TKS Chronicle 2026

Charting New Pathways: The Inaugural 2026 Year 10 Constellation Series

Launch of the Anatomy of Agency: Empowering every learner through Knowledge, Skills and Character

Creating Space for Purpose: Inside Year 9s The CUBE Magazine 2026

Chronicle Magazine

Official publication of

The Knox School Victoria, Australia

CRICOS Provider No. 00151G

ABN 16 095 1582 222

Contact

The Knox School

220 Burwood Highway Wantina South, 3152 Victoria Australia

03 8805 3800

info@knox.vic.edu.au

www.knox.vic.edu.au

Credits

Edited

by

TKS Marketing Department

Designed by SOLID

The Knox School learns, creates and plays on the lands of Wurundjeri Woi-Wurrung peoples of the Kulin Nation, land which has never been ceded.

We thank them for caring for this land for over 40,000 years and recognise and pay our deepest respect to elders past and present. This was and always will be Aboriginal land.

Principal’s Message

Kirkup Principal

As we move deeper into a year defined by curiosity, courage and connection, I am delighted to welcome our community to this edition of the Chronicle magazine, an edition inspired by the theme of Constellations.

For thousands of years, constellations have helped humanity navigate the unknown. They have guided explorers across oceans, inspired scientists to question the universe, and reminded generations that even the smallest points of light can become something extraordinary when connected together. In many ways, this mirrors the purpose of education itself.

This term, our Year 10 students embarked on the inaugural Constellations Series, an ambitious new camp program designed not simply as an excursion, but as a transformative experience. Across Term 2, students challenged themselves beyond the classroom: collaborating, solving complex problems together, reflecting, and discovering new strengths within themselves and each other.

What made these journeys remarkable was not only where our students travelled, but who they became along the way.

The Constellations Series was built on a bold belief: that the future will belong to young people who can connect ideas, cultures, disciplines and communities with confidence and imagination. In a world increasingly shaped by rapid change, artificial intelligence, global collaboration and complex challenges, knowledge alone is no longer enough. Success will also depend on the skills and character young people develop, including their ability to think critically, communicate effectively, collaborate across differences, and lead with integrity and empathy. Our students must learn resilience, adaptability, curiosity, empathy and leadership, so they are equipped not only to navigate change, but to shape the future with confidence and purpose.

And so they did.

Throughout the series, we witnessed students stepping forward in unexpected ways, encouraging peers through difficulties, leading team initiatives, embracing discomfort with optimism, and discovering that true leadership often begins with service to others. These moments matter deeply. They are the foundations upon which future innovators, creators, and changemakers are built.

The name Constellations was chosen intentionally. A constellation is not a single star; it is a network. Alone, each light shines quietly. Together, they create meaning, direction, and possibility. Our vision for The Knox School is the same: a connected community where every student is empowered to contribute their unique brilliance to something far greater than themselves.

As Principal, I believe schools must be more than places of instruction. They must become launchpads for the future, places where young people are encouraged to think boldly, act ethically, dream expansively and engage courageously with the world around them.

The Constellations Series marks the beginning of a new chapter in that vision.

To our students, thank you for embracing every challenge with enthusiasm and spirit.

To our staff, thank you for your extraordinary commitment to creating experiences that inspire growth beyond the academic curriculum.

And to our families, thank you for partnering with us as we continue to shape a learning community defined not only by achievement, but by belief and purpose.

The stars above us remind us that the future is vast, interconnected, and filled with possibility. Our role as educators is to ensure our students are ready not only to navigate that future, but to illuminate it.

Warm regards,

Nikki Kirkup Principal

“I believe schools must be more than places of instruction. They must become launchpads for the future...”

Shaping the next chapter of The Knox School

Tracey Costello Chief Financial Officer

Since stepping into the role of Chief Financial Officer at The Knox School, I have been privileged to see firsthand the strength, care, and ambition of our community. Our School continues to be in an excellent position to invest confidently in its future while remaining grounded in sustainability and longterm planning, supported by strong financial stewardship and ongoing momentum across the organisation.

What stands out most is that our progress is not simply measured in financial outcomes or capital works, it is reflected in the energy of our students, staff, families, alumni, and friends who continue to shape TKS into a place of connection, innovation, and opportunity.

Our School continues to maintain a strong and stable financial position, enabling ongoing investment in learning environments and campus infrastructure. Careful financial management, continued enrolment strength, and disciplined operational practices ensure we remain well placed to support both current needs and future aspirations.

Importantly, this stability allows us to continue delivering a program of strategic capital works that directly enhance student learning and wellbeing.

The past several months have marked an exciting period of transformation across campus, with several major projects now completed or reaching completion.

Our new Community Café has become a welcoming hub for students, staff, and families. Designed to support connection and informal gathering, it provides an improved service offering alongside flexible spaces for meetings and collaboration.

The Futures Hub represents a significant step forward in innovative, flexible learning environments. With six new multipurpose learning spaces, this development supports contemporary teaching practices and student-led learning. Sustainability and student input have been central to its design, ensuring it reflects both current needs and future possibilities.

The Junior School Playground upgrade has delivered an engaging, safe, and imaginative space for younger students. With improved play structures and landscaped surroundings, it supports physical activity, creativity, and social development. Looking ahead, our investment priorities for 2026 continue to focus on enhancing safety, connectivity, learning environments, and campus amenities.

