I knew that absolutely everything was done by us. The satisfaction and joy post-show made all the hard work worthwhile, and I will always remember to sacrifice the weak first when the zombies take over.

Zoe Neal (Year 12)

So much has been accomplished and so much achieved!

None of this would have been possible without the unwavering support, guidance, and mentoring of our amazing Senior School staff. Their dedication to helping students navigate their academic challenges, set ambitious goals, and strive for their personal best is appreciated and undoubtedly plays a significant role in the success and growth of every student.

The journey of the academic year has only just begun. As we look forward to the rest of the year, we are filled with anticipation and excitement to see what our students can achieve as the year progresses. With their impressive achievements and experiences from this term as a solid foundation, we are confident that our students will continue to learn to overcome challenges, excel and grow in the coming months.

Here’s to a year filled with achievements, learning, and memorable experiences that will shape our students’ futures in profound ways.

Exploring Flexible Learning: A Journey from 2021 to 2024

Mr Simon Cowell

As I reflect on our journey through Flexible Learning Time from its inception in 2021 to the present day in 2024, the transformation has been phenomenal. What began as an outcome from home learning and the dreaded COVID has evolved over time into a robust educational framework. This has happened through staff collaboration and student leadership.

At the heart of Flexible Learning Time is voice, choice, and responsibility – what we call learner agency. From the outset, we tried to empower students to take ownership of their learning journey, and task them with being active participants in how we run the program.

Our journey started with the explicit teaching of critical thinking, creativity, communication, and collaboration— the cornerstones of our TKS “second journey” of skills. Through inquiry, project-based learning, and collaborative problem-solving tasks, students are taught skills that can be applied in an ever-evolving world.

Crucially, Flexible Learning Time prioritises the individual needs of students rather than their chronological age – as all Year 4 to 6 students take part at the same time and learn from each other. Recognising that every learner is unique, we expect the students to set personalised goals, reflect on their learning each week, and think about their own skill development.

Flexible Learning Time is always evolving and responding to student voice. Through co-constructed protocols and flexible seating arrangements, our classrooms have been transformed into dynamic hubs of learning, and each room has a specific purpose. The typical structure of a session is different to how it was when we began in 2021, and this is due to the ideas of students.

During FLT, teachers act as learners and coaches. Embracing a growth mindset, educators learn alongside students and are constantly rethinking what makes a good session. By modeling curiosity, resilience, and a passion for lifelong

learning, teachers provide an example to students.

Moreover, our commitment to collaboration extends beyond the confines of the classroom, as we invite external guests into the space. Hosting workshops and outreach programs, we are trying to bridge the gap between theory and practice.

Our journey through Flexible Learning continues to unfold, guided by a steadfast commitment to innovation, inclusivity, and excellence. Thank you to the teachers and students who have coconstructed a meaningful and exciting feature of our Junior School.

JUNIOR SCHOOL LITERACY

Laying the Foundations: Introducing our Little Learners Love Literacy Program

Mrs Nicole Davies

Junior School Literacy Learning Design Leader

As we reflect on an enriching first term of learning and growth in Junior School, it brings me great pleasure to share with you the success in launching our Little Learners Love Literacy program in Prep and Year 1.

The introduction of this initiative, aimed at fostering a strong foundation in phonics knowledge for children in their early years of schooling, has noticeably sparked enthusiasm and engagement within classrooms.

Our students have enjoyed immersing themselves in their learning of essential literacy skills, forming the building blocks required in their development as young readers and writers.

Likewise, our teachers have eagerly embraced the opportunity to implement the Little Learners Love Literacy instructional approach, employing explicit, systematic and multisensory strategies designed to target individual needs and strengths.

In addition to the School’s commitment in ensuring the effectiveness of this new program, we also recognise and appreciate the efforts of our Prep and Year 1 parents who have worked in partnership with teachers to promote skill practice at home.

Reinforcing sequential phonics progression through practical application, the integration of decodable readers both within lessons and for home reading purposes has aligned seamlessly with the principles of Little Learners Love Literacy

As we celebrate our initial achievements in our endeavour to nurture early literacy development, it is exciting to anticipate the continued flourishing of this program and blossoming of our students’ learning.

CAMPS

Year 4 Camp

Student Reflections

Some highlights for me were the penguin parade because we were so close to the penguins. Also canoeing and A Maze’N things because they were just so much fun! My favourite bit of A Maze’N things was mini golf because you have to hit the ball at the right time to get it in the hole.

My group at Phillip Island did great teamwork for canoeing because at the end everyone helped each other to get out of the canoe and put them on the dock. Overall camp was amazing. I wish I could stay for longer.

Kanusha Kishantha

Jehan Patel

During canoeing, Arvin and I almost fell out but it turned out we didn’t due to teamwork. I told Arvin to bank left and that’s how we avoided it. My goal for next year’s camp is to be kind and let other people have a go. I also have to hit the Bullseye next year.