Traffic Management Review

A comprehensive review of vehicle and pedestrian movement across The Knox School campus is underway. This work will identify opportunities to improve internal operations, safety, connectivity, and overall traffic efficiency for students, families, staff, and visitors.

Landscape Development and Sporting Infrastructure

Planning will commence for a major landscape masterplan, including the Futures Hub surrounds, new multi-purpose sporting fields, and the conversion of temporary parking on the remaining hockey field into permanent parking. This work will significantly improve functionality, presentation, and long-term usability of key outdoor spaces.

Classroom Refurbishment Program

We will continue our ongoing program of classroom refurbishments across the School, ensuring our learning environments remain modern, flexible, and aligned with bestpractice educational design.

None of these projects would be possible without the generous support of our community through the Building Fund. Every contribution, large or small, directly supports the development of facilities that enhance learning opportunities for all students.

We extend our sincere thanks to all families and supporters who have already contributed. Your generosity is helping to deliver projects such as the Community Café, Futures Hub, Junior School Playground, and the continued renewal of learning spaces across the School.

If you are considering contributing, we warmly invite you to join those already supporting this important initiative. Together, we can continue to shape outstanding facilities for current and future students.

The progress achieved across late 2025 and early 2026 reflects what is possible when a community works together with shared purpose. I look forward to continuing this journey with you as we build an inspiring, sustainable, and future-focused campus for all.

To donate and learn more please visit our website:

Charting New Pathways: The Inaugural 2026 Year 10 Constellation Series

The inaugural 2026 Year 10 Constellation Series, encompassing its three unique journeys, shared a common purpose: to provide students with authentic opportunities to engage in real-world learning and meaningful projects on both local and international scales, helping to inform and inspire their future pathways in Year 10.

Liana Gooch Associate Principal: Head of Learning, Teaching and Innovation

The program was designed to build upon students’ experience in project-based learning, design thinking and student agency. Students took ownership of their projects, driving the process and determining the direction they wished to pursue. When students are empowered with this level of agency, we know that both their engagement and the impact of their actions are significantly enhanced.

Throughout the course of these journeys, a clear observation has been the development of character as they engage in new and unfamiliar contexts. As a partner school in the Melbourne Metrics network facilitated by the University of Melbourne, we are able to acknowledge the skill development of students through warranted credentials for each individual for their particular journey.

Melbourne - Industry, Action & Enterprise

The Melbourne Industry Series provided students with authentic experiences across entrepreneurship, innovation, philanthropy, sport, hospitality, technology, finance, media, sustainability, and emerging industries.

Through excursions, workshops, industry tours, and handson activities, students explored future career pathways while developing collaboration, communication, problem-solving, and project management skills.

Students visited universities, businesses, sporting organisations, social enterprises, and industry leaders to gain insight into contemporary workplaces and emerging careers. Experiences included entrepreneurship workshops at Monash Generator, robotics and future technologies at Swinburne University of Technology, creative media and gaming innovation at RMIT University, and aviation and aerospace industry pathways through interactive simulations and workshops.

Students also engaged with organisations making a positive social impact, including Kids in Philanthropy, HoMie, and Cultivating Community, where they explored sustainability, social enterprise, youth homelessness, and community support initiatives through practical volunteering and design activities.

Industry visits included experiences at Marvel Stadium, the National Australia Bank head office, State Basketball Centre, various Universities and Knox Shopping Centre, allowing students to investigate careers in sport, event management, marketing, business operations, finance, and customer engagement.

Students also participated in hospitality, barista, cooking, and kitchen garden programs, developing practical life and employability skills through hands-on learning experiences.

Throughout the series, students demonstrated increasing agency in learning by collaborating in teams, engaging with professionals, asking questions, capturing evidence, and reflecting on potential future pathways. The experience encouraged students to think critically about innovation, sustainability, entrepreneurship, and how industries are evolving in response to changing technologies and social needs.

The following quotes came about after the KIP (Kids in Philanthropy) sessions and made their way onto T-Shirt designs for the HoMie Activity:

“Philanthropy is about giving, not seeking credit or taking”

– Achint Verma

“There is always another day after today” – Pavindra Nadesh

“The darker the night the brighter the stars” – Ohm Kalaiarul

“We Grow” – Ohm Kalaiarul

“You matter more than you think.” – Evie Low

Charting New Pathways

Singapore

This journey offered a balanced mix of realworld learning, team project work, culture, and fun.

Students spent several days at Republic Polytechnic, taking part in hands-on programs, working alongside lectures within project specific workshops while receiving consultation, outdoor education, and final mini project showcases, giving them real insight into international study and workplace expectations. Additionally, students worked collaboratively on group projects, managing their time and responsibilities independently while living abroad. The projects that students had chosen to work on include a variety of topical issues ranging from student wellbeing and mental health and nutritional smoothies to geriatric exercise, sports injury prevention and insole moulds for football boots. The students spent time in workshops, professional consultations and research to gain an understanding of their chosen issues, then formulate a workable solution with limitations.

Cultural and experiential highlights included visits to Universal Studios Singapore, Gardens by the Bay, Singapore Flyer, and vibrant precincts such as Chinatown and Little India. The historical coach tour to key WWII sites added depth and context to Singapore’s past, while shared meals, shopping trips, and travel experiences helped students build independence, resilience, and stronger peer connections.

Throughout the trip, students actively developed project management skills by planning tasks, setting goals, meeting deadlines, and working effectively in teams. Managing a real project in a new environment encouraged clear communication, problem-solving, leadership, and adaptability. These skills are highly transferable and prepare students for future studies, the workplace, and collaborative environments, helping them become more organised, confident, and self directed learners. Each student will receive a credential for Project Management from Republic Polytechnic

“This experience was a life-changing, thrilling opportunity for us to expand our horizons and experience life beyond Senior School, applying key skills for independence and learning valuable information that will we will carry with us through life. ” – Grace He

Cambodia

“Cambodia was both an eye-opening and rewarding experience. Visiting the Genocide Museum and the killing fields taught me about Cambodia’s history, while collaborating with students from Liger Academy to create a children’s picture book to help teach CamKids English was especially meaningful.” – Taliah Kassaby

‘G’day, G’day! Imagine the joy on the faces of more than 50 young CamKids students in the rural province of Cambodia’s Kampong Speu, as they enthusiastically sang along and performed the actions to a fun song and video that proved highly popular with the group, created by one of the student teams in collaboration with Liger students.

It was heartwarming to witness the strong connections formed between our students as they worked together on the new campus, building friendships that may last a lifetime. Both groups learnt a lot from the experience, and we look forward to a continuing partnership between our two schools.

Alongside developing projects designed to support English language learning through books, videos and songs, students also participated in a range of sports and arts activities. A key purpose of the journey was to immerse students in the rich history, geography and culture of Cambodia, and the group embraced a series of memorable and thought-provoking experiences.

Students explored the vibrant culture of the country through visits to a pagoda in Phnom Penh, the lively local markets, the breathtaking ancient temples of Angkor Wat and a boat journey through Tonle Sap. They also reflected on Cambodia’s confronting history during visits to the S-21 Prison and the Killing Fields, where they heard powerful personal stories from survivors.

The group learned about the remarkable work of the large African pouch rats at the Apopo Centre, whose agility and training help detect landmines that still remain in rural communities, saving lives and preventing injury each day. Another highlight was the opportunity to hand-feed the gentle elephants at a sanctuary near Siem Reap. Students also gained an appreciation for the skill and dedication involved in traditional craftsmanship through visits to local artisan workshops, before concluding the journey with an exciting circus performance featuring incredible acrobatics.

As the group prepared to return to Melbourne, tired yet exhilarated by their experiences, they carried home not only unforgettable memories, but also a deeper appreciation of the impact this journey had on their growth as individuals and global citizens.

Year 10 Constellation Series Showcase celebrates innovation and real-world learning

Liana Gooch Associate Principal: Head of Learning, Teaching and Innovation

The inaugural Year 10 Constellation Series Showcase held on Wednesday 20th May was a celebration of learning, innovation and student growth, as our Year 10 students involved in the journeys program came together with the School community in the Futures Hub to exhibit and discuss their projects, experiences and development of knowledge, skills and character.

From the moment the evening began, there was a genuine buzz in the air as student groups enthusiastically shared highlights from each of their journeys and reflected on the impact these experiences had upon the community and themselves.

Students involved in the Industry, Action and Enterprise journey spoke about the diverse range of industry and university experiences they engaged with, exploring potential future pathways through visits to organisations and institutions across areas including aviation, banking, technology, sport, design and social enterprise. Highlights included behind-the-scenes experiences at Marvel Stadium and South East Phoenix, where students gained valuable insights into the breadth of opportunities available beyond school in the sporting field.

Our Singapore journey students proudly presented projects developed in collaboration with lecturers from Republic Polytechnic, focusing on the fields of sports and nutrition. Some examples of projects included geriatric recovery exercises, nutritious drink concepts, injury prevention initiatives, sole design innovations and informative podcasts, demonstrating creativity, empathy and strong problem-solving capabilities.

Students involved in the Cambodia journey shared the inspiring English-language resources they co-designed alongside AUPP (American Universities Phnom Penh) Liger students, both online and face-to-face. Their projects included books, songs and videos designed to support learning and foster meaningful cross-cultural collaboration and connection. The students then worked together to teach younger students at the CamKids Charity School.

Across all journeys, students spoke with confidence, enthusiasm and maturity about the learning they had undertaken and the knowledge, skills and character they had developed throughout the process. It was evident that these experiences not only deepened their understanding of the world around them, but also strengthened their capacity for collaboration, communication and resilience.

We were also delighted to welcome two Australian Catholic University guests to the showcase, who spent time speaking with each project group and assessing their work. They were highly impressed by the creativity, professionalism and confidence demonstrated by our students.

Overall, the evening marked a fantastic beginning for the Constellation Series journeys and highlighted the powerful impact of real-world learning experiences.

Anatomy of Agency

Empowering every learner through Knowledge, Skills and Character

At The Knox School, we place strong emphasis on developing each student as a whole person through our three interconnected journeys of Knowledge, Skills and Character. We believe that education is most powerful when it recognises the individuality of every learner and supports each student to achieve their personal best.

Central to this belief is our commitment to helping students develop a genuine love of learning. We want every learner to understand what effective learning looks like, to recognise the strategies that help them grow, and to build the confidence to take increasing ownership of their progress. When students develop this level of understanding and independence, they begin to demonstrate true Agency in Learning, allowing students to flourish with the ability to enact purposeful change, reflect thoughtfully, and make informed decisions while codesigning their learning journey. This key idea continues to drive our work as a school as we strengthen each learner’s knowledge, skills and character.