Something you had to learn at camp was to work as a group. You had to cooperate with your classmates. An example of this was at canoeing. You had to cooperate on who was to paddle, and on what side. I think I did well on this part. I’m glad I didn’t fall in!

Grace Feng

TECHNOLOGY IN TEACHING

Digital Learning Update

Mr Isaac Rule

Digital Learning Design Leader

After one year in the role of Digital Learning Design Leader, I’m excited to update the TKS community on the significant progress we’ve made in the area of digital learning. Over the past year, our team has been focused on improving assessment, staff training, The Nest, reporting, timetabling, eSafety and curriculum.

The start of 2024 saw the establishment of an assessment platform tailored for Learner Profile Days. This initiative aims to provide our teachers with invaluable insights into each student’s unique learning styles and preferences. Through The Nest, we’ve created individual Learner Profiles for every student, allowing educators to better understand and cater to them.

Building upon the foundations laid in 2023, we’ve continued to refine our Assessment Schedule by integrating it with The Nest. This makes analysis easier for teachers so we can gain deeper insights into learning.

Although we acknowledge it’s not perfect, we have been working on improving parent engagement through The Nest. By leveraging this platform, we’ve improved communication channels, ensuring parents are kept informed and involved in their child’s educational journey. Most importantly, we now use Learning Moments across the Junior School to showcase classroom learning directly to parents through The Nest.

Looking ahead, I am embarking on a comprehensive review of our existing Digital Technology curriculum. It is important to stay up to date with developments in this space and ensure we are preparing our students well for the future.

Finally, we’ve established the new leadership position of Digital Captains, for Year 6s. These leaders will be role models and mentors to younger students, and share information about online safety and digital wellbeing.

I would like to thank our staff, supportive parents, and enthusiastic students for their support in developing Digital Learning in the Junior School.

FROM THE HEADS OF HOUSE

Ms Emer Fox, Mrs Melodie Matheson, Miss Cassie Beveridge, Mr Chris Brand

Day 1 of Term 1 saw our newly appointed House Captains returning to School to participate in their first leadership day. During the day the Captains partook in activities to challenge their communication, teamwork, and problem-solving skills. Captains worked collaboratively with their Co-Captain to create a portrait of their Head of House which resulted in some very interesting art pieces after some challenges were thrown their way throughout the process. Captains also spent time setting their intentions for the year and recognising their strengths and weaknesses as a group. The day concluded with plans made for their upcoming carnivals and the wheels in motion for an epic year of House activities in 2024.

House events then started with a bang at the end of Week 1 with our first big House event, the Swimming Carnival. Being the first House event of the year, it’s always fantastic to see the engagement and dedication of our students in supporting their House. Students of all year levels were seen showing off their House colours, chanting with passion and cheering on their friends in the pool.

In addition to our usual competitive events, we saw the return of the whole house ‘Swimathon’ and the addition of a new event called ‘Hungry Hippos’. These events saw outstanding levels of participation from all Houses resulting in an immense sense of belonging for all. On returning to the quadrangle at the end of the day, a booming chant battle could be heard echoing throughout the School.

This year, Lawrence won the points for the races, but it was Flinders that won the day with their excellent effort in the pool and their contributions to all the non-race activities. Congratulations, Flinders.

The Athletics Carnival at Bill Sewart athletics track in Week 7 was possibly the most colourful carnival yet, with all Houses making banners and wearing their colours with pride. The immense participation on the day contributed to events running overtime –an excellent problem to have! Building on the 2023 ‘Support the Sloth’ continuous race, the House Captains ran a Sloth Obstacle Course to encourage all members of the House to connect and contribute between their events. Chants were well-rehearsed and echoed around the quadrangle once we returned to School for the results. Congratulations to Flinders who once again came out on top!

As Term 1 concludes, the Heads of House and House Captains have already cast their eyes upon their next big competition –House Cross Country, which will take place early in Term 2. Term 2 also marks the beginning of House Arts preparations which will see groups of students putting their creative talents to the test behind the scenes and on stage. In addition, the Captains will continue to boost House spirit and friendly rivalry as they plan and implement a range of House Activities and Games!

When asked to reflect on their first term in the role the house captains noted the following:

Patrick Whittle: ‘The first term as House Captain has gone by so quick and have been so full, from meeting our new Year 7 members on the first day to screaming chants at athletes, it’s all been fun. Working alongside Anita has been a pleasure, and to win both the swimming and athletics day was amazing. Go Flinders!’

Anita Weber: ‘During our leadership day we jumped straight into our responsibilities. We met the Year 7s and began planning for House Swimming. It was a great way to start off the year. Whilst Swimming and Athletics ran smoothly, ”rob the nest” could definitely be improved upon. My highlight was Flinders coming first in Athletics. It was amazing to see the whole House getting involved, not just with the main events but also with the sloth, House colours, and chanting. The day was a huge success for everyone!’