This semester, during our staff professional learning sessions, alongside consultant Summer Howarth, we proudly launched the first iteration of the TKS Anatomy of Agency, a learning design toolkit created to support staff, students and our broader School community in building a shared understanding of what authentic agency looks like in practice.

Over a year and a half, the toolkit was thoughtfully co-designed by Junior and Senior School students and staff, facilitated by consultant Summer Howarth, to create a resource tailored to the TKS context. The kit is comprised of a series of statements viewed through the lens of the individual student, the teacher and the wider community. Each statement is supported by reflective questions that invite deep thinking and professional dialogue. Together, these elements help us unpack what it truly means for learners to have agency – not simply voice and choice, but the capability to set goals, use evidence, respond to feedback and take meaningful action in their learning.

Over time, this toolkit will become an important touchstone across the School. Staff will use it to inform learning design and classroom practice, students will engage with its language to better understand themselves as learners, and leaders will use it to guide ongoing school improvement. Importantly, this is the first iteration; we see the Anatomy of Agency as a living toolkit that will continue to evolve through feedback, evidence and shared experience.

We are excited about the clarity and shared language this work will bring to our community. By strengthening our collective understanding of agency, we are further empowering TKS students to become confident, capable and self-directed learners who are well prepared for the opportunities and challenges ahead.

“By strengthening our collective understanding of agency, we are further empowering TKS students to become confident, capable and self-directed learners who are well prepared for the opportunities and challenges ahead.”

Creating Space for Purpose

Inside Year 9s The CUBE

“The CUBE is not about fitting every student into the same mould.

It’s about creating the conditions for each student to discover where they excel”

Thriving doesn’t happen by chance; it happens when young people are given the right environment to grow.

At The Knox School, the Year 9 CUBE program has been designed with this belief at its core. The CUBE is an elective, project-based learning experience where students step beyond traditional classroom boundaries and into real-world contexts, working with authentic clients and community partners. Based in the Futures Hub, an intentionally untraditional learning space, students are encouraged to explore their interests, uncover their strengths, and pursue learning that feels meaningful to them.

At the heart of every CUBE elective is one key idea: empathy.

Whether students are working alongside aged care residents, collaborating with Knox InfoLink, or investigating biodiversity at Lewis Park wetlands, they begin by deeply understanding the people, environments, and stories connected to their project. This focus on empathy shifts learning from “what do I need to do?” to “who am I doing this for, and why does it matter?”

In the Behind Those Eyes elective, students connect with elderly residents, listening to their life stories and capturing their experiences through biography writing and portrait photography. These interactions build more than technical skills, they foster respect, patience, and genuine human connection. Students learn how to communicate with empathy, ask thoughtful questions, and represent someone’s story with care.

In Mission Possible, students partner with Knox InfoLink, a local non-profit organisation supporting members of our community who are doing it tough. Through this work, students gain powerful insights into the realities faced by others in their own neighbourhood. A recent session on social connection highlighted how vital a sense of belonging is for wellbeing, something many of us take for granted. Students are now using this understanding to design projects that strengthen community connections, working in roles that align with their strengths, whether that’s organisation, web design, cultural inclusion, or communication.

Meanwhile, students exploring the natural environment at Lewis Park wetlands are developing empathy for the world around them, learning to listen to the “voice” of a healthy ecosystem and understanding the importance of protecting it. Here, empathy extends beyond people to place, encouraging students to see themselves as part of a broader, interconnected system.

At the end of the semester, we are already seeing students thrive in ways not always visible in traditional settings. For some, it’s the excitement of mastering a DSLR camera, experimenting with depth, light, and composition and proudly sharing their work. Others are embracing a new skill they’ve recently learned: field recording, both above ground and underwater. They are applying this skill with growing confidence and clearly enjoying the process, capturing unique soundscapes and perspectives that deepen their connection to the environment and expand their storytelling. For others, it’s the confidence gained from speaking with community members, experts, or local leaders, developing communication skills through real, purposeful interactions.

The CUBE is not about fitting every student into the same mould. It’s about creating the conditions for each student to discover where they excel, to build confidence in their abilities, and to understand how their strengths can contribute to something bigger than themselves.

By placing empathy at the centre and fostering strong social connections, The CUBE is helping students not only learn but connect, contribute, and care.

And in doing so, they are becoming not just better learners, but thoughtful, capable, and compassionate members of their community.

Why routine is important for Preschool children

For young children, routines aren’t something they automatically know how to follow; this develops with time, practise and plenty of support along the way.

For 3 and 4-year-olds, even the simplest parts of the day can sometimes feel overwhelming, especially when they are still learning about what comes next. At first, learning routines for children can take plenty of gentle reminders, repetition and support, and sometimes a little bit of patience. But as children become familiar with their routine, a shift begins to happen, and they start to anticipate what comes next all on their own. This sense of predictability helps them feel safe, settled and confident, ready to take on their day with growing independence.

Think about us as adults; most of us follow routines every single day to fit everything into our busy lives without even realising it. We wake up, have a coffee, get ready for work, check our phones, plan dinner, and for some, fit in a gym session. In my case, it’s making time for daily walks with the dog.

Imagine how stressful life would feel if every day was completely unpredictable. I know I certainly wouldn’t manage without my daily routine.

Tina Cimino ELC Coordinator

“Although these everyday routines may seem small, they play a big role in your child’s/children’s learning and developmental journey.”