Kayla Sautner: ‘House activities have been bursting with spirit! My highlights have been meeting our new, enthusiastic Year 7s on leadership day; seeing the pure chaos in our new “hungry hippo” at swimming, and of course, Lawrence dominating the swimming events! Not to mention, leading the chanting seemed a scary prospect at first but seeing everyone in red war stripes and heart sunglasses is something I’ll never forget!’

Linda He: ‘Being a House Captain has been such a blast thus far. Our leadership day was a great way to jump start the year and learning about my peers has been such a pleasure. It’s been so fulfilling seeing the camaraderie throughout the entire School during our Carnivals and I am looking forward to what the rest of the year has to offer.’

Emma Fisher: ‘Being House Captain for Paterson has been a very rewarding experience with the role giving me many opportunities to give back to the School and learn more about teamwork, and how to become a better leader. The leadership day was very helpful as it helped me improve on my teamwork skills. The House activities this term were great to be a part of, as the House came together to participate in the various events. The highlight of my term as House Captain was the athletics, as it was great to see everyone getting involved and working together, as well as enjoying themselves.’

Jacqueline Ring: ‘This term the eight House captains have grown so much into our roles in such a short amount of time. We started off the year with a bang, by taking part in a leadership day. Where we took part in a number of activities which allowed us to get to know our partner better and realise things we are good at or need to work on. Quickly after that day we got to harness our skills for House swimming which was a wonderful success. It was lovely to see everyone get so involved. This great House spirit carried though into athletics, which I must say was a major highlight for me!

Casper Faris: ‘The leadership day was a success. We bonded as a group, as well as got closer with our fellow House Captains. House Swimming was a huge success: chants, colour, participation, all went well. I tried hard all day but could have improved with my discipline. Hungry Hippos ran reasonably well for a first-time thing; however, improvements could be made next time. Chisholm came second overall. House Athletics ran incredibly well. The chants, colour, sloth event all went smoothly, and Chisholm came fourth overall. Highlight of the term so far was House Swimming because the whole day ran smoothly: participation was great, and Chisholm came second.’

Elizabeth Collins: ‘House Captaincy has been a rewarding challenge this year, with many opportunities to contribute to the House and improve my capabilities as a leader, and challenges that have allowed me to grow. I have enjoyed the events of the term and love being able to immerse myself in the House and its culture. Looking forward to a great year ahead!’

YEAR 6 GOES TO CANBERRA

In their own words...

Year 6 travelled to Canberra from February 14 to 16. Please enjoy these recollections of their trip from two of their classmates. It sounds like it was an amazing time!

We went to Parliament House, and we learnt that in the House of Representatives, the Speaker is in charge, and in the Senate the president is in charge. The House of Representatives meetings cannot begin without the mace on the table, which is carried on the shoulder by the Sergeant at Arms. The Senate uses a black rod to start the meeting. We learnt that if a member of Parliament interrupts or interferes numerous times with the one presenting, the Speaker will send them out of the room under Standing Order 94a where they must stay outside for one hour, unable to vote or read their speech. The Speaker is chosen by the Political Party in control of Australia which in this case, is the Labor Party.

Our last activity at Parliament was to

role play the Senate or the House of Representatives. Year 6 chose to role play the House of Representatives and I was nominated by my team, the opposition, to become the Opposition Leader. The Government nominated Andrea to become the Prime Minister and Jesse was chosen to be the Speaker. The bill we were discussing was about installing water drains in front of every house or building in Australia. Of course, as the Opposition, we said NO to that bill, and we fought and fought until the independents chose a side.

Alexa Ko

On the last day we visited the War Museum. Now, I must admit that I’m not normal as I was really excited to go there! Usually, people visit to pay their respects to dead soldiers and then leave, and yes, I do respect the soldiers but, I was there to see the guns! The planes! The armour! The warships! The Tanks!!! Sadly, to my disappointment, there were no tanks but, there were ships and gigantic planes. There was also a tomb for an

unknown soldier. Overall, it was a very sombre experience.

I think the camp was really worth it because, a) we met people I thought I would never meet in my life, and b) I learnt so much that even a 4-ton truck can’t carry it. Even now I still feel like everything that happened from the 14th to 16th of February was a dream.

Justin Han

YEAR 6 GOES TO CANBERRA

Year 4 FLT

This term, the Year 4 to 6 cohort has had a successful start to our Flexible Learning Time (FLT) initiative, which aims to empower students to expand their skills and interests through the 4Cs framework: Critical thinking, Communication, Collaboration, and Creativity.

A highlight of this term was the introduction of student-led workshops during weeks 7 and 8. These workshops, led by students who are experts in various skills, provided valuable learning experiences for all participants. The overwhelming positive feedback from students underscores the effectiveness of this approach. Congratulations to everyone involved for making this trial of peer-led workshops such a success!

YEAR 7’S FIRST TERM

Miss Brittany Morgenthaler

Head of Students: Year 7

The transition from Junior School to Senior School signifies a significant milestone in the life of every student. It’s a journey filled with anticipation, excitement and perhaps a touch of apprehension. For Year 7 students, completing their first term in Senior School is not just a measure of time but a pivotal moment in their educational journey.

Moving from Junior to Senior School entails more than just a change in environment; it represents a shift in expectations, responsibilities and social dynamics. As Year 7 students stepped into the Year 7 Centre, they encountered an abundance of new experiences and challenges that shaped their personal and academic growth.

The Year 7 students this term have navigated multiple subjects, classrooms and teachers each day, which comes with the responsibility of managing their time effectively and keeping track of assignments and homework. The academic demands of Senior School often require students to adapt to coursework, organisational skills and Senior School expectations. Year 7 students were introduced to subjects such as Languages, Sciences, English, Maths, Music, Health and Physical Education, Art Textiles and Design, Drama and Humanities expanding their knowledge, skills and understanding.

Beyond academics, the transition to Senior School also involves social and emotional adjustments. Year 7 students have navigated new social dynamics, forged friendships and found their place within the school community. Participating in House athletics and swimming this term, along with the Year 7 and 12 BBQ and the Easter Egg Hunt involving Year 11, 12, ELC, Prep to Year 2 students, has further enriched their social experiences and built cross year level connections.

The Year 7 camp was held early in the term at The Ranch on the Mornington Peninsula. Camp was designed based on student surveys focusing on self-esteem and building friendships. During the camp, students learnt the importance of resilience, achievement, care and empathy, collaboration, and perseverance through a range of different activities such as the flying fox, creating stacking, paper pole, mountain boarding,

horse riding, bush dancing and a scavenger hunt. Post camp, students reflected on their experience and the importance of self esteem and looking out for their peers. Students also shared their own personal highlights on camp.

The Year 7s have accomplished a great deal in their first term in the Senior School. They have much to anticipate and aspire to as they continue their journey at TKS; continuing to embrace the opportunities, overcome challenges and shine brightly.

Student Reflections

I had a great time in the first term of Year 7. I have learnt a lot of new things like Maths and TAD. I love Year 7 because I think it is very fun and important. My favourite thing about the first term of Year 7 is the Year 7 camp; it is very challenging but fun. It has improved my resilience and other skills, I also got Rancher. I love Year 7.

Gary Ji

I’m in high school now! Can you believe it? I have been at The Knox School since ELC4 and let me tell you, Year 7 is so different but so much more fun than Junior school! At first, I was very nervous because I thought the only difference between Year 7 and Year 6 would be more books, more homework, and more tests, but actually, I was so wrong. The main difference is that there are so many more new classmates, so that means a lot of new friends! I’ve made at least 10 new friends at Year 7 camp which was at The Ranch. Camp was one of my favourite highlights so far of Year 7 because I’ve gotten to know more people and the activities were so fun!

Another difference between Senior school and Junior school is that all the classes are with different teachers and different classrooms. There are four classes for Mentor on Tuesday and Friday which is based on your House, and for every other subject, the four classes are mixed so we also get to work with people from other Houses. I like that we get our own timetables and we manage our own time. We just grab our books from our lockers and go to the class based on your timetable. It is so much more independent than Junior school because we used to just follow the teacher and

YEAR 7’S FIRST TERM

mostly all the classes were in the same classroom and taught by the same teacher.

Did I mention that our new lockers are HUGE? They’re about three times bigger than what we used to have. Also, there are combination locks so that means more privacy. We put all our books for every subject in there as well as our bags and all our stuff. If I could give you one tip it is to make sure your locker is organised so you get to class on time.

So to conclude, let me clear one thing up. We actually don’t have that much homework! It’s the opposite of what I expected. We only get homework if you don’t finish something in class that is expected to be done, so if you spend your time efficiently, you won’t get any homework. My goals for this year are to manage my time wisely, try my best, and make lots of new friends! I can tell 2024 is going to be the best year yet!

Annie Cao

Starting Year 7 in a private school after being in a public one feels like stepping into a whole new world. At first, I was nervous about making friends and keeping up with the different subjects. The classrooms are smaller, and we have more focused lessons, which can be both exciting and challenging.

I’ve been diving into subjects like Literature and Science with more depth, thanks to the teachers’ attention and knowledge. It’s been a bit of a learning curve, but I feel like I’m understanding things better than before. Plus, The Knox School has a strong focus on sports, which is new for me. I’m trying out different sports like Badminton and Table Tennis, and it’s been fun discovering new skills.

While I miss some of my old friends and the pace of primary school, I’m starting to feel more at home here. It’s a fresh start with lots of opportunities to learn and grow, and I’m excited to see where this journey takes me.