Emotional wellbeing and working together

In our Early Learning Centre, routines play a big role in how the day flows. From morning greetings to group times, and moving between activities, these familiar patterns help children feel settled, connected and supported.

When routines are consistent between home and school, children often feel more secure and confident across both environments. This can make transitions smoother, drop offs easier and the day feel calmer for everyone, including parents.

Something as simple as getting children to bed at a similar time each night can make a huge difference to their mood, energy, and ability to learn and cope throughout the day. You may even start to notice a few “I can do it myself” moments popping up at home as routines become more familiar, like insisting on packing their own bag, putting on their shoes, washing hands before you’ve even finished asking, or helping with little jobs around the house. Although these everyday routines may seem small, they play a big role in your child’s/children’s learning and developmental journey. We know that in the rush of everyday life, it can sometimes feel easier and quicker just to do things for children ourselves, and many parents share that weekends or holidays become the time they will “get back into the routine” even though as we know holidays are often the times when routines tend to disappear. And although routines can sometimes feel a little chaotic and rushed in the moment, overtime they do become easier and really help children feel settled, even on the days where it might feel like you have already run a marathon and it’s not even 9am.

Junior School

Behind the Scenes The Work You Don’t Always See

One of the things I’ve come to appreciate in my role is just how much of school improvement happens long before anything is visible to our community. While classrooms are always full of energy, learning and connection, there is another layer of work happening quietly in the background, listening, questioning, refining and, at times, challenging ourselves to do things differently.

Across Terms 1 and 2, a significant part of my focus has been on this behind-the-scenes work. In particular, I’ve spent time engaging with our parent focus groups, and I want to acknowledge how valuable these conversations have been. The honesty, curiosity and support from our families have helped shape our thinking in a very real way. It’s one thing to have a strong vision as a school, but it’s far more powerful when that vision is tested, discussed and strengthened in partnership with our community.

At the same time, there has been ongoing and, at times, robust discussion with staff. Good ideas rarely land fully formed; they evolve through conversation. Through staff meetings, professional learning sessions and day-to-day dialogue, our teachers have played a critical role in shaping the direction we are taking. They bring the practical lens: what will work in a classroom, what will genuinely support students, and what will have lasting impact. That collective expertise has been essential.

What has become increasingly clear through this process is that meaningful change takes time. There is a temptation in schools to move quickly, to launch new initiatives and respond to trends, but we have been very deliberate in ensuring that what we introduce is thoughtful, aligned and sustainable. There has been a lot of groundwork, trialling ideas, reflecting on feedback, adjusting our approach - well before anything is formally shared.

One of the most exciting outcomes of this work is the introduction of our 360 Learning Conversations, which we will launch in Term 3 for our Years 3–6 students. This has been a genuine team effort, shaped by staff expertise, student voice and parent feedback. At its core, this approach is about giving students a more active role in discussing their learningencouraging them to reflect, articulate their progress and set meaningful goals.

We’ve already begun trialling aspects of this model and refining the process based on what we’ve learned. There has also been targeted professional learning for staff to ensure they feel confident in guiding these conversations in a way that is both supportive and purposeful.

I’m genuinely excited about what this will look like in practice. More importantly, I’m confident that it reflects who we are as a school, thoughtful, collaborative and always striving to do what is best for our students.

While not all of this work is visible day to day, it is ongoing. And it is this careful, considered approach behind the scenes that allows us to move forward with clarity and confidence when the time comes to share it with our community

STEM in Action in the Junior School: Creating, Designing, and Solving Real-World Problems

What a semester it has been in STEM in the Junior School.

This year has seen an exciting redesign of STEM learning in the Junior School. Students now participate in one STEM lesson each week for a semester, allowing for more frequent engagement and deeper exploration of complex problems and ideas. This new structure has created opportunities for students to think critically, collaborate creatively and apply their learning in meaningful ways. This semester, Years 2, 4 and 6 have had the chance to come to the Hack Lab to show how they can solve problems in the world around us.

Our Year 6 students have embraced this challenge through participation in the Australian STEM Video Game Challenge. Working in teams around the theme Oceans, students have designed and created original video games from concept to completion.

They have developed visual and audio elements, designed gameplay rules and mechanics, and coded their games independently. Throughout the project, students explored the driving question: How can video games help us care about important issues? The creativity, teamwork and problem-solving demonstrated by students has been outstanding.

In Year 4 STEM, students became structural engineers as they designed and tested earthquake-resistant towers. Through this project, students explored the forces acting on structures and investigated how material choices and engineering design can help communities survive natural disasters. By examining the impact of earthquakes in Haiti, students considered how engineers can help create safer environments and improve quality of life for people around the world.

Our younger students have also been busy solving problems and designing

solutions. Year 2 students worked as “vegetable garden engineers,” designing ideas to support sustainable gardening, while also using LEGO SPIKE Essentials to build and code creative solutions to challenges facing their Lego friends. They particularly liked building and coding motors for their Arctic Car!

Looking ahead, students in Years 1, 3 and 5 will enter the “Hack Lab” next term, where they will work collaboratively to identify and solve their own problems using science, technology, engineering and mathematics. We are excited to see the innovative ideas students develop through this process.

It has been wonderful to see students across all year levels demonstrating curiosity, creativity and resilience as they tackle authentic problems and develop the skills needed for the future. Their work will be on display later in the year in the Junior School TAD show for you to come view for yourself.

Junior School

Triumph for Year 5 at Da Vinci Decathlon

Enrichment at TKS has taken on an exciting new direction this year, with additional opportunities provided for students across Years 3 to 6 to extend their thinking, creativity, and problem-solving skills. One of the Year 5 enrichment opportunities has been participation in the Da Vinci Decathlon.

The Da Vinci Decathlon is an academic competition designed to challenge students across a range of disciplines through complex, collaborative tasks. Students compete in areas including Mathematics, Science, Code Breaking, Creative Producers, Engineering, English, Ideation, Art and Poetry, Cartography, and Legacy. The competition encourages students to think critically and creatively while applying teamwork, perseverance, and strategic thinking under pressure.

In preparation for the event, our team worked through previous competition papers, analysed different styles of challenges, and shared individual strengths to help form strategic working pairs for the competition day. Held at Korowa Anglican Girls’ School, the competition consisted of three intense sessions across one very stimulating and cognitively demanding day.

For those unfamiliar with Da Vinci papers, they are exceptionally challenging and designed to push students well beyond their comfort zones. Success relies not only on academic ability, but also on persistence, collaboration, communication, and the ability to strategically approach unfamiliar problems.

Throughout the preparation process and on the day itself, our students embraced every challenge with determination and positivity. Their shared strategy became: Read, Collaborate, Break it Down, Communicate, Plan, Try, Explain, and Think Creatively.

We are incredibly proud to share the outstanding results achieved by our Year 5 team:

→ 1st Place – Science

→ 1st Equal – Code Breaking

→ 2nd Place – Mathematics

→ 2nd Place – Legacy

→ 3rd Place – Creative Art and Poetry

These incredible achievements resulted in an outstanding 2nd Place Overall across the entire competition.

We could not be prouder of the dedication, resilience, and teamwork demonstrated by all students involved. Countless hours were spent completing practice papers and refining strategies in the lead-up to the event, and the students represented TKS with enthusiasm, courage, and excellence.

A huge congratulations and thank you to Harper Zhao, Eva Jin, Isaac Xu, Uday Loodu, Charlie Simmons, Piya Prithivirajan, Pranavan Prithivirajan, Jenson Yu and Ian Lin for their hard work and commitment throughout this enriching experience.

Sarah McKenzie Deputy Head of Junior School

“The process of this decathlon was a big step for me. When I was first introduced to this, I felt like this would be a big challenge for me. Preparing for this competition was very fun and exhausting, but it was a very fun experience to enjoy.”

– Ian Lin

Junior School

Year 3 Camp Toolangi Adventure

Our Year 3 students recently embarked on an unforgettable adventure camp at Toolangi, filled with laughter, teamwork, curiosity, and one very unexpected surprise.

The excitement began on Wednesday morning as students arrived at camp to beautiful sunshine and crisp country air. After settling into their cabins, the adventure was underway with activity rotations including the initiatives course, obstacle course, and BMX riding. Students eagerly challenged themselves, encouraged their classmates, and embraced every opportunity to try something new.

That evening, everyone gathered together for a lively trivia night packed with famous faces, musical themes, and plenty of laughter. After a busy first day, students headed off to their cabins ready for a well-earned sleep.

Thursday morning brought something truly magical – snow! For the first time in 15 years, Toolangi was covered in falling snow, creating enormous excitement

amongst students and staff alike. While the weather meant a few changes to the program, it certainly did not dampen spirits or enthusiasm.

Raft building transformed into creative hut building, the marble run moved indoors, and outside ropes became bouldering challenges. Thanks to Mrs White, her heated jacket, and an impressively reliable rainproof poncho, students were still able to brave the conditions and enjoy the flying fox through the snow and rain. Warm showers at the end of the day were definitely appreciated before everyone relaxed together for a movie night filled with the chaos and comedy of the Minions.

Our final day was wet and wild, but the fun continued right until the very end. Students repacked, or perhaps more

accurately, stuffed, their belongings back into their bags, and many mastered the surprisingly difficult skill of rolling up a sleeping bag.

Although the rain never eased, students embraced the conditions during billy cart building and an entertaining billy cart Grand Prix. With some questionable steering and several teachers narrowly avoiding becoming obstacles on the track, the yellow team raced their way to victory.

After one final lunch together, students thanked the wonderful Toolangi staff before heading home for some muchneeded cuddles, warm showers, and sleep.

The Year Three camp was a fantastic experience filled with adventure, resilience, friendship, and memories that will be talked about for years to come, especially the snow!

Year 4 Camp Toolangi Adventure

During Term 2, our Year 4 Students headed off to Camp Toolangi for an exciting three-day adventure filled with challenge, teamwork and unforgettable memories. Throughout the camp, students stepped outside their comfort zones, built resilience and strengthened friendships while participating in a range of outdoor activities.

Highlights included the climbing tower, high ropes course and damper making activities. Students demonstrated courage and persistence as they challenged themselves and encouraged their peers along the way. Despite the cold, wet and even snowy weather on the second morning, students embraced every opportunity with positivity and enthusiasm. Camp also provided valuable opportunities for students to develop independence, responsibility and teamwork away from home.

Here’s what some of our students had to say about their experiences at camp:

“I

connected with one of the camp instructors, Casey! She encouraged me when doing the climbing tower even though I was scared.”

– Lenna Skordas

“It was good to spend more time with my friends and test things over my limits. I was a bit scared of being away from my parents, but I’ve done it before and was able to do it again.”