Laura Paproth

THE CUBE

Nurturing World-Ready Minds

Ms Liana Gooch

Head of Learning, Teaching, and Innovation

In an ever-evolving world, where adaptability, creativity, and empathy stand as essential pillars, the imperative to equip our youth with more than just academic knowledge has never been clearer. At The Knox School, we recognise this call to action and have embarked on a transformative journey to prepare our Generation Z and Alpha students to be not only academically proficient but also socially conscious, ethically minded, compassionate, and community-oriented individuals poised to make a tangible difference in the world. Community is the thread that runs through the fabric of all we do at The Knox School. We believe in the power of education to transcend classroom walls to engage our learners and positively impact both the School and the community that lies beyond.

Central to our educational ethos is the cultivation of an entrepreneurial mindset, underpinned by principles of mastery, good character, and proactive engagement. Through a dynamic blend of project-based learning, design thinking, and experiential education – hands on learning, we endeavour to instil in our students, a profound understanding of the authentic application of knowledge and skills in real-world contexts.

A hallmark of our educational approach is the active involvement of students in the co-design of their learning experiences. We recognise that true engagement and ownership stem from giving students a voice in shaping their educational journey. By honouring their input and interests, we create a learning environment that is not only relevant but deeply meaningful to each individual.

Our students are encouraged to leverage their learning to address realworld challenges, while collaborating with experts and producing tangible products, services, or solutions for community clients. Through this process, they not only deepen their understanding and authentic application of academic concepts but also thrive as they cultivate a sense of civic responsibility, care, empathy, and action. One shining example of our commitment to innovative education is our Year 9 CUBE elective program. Spanning a semester, this program

integrates an array of projects each involving three subjects, fostering design thinking and inter-disciplinary learning while honing the essential human skills of the 6Cs of collaboration, creativity, communication, critical thinking, contribution, and character development. Through these realworld projects, students gain firsthand experience in applying their skills to make a positive impact upon the community.

Reflective practice is seamlessly woven into every project, empowering students to evaluate their progress in collaboration, critical thinking, creativity, and communication. They do so by referencing a comprehensive rubric unique to The Knox School known as the GRObric. Notably, the cultivation of ethical awareness and the consideration of potential actions and their impact hold paramount significance in the projects.

One poignant example of the transformative power of our approach is the ‘Behind those eyes’ CUBE project, where students connect with residents of an aged care home through the lens of photography, History, and English. Students capture the stories of elderly individuals, honouring their lives through creative portraiture and written biographies. Commencing with an immersive experience of viewing a historical photography exhibition, coupled with working with an expert in the field of portraiture has assisted students with working towards mastering

the necessary photographic elements. Students take a deep dive into establishing connection with their interviewee, learning from experts the art of interviewing and biography writing skills whilst researching and incorporating historical facts associated with their interviewees’ stories. The culminating product will be a book of biographies and portraits that capture the essence of each story which will be gifted to the residents. Both students and residents will congregate in the concluding showcase where the beautiful work will be celebrated to the School community at the end of the semester.

environmental footprint with a focus upon preserving our beaches and oceans of the Mornington Peninsula, whilst engaging in an outdoor experience. Students are engaging with their client, a research institute, to produce a storyboard for them that can be shared with The Knox School community.

This immersive experience not only refines technical skills but also fosters empathy, connection and understanding across generations As students returned from their visits to the aged care home, a palpable sense of excitement filled the air. They are not just completing assignments, they are forging meaningful connections, learning from real-life experiences, and making a difference in the lives of others. It is this sense of purpose and impact that defines The Knox School experience.

Another example of a CUBE project is ‘Crews not passengers’ where students are exploring English, Humanities and Outdoor Education / Health and Physical Education by discovering how to minimise their

The Knox School is not merely an institution of learning; it is a vibrant community dedicated to nurturing the next generation of global citizens who are creating positive change in the world… right now. As we reflect on the transformative journey of education at The Knox School, we are reminded of the profound words of Ron Berger, a luminary in the field of project-based learning. In a poignant interview in 2019, Berger encapsulated the essence of our approach: “Providing students with meaningful and challenging problems, supporting them to create beautiful work to contribute to the world - could there be a more inspiring approach to education?” (Larmer, 2019).

Larmer, John (March 28, 2019) Ron Berger: Our 2019 PBL Champion and Keynote Speaker at PBL World, Ron Berger: Our 2019 PBL Champion and Keynote Speaker at PBL World | PBLWorks

Mr Dwayne Wathen Chief Financial Officer

Supporting and servicing a community the size of TKS means there is always plenty going on and plenty to look forward to and plan. I hope you have all seen, heard or experienced the positive changes we are making to our campus both inside and outside of the classrooms.

Facilities

rings, plenty of 4-square courts and bright new synthetic turf to make it safer, brighter and more comfortable.

A major upgrade of our Junior play space areas and around our main entrance along Burwood Highway is also in the plans, as is an upgrade to our Pavilion and Canteen facilities. Our Alt/T Coffee van is providing us with a great test case on how a café may be used at the School more permanently.

Supporting Tomorrow’s Knowledge Seekers

Our capital works plans continued over the summer break and into 2024.

Our new Junior School entry works were completed just in time for Term 1. If you haven’t already, check out the amazing new Prep rooms – there is plenty of light, space and air for one of our youngest cohorts!

new Solar Panels or garden spaces, and having students involved directly in this process from a Business Studies, Science and Maths perspective to assess the benefits and impacts. We have already started a Gardening Club in Term 1, planning upgrades for our Frog habitat area, and look to introduce improved recycling and waste management practices within the School in Terms 2 and 3.

Our Sports Centre will also have new quality backboards and rings installed later in the year, part of a plan to upgrade our sporting facilities and partner with other local and professional sports in our community. This also includes a potential new fitness and weights area upgrade for students, staff and the community to enjoy.

Our Senior School refurbishments continued in January, with one floor now fully refurbished, and the lower floor likely to be completed in the June/July holidays.

After the April school holidays we expect our Quadrangle area to be completed and transformed into a new play space for students and events. These works include two new basketball

Sustainability

Community

With increasing student numbers we are also still exploring opportunities for new classrooms and working/studying spaces.

The sustainability of how we run and work within the School and wider community is also an area I’m looking to progress more in 2024, starting with re-establishing a Sustainability Committee and Strategy, setting our base line and sustainability targets and engaging with local community groups and businesses in this area. For our sustainability objectives to be successful this will require the whole School community’s engagement and help, so look out in the future for updates from this Committee and to see opportunities where you can help. This will range from helping us fundraise for

TKS will continue to connect with and improve relations with the wider Community. We have thousands of users who visit and use our facility each week and this provides a great marketing and connection opportunity for the School. Organisations that hire our facilities directly allow the School to re-invest in upgrades and maintenance. Our connection with local charities remains a focus as we have seen with fundraising initiatives around the Twilight Festival and Fathers’ Day events, as will our partnerships with sporting organisations and local businesses such as the South East Melbourne Phoenix (NBL Basketball), Hawthorn Football Club (AFL), Hart Sports (sporting equipment) and Barry Plant, Wantirna Real Estate (signage). If you would like to get your community group involved with TKS, please let me know.

Fundraising

To enable and fast track a lot of the ideas we have above to improve the School experience for everyone we will be launching various fundraising initiatives throughout the year and on-going. This includes donations to both our Scholarship Fund and Building Fund with an aim to raise $200k in 2024 towards the projects. Donations can also now be made on our website direct: Donate to TKS — The Knox School

1. Scholarship Fund: Enables the Scholarship Fund by the end of 2024 to support our first ever Scholarship fully funded by community support

2. TKS is going solar: Help us improve our sustainability objectives by buying a solar panel or making a donation towards this project

3. Pavilion and Community Café upgrade: Help us create a new and improved meeting place and cafe for students, staff and families to enjoy, overlooking the Dandenongs and Quadrangle.

I’m excited about the ideas and plans we have to support Tomorrow’s Knowledge Seekers (TKS) and look forward to working with you on this journey.

P

YEAR 8 TO 10 WELCOME EVENING

On February 22 we hosted parents of Year 8 to 10 students at a welcome function. This was a great opportunity for some to reconnect with other parents as well as meet their children’s teachers and mentors.

HELPING THE COMMUNITY

The Knox Knitters

Ruby Low and Curtis Chiu, Year 9

The ‘Knox Knitters’ are back for 2024 with a brand new knitting project! This Semester,. we’re knitting animal blankets to donate to the RSPCA (thanks to Mr Hilton for his great suggestion). We’re excited to have the opportunity to make a difference by helping homeless and injured animals.

This year, we’re meeting every Monday at lunchtime in Room 400. The Whittle family made another very generous donation to our club over the summer holidays, so we have lots of colourful (and sparkly) wool. Feel free to drop in and have a rummage through everything!

The Knox Knitters is a great place to make new friends and learn new skills. Whether you’re a beginner or have been a club member since we started, students from Year 7 upwards are welcome to join us as we knit for a good cause. Thanks to Dr Church’s help and guidance, our original club members are now skilled enough to teach other students how to knit.

We’re always in need of more wool, so if you have any spare yarn or knitting needles at home, we’d love to put them to good use. You can leave your donations at the front reception desk or give them directly to Dr Church.

We can’t wait to get knitting and share our progress with you! See you on Mondays!

WELCOMING NEW YEAR 7 FAMILIES

On February 15 we were delighted to welcome the parents and students of the 2024 Year 7 cohort. Some have been part of our community for some years but there were many new smiling faces. Welcome to TKS!

YEAR 12 FORMAL

The Year 12 Formal was held at the Lincoln of Toorak on Friday March 22. Parents can request a printed copy of these photos by emailing marketing@knox.vic.edu.au

How does STEM fit into the Curriculum?