– Emerson Liu

Junior School Wellbeing in Action at TKS

Sarah McKenzie Deputy Head of Junior School

At the heart of the TKS Learning Ecosystem is something central to every child’s success – wellbeing. We know that wellbeing and academic achievement go hand in hand, and we take this responsibility seriously.

Over the past six months, I have taken on the challenge of unpacking every aspect of wellbeing in the Junior School. What are we already doing well? Which evidence-based approaches are guiding our practice? How are our students developing socially and emotionally? Most importantly, how do we ensure our graduates leave TKS with the confidence, resilience and strategies needed to navigate an ever-changing world?

As I continue exploring the Health and Personal Capability curriculum, reviewing leading wellbeing frameworks, networking with other schools, and working alongside developers of our wellbeing programs, I am incredibly proud of the culture we have built, the programs we engage in, and the content being delivered.

Our formal wellbeing surveys, conducted biannually with students in Years 4–6, highlight many strengths within our community. Our students consistently demonstrate high levels of empathy, academic self-efficacy and peer belonging. One area for growth identified is confidence in discussing mental health openly and seeking support when needed.

Today’s students are busier than ever with extracurricular commitments and opportunities. While this reflects a position of privilege and engagement, it also reinforces the importance of giving children time to reflect, process challenges, celebrate successes and better understand themselves and others.

When students experience positive mental health, they are more able to focus on learning, growth and achievement. When wellbeing suffers, it can impact their ability to engage fully in school and life. At TKS, we believe that explicitly teaching wellbeing skills equips students with the tools to become the best version of themselves. Through programs such as Open Parachute, teachers deliver age-appropriate lessons that support emotional literacy, resilience, help-seeking and healthy relationships.

One of the greatest challenges schools face is finding enough time to intentionally teach the many components of wellbeing alongside the demands of a full curriculum. Wellbeing is complex and influenced by many factors beyond a school’s control. However, what remains within our control is the environment we create, the conversations we encourage, and the support systems we build around our students.

At TKS, we remain deeply committed to wellbeing because we know it is essential in preparing our students not only for success at school, but for the unknown world beyond it.

What our Students had to say...

Year 1:

“Dance with my friends.

I try to talk about why I am angry.

This program has helped me understand that everyone has feelings and they can be different, and that is okay.”

Naomi & Ethan, Year 5:

“I feel more confident now about how we can change our negative thoughts to positive thoughts. This program has helped me understand that sometimes you can’t control everything and you have to cooperate with it even though you don’t like it.”

Lucas, Year 3:

“Open Parachute has helped me understand that people have feelings that can get hurt. I need to be careful and help”

Rosie & Lucas, Year 4:

“Open Parachute has helped me understand that I can tell anybody my struggles, connections or funny things that have happened to me. I feel more comfortable opening up to people. I don’t know my favourite lesson because they are all awesome!”

“After doing the lessons, I feel like I’m not the only one struggling with hard stuff.”

“This program has helped me understand that negative thoughts don’t just come naturally it comes when you are worrying about something.”

Ezio, Harnaaz, & Ray

Year 6:

“Something I have learned from Open Parachute is that I don’t need to solve every problem myself.”

“Over the spread of this year, using the Open Parachute program has helped normalise feeling emotions.”

“The most important message from this program so far is understanding yourself.”

Junior School

Year 6 Voices & Visions

Crossing our country

Push your limits, your body says you’re tired, but your mind says you’re not! If you put your whole mind to it then you’ll succeed at anything Ryan Abeywardana

A novel is a present you can open everyday.

The novel titled ‘The Secret Library of Hummingbird House’ by Julianne Negri is an amazing story that shows the true family legacy of Hattie Maxwell’s family. The perspective of love changes for every family but a special force of connection makes you fall into the book. Your imagination will walk you through the story, and it will make you smile and feel many wonderful emotions. This book is truly heartwarming.

Emily Jiang

More than just a lovely ink message

Have you ever wanted to have a relaxing hobby with some fascinating benefits and learning intentions? Well, you should write a heartfelt poem. Why, might you ask? Well, we have learnt that there are PLENTY of literary techniques to help bring poetry to life, such as Alliteration, Onomatopoeia and stronger and richer vocabulary! If you want to hear benefits instead then don’t worry because you also earn some added benefits with your loved ones being impressed the next time they see your heartfelt card. I have learnt that anyone can be a poet, and perhaps the next William Shakesphere!

Maggie Deayton

BODMAS

When I learnt about BODMAS I was reminded of life. You need to do some things first before others. Like when getting dressed you need to put your socks on before your shoes and when you do maths, you need to answer brackets before other operations. If life is ordered, it leads to the right outcomes.

Olivia Nation

Stupendous cent science

We discovered how many water drops you can you fit on a 5-cent coin. You might think possible 5, maybe 7. We put it to the test using an eyedropper and a 5-cent coin to prove if we were right or wrong. Firstly, you need to know about water tension. This is where a ‘skin’ forms over the dome of the water and stops the water from spilling off the top of the coin. There was also a rim on the coin that helps the water from spilling over. Now for the great reveal! I’ll give a quick heads up, but make sure you don’t fall off your chair! The top score was 56 droplets! Who imagined such a small coin could hold a lot more than it was worth? This is exactly why no one should judge a book by its cover. Discovering new facts for yourself is the best way to learn, really learn.