Mrs Nicole Parker Junior School STEM teacher

During our recent round of parent-teacher interviews, the number one question that I was asked was, “What is STEM and how does it fit into the TKS curriculum?” Most parents understand that STEM stands for Science, Technology, Engineering, and Maths, yet they were unsure of why it was so important for their children to study this as a separate subject.

At the most basic level, STEM education in the Junior School cultivates a strong foundation in Science and Mathematics, laying the groundwork for future academic and career success. It allows them to take the information they are learning with their classroom teacher in a range of areas and apply it in a different setting to solve real-world problems. This helps students to develop a greater understanding of the concepts they have been taught, while also highlighting to them the importance of what they are learning.

Additionally, STEM education nurtures digital literacy and technological fluency among our students, equipping them with the skills necessary to thrive in an increasingly digitised society. In an era where technology plays an integral role in almost every aspect of daily life, providing our students with hands-on experience in coding, robotics, and digital design prepares them for the demands of the 21st-century workforce. By having STEM as a subject, it provides an opportunity for specialist learning in this area from the beginning of Prep all the way through their time in the Junior School.

Perhaps most importantly, integrating these subjects within the Junior School TKS curriculum nurtures critical thinking and problem-solving skills from an early age. Considering them in combination, rather than separately, allows students to use the knowledge and skills from each subject area when they solve problems, meaning they have greater resources on which to draw. In a rapidly evolving world, this is essential for students to navigate complex challenges and drive future innovation. By the time they leave Junior School, our goal is to ensure that our students have a full STEM toolbox that will enable them to face challenges with confidence.

SCIENCE

The Introduction of Biomedicine Dr Rami Stiglec

The introduction of Biomedicine as a new elective subject for Year 10 students has been met with resounding enthusiasm and engagement. This innovative course offers students a comprehensive exploration into the field of Biomedical Science, providing them with hands-on experiences that deepen their understanding of mammalian anatomy, microbiology, and the application of medical research. Throughout Term 1, students have actively participated in a range of activities designed to inspire their curiosity and foster a deeper appreciation for the complexities of the human body and its interaction with various substances and environments.

The highlight of the Biomedicine elective has been the practical sessions, where students have had the opportunity to dissect a rat, gaining invaluable insights into mammalian anatomy and physiology. Additionally, excursions to the Melbourne Biomedicine Precinct in Parkville have provided students with firsthand exposure to cutting-edge biomedical research facilities at the Walter and Eliza Hall Institute and The Florey Institute, allowing them to witness the real-world applications of their classroom learning. Moreover, the exploration of antibiotics’ effectiveness on different bacteria and the students’ own experiments examining the efficacy of natural antibiotic substances such as honey and tea tree oil have empowered them to critically evaluate and apply scientific principles in a practical setting.

Building upon the knowledge and skills acquired in Term 1, students will embark on a new endeavour in Term 2: planning and creating a healthcare awareness campaign. Drawing inspiration from the topics explored throughout the elective, students will have the autonomy to select a healthcare issue that resonates with them as a class. This project not only reinforces the importance of understanding biomedical concepts but also empowers students to become advocates for public health. Through collaborative brainstorming, research, and creative expression, students will not only deepen their understanding of healthcare challenges but will also encourage empathy and critical thinking skills essential for addressing real-world issues. As we look forward to Term 2, we are excited to witness

the passion and imagination that our students will bring to their healthcare awareness campaigns, further cementing the Biomedicine elective as a catalyst for meaningful learning and societal impact.

MUSIC AND PERFORMING ARTS

Mr Nico Di Stefano Head of Music and Performing Arts

Term 1 saw the Music department come to life with the varied sounds emanating from the rehearsal rooms. From our large ensembles to the lively rock bands and the enthusiastic exclamations of Senior Musical rehearsals, the range of offerings at TKS has been on full display.

Our ensembles have been working on new repertoire and preparing for their first performances of the year. Our Senior ensembles are looking forward to Term 2’s Winter Concert, which is shaping up to be a wonderful evening.

Our VCE Unit 3 Theatre Studies class did an impressive job in producing the Don Zolidis play ‘10 Ways to Survive the Zombie Apocalypse’, which they collectively rehearsed, choreographed, costumed, designed lighting and sound, promoted, and of course acted in.

Rehearsals for this year’s Musical have been in full swing, with the cast of 70-plus students learning their songs, choreography and lines for the show ‘The Wedding Singer’. This uplifting show is bound to be a must-see event so book your tickets early!

In the classroom, students have been hard at work acquainting themselves with a new instrument in the BASE program, creating their own compositions and delving into the intricacies of Mime and Greek Theatre styles in Drama. The Year 9 Music class embarked on an exciting journey to experience the Melbourne Symphony Orchestra perform Clara Schumann’s Piano Concerto, while VCE Music classes

ventured to the Melbourne Recital Centre for a captivating display at the VCE Top Class concert.

Rock Out is always a highlight of the calendar, and this year has been no exception. The event, featuring rock bands expertly led by Mr Lincoln McKenzie, brought together the community to revel in the electrifying performances of a huge variety of TKS bands. The event created an exuberant atmosphere that had the crowd cheering for more.

Sport in Term 1

Mr Alex Wilson Head of Sport

Once again, Term 1 was a very busy term as students had the opportunity to participate in House Swimming, House Athletics and the EISM Divisional Swimming Carnival. The House Swimming Carnival was held at Croydon Memorial Pool on Friday February 2 which is the earliest date this carnival has been scheduled. It was a terrific way to start the year and ensured that House spirit was alive and well. The carnival gave Year 7 to 12 students the opportunity to compete in 25 metre and 50 metre events. Water Volleyball was a popular choice for students when not competing in races, while the Fashion Parade and Year 12 race was once again a highlight for the Year 12 students. For the first time, a Hungry Hippo event was included which was a great success. I am pleased to announce that FLINDERS House finished in first position. The age group champions for the House Swimming Carnival are as follows:

Year Level Boys Girls

7 Forest Ping Laura Paproth

8 Tobias Weber Imogen Ilott

9 Eric Li Georgina Yeo

10 Alex Peng Aleisha Cormick and Erin Haig

11 Aeon Greenhan Kayla Sautner

12 Fangzhou Li Indy Thomas

Students who performed well at the House Swimming Carnival were invited to complete in the EISM Division Two swimming Carnival held at Melbourne Sports and Aquatic Centre on Tuesday March 5. In total, 55 students were invited to compete, and I am pleased to

announce that The Knox School finished in third place, with our girls’ team being the overall winners.

Our House Athletics Carnival was conducted at Bill Sewart Reserve on Thursday March 14. Once again, the “Sloth Race” was held which allowed staff and students to complete as many laps as possible while holding on to a toy sloth. The Year 12 students dressed up in costumes while other year levels wore their House colours. The day finished with a staff race. I am pleased to announce that FLINDERS were victors. It will be difficult to stop Flinders now as they have won both the House Swimming and Athletics Carnivals.

The age group champions for the House Athletics are as follows:

Yr Boys Girls

7 Hirun Wijerathne and Jerry Zeng

8 Bruce Li and Xavier Fraser

9 Caio McDonald

Leah Hibbert

Samaaya Gunasekera

Stephanie Jarvis

10 Jackson Chandra Aleisha Cormick

11 Patrick Whittle Jacquie Ring

12 Will Jarvis

Audrey Wells

Students who have performed well at the House Athletics Carnival will be invited to compete at the upcoming EISM Division Three Athletics Carnival scheduled in Term 2 on Tuesday May 7. I wish all competitors the best in their training and preparations for this event.

Senior students have performed exceptionally well in their weekly EISM sporting competition. In total, Knox competed in 5 grand finals with the results as follows:

Boys’ Basketball A – Knox 45 defeated Kingswood 35

Boys’ Basketball B – Knox 35 lost to Kilvington 45

Boys’ Indoor Cricket – Knox 83 lost to Huntingtower 165

Boys’ Softball – Knox 8 defeated Kilvington 2

Rec Boys’ Badminton Navy – Knox 9 defeated Huntingtower 3

Girls’ Basketball B – Knox 34 defeated Huntingtower 27

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

Girls’ Soccer – Knox 3 defeated Huntingtower 2

Girls’ Softball – Knox 7 lost to Huntingtower 21

Early morning training sessions have been very popular amongst students. Students can participate in the following:

• Strength and Conditioning – Monday, Wednesday and Friday

• Basketball – All days of the week

• Netball – Thursday

• Table Tennis - All days of the week

The sessions commence at 7:15am and conclude at 8:15am with a fruit breakfast provided.

The House cross Country is next on the calendar and is scheduled for Friday April 19.

SPORT

MORE SPORTS IN ACTION

ROCK OUT @ TKS

Rock Out!

Rock Out March is the standout of our Term 1 calendar, uniting students and staff in a harmonious celebration of music.

It’s a vibrant showcase where diverse groups from all corners of our School come together to rock the stage. From aspiring musicians to seasoned performers, everyone contributes to the electrifying atmosphere.

Beyond the music, Rock Out March fosters a sense of belonging and camaraderie, making it a cherished community tradition.

ROCK OUT @ TKS

CULTURAL DIVERSITY WEEK

SPOTTED AROUND CAMPUS

M others ’ D ay on the Q ua D

Join us for an afternoon of fun! Games, activities and a great opportunity for children to spend special time with their mothers, grandmothers or special relations.

BYO Picnic

Complimentary hot drink and sweet treat for mums / special friends. Coffee cart available for additional purchases.

Friday 10 May 3.30pm to 5.00pm

The Main Quadrangle Book at trybooking.com/CORPR