Kanusha K

House activities

For the last few terms, every fortnight we have participated in wonderful activities that have kept the Junior School students active. We have had tons of fun playing dodgeball, down ball, indoor games, yoga and mindfulness. Everyone participated and along the way there was a great deal of laughter and excitement. As a House Captain there is nothing better than seeing my peers and younger students forming new connections and challenging themselves. I feel so lucky to be able to play my part in helping to make this happen. We are all growing together.

Sienna Li

House Captain

Being a leader, like a House Captain, doesn’t mean you boss people around and be the King of the world. You help others and support everyone. You help your younger peers and role model acceptable behavior to help them manage situations. As Roy T. Bennett once said, “Be the reason someone smiled today.”

Emily Reid

Passing down knowledge to the next generation

Recently, I taught my buddy Gene vertical addition. After he finally got the hang of it, he told all of our teachers and his peers. Seeing his face light up really made me smile.

Arvin Wijayasinha

The Story So Far… and the Story Still to Come

Ms Janelle Mathias Associate Principal: Head of Senior School

As we reach the midpoint of the 2026 academic year, there is a natural temptation to measure, to look at results, completed assessments, finished events, and milestones ticked off along the way.

But the truth is, the most important parts of a school year are often not the ones that can be easily measured.

They are the moments in between.

The quiet decisions to keep going when things feel difficult.

The small acts of courage, putting up a hand, starting a conversation, trying again after things didn’t quite work out.

The gradual building of confidence that doesn’t happen all at once, but over time, often without us even noticing.

If Term 1 was about beginnings, new classes, new challenges, fresh energy, and Term 2 has been about finding rhythm and resilience, then this point in the year offers us something different:

A chance to reflect.

And when we pause, even briefly, it becomes clear just how much has already taken place.

Our year began with energy and optimism, and that spirit quickly found expression through House Swimming and then through House Athletics. These events are always highlights on the calendar, but what stood out this year was not just

the performances, but the way students showed up for one another. The encouragement, the celebration of effort, the pride in belonging, these are the things that build culture, not just competition.

For our younger students, the Year 7 and Year 8 camps marked the beginning of their Senior School journey in a very real sense. These experiences ask a lot, stepping away from familiar routines, navigating new social dynamics, and embracing challenge. And yet, time and again, we see students rise to that challenge, often discovering strengths they didn’t realise they had.

This year has also marked the introduction of something new and significant, the Year 10 Constellations Series. Whether travelling to Singapore, Cambodia, or engaging in Industry Immersion here in Melbourne, students have stepped into environments that require adaptability, independence, and curiosity. There is something powerful about being placed in a setting where not everything is familiar, where learning becomes active, immediate, and real.

Further along the journey, our Year 9 students experienced the Arnhem Land Cultural Immersion, an opportunity that goes beyond education in the traditional sense. It is an experience that invites reflection, understanding, and perspective. It challenges assumptions and encourages students to listen deeply and think differently. These are the kinds of experiences that stay with you long after the moment has passed.

At the same time, many of our students have pursued excellence and passion through a wide range of opportunities - from the Generations in Jazz Camp in Mount Gambier to competitions, performances, and leadership experiences. Each of these moments represents a willingness to step forward, to be seen, and to contribute.

Alongside all of this has been the steady and sometimes demanding rhythm of academic life, NAPLAN, the GAT, Year 10 and Year 11 examinations, and a wide range of excursions and incursions designed to deepen understanding and bring learning to life.

It has been a full and, at times, challenging six months. And that is exactly the point.

Because growth rarely happens when things are easy or predictable.

What has been most impressive is not perfection, but persistence.

The way students have continued to show up. The way they have supported one another. The way they have navigated both success and setback.

These are the moments where The Knox School Values move beyond words and become something lived and visible.

Across every experience this year, we continue to see the three journeys taking shape:

Knowledge developed not just through information, but through curiosity and a willingness to ask questions.

Skills strengthened through practice, effort, and the understanding that improvement takes time.

Character shaped through challenge, through relationships, and through the choices made when things are not easy.

These journeys are not separate, they are deeply connected. And together, they form the foundation of what it means to grow not just as a student, but as a person.

At this point in the year, it is important to recognise something: The story of 2026 is only half written.

There are chapters still to come that will challenge you in new ways. There will be moments that ask more of you, more focus, more resilience, more independence. There will also be moments of success, of clarity, of pride, and of connection.

Not every day will feel significant. But it is in those ordinary days, the ones where you choose to keep going, to keep trying, to keep showing up, that the most meaningful progress is made.

And I have every confidence that the chapters still to come will be the ones that matter most.

Thank you, and I look forward to all that lies ahead.

Senior School

Prefect Updates

As Semester 1 of 2026 comes to a close, our student prefects are proud to share the achievements, initiatives, and progress made across each Student Led Portfolio Team (SLPT), highlighting the impact of student leadership within our school community.

School Captains

This year, the School Captains and Prefect Team were proud to continue promoting initiatives that strengthened community connection, wellbeing and service within the TKS community. Following the huge success of the Starlight SuperSwim Fundraiser, which saw the School Captains and Prefect Team raise awareness and funds for the Starlight Children’s Foundation through swimming and community support, student leadership has continued encouraging participation in meaningful causes across the school through assemblies and school events. Inspired by a personal connection to the organisation, the initiative highlighted the impact that collective effort and school spirit can have in supporting others.

Through a range of fun activities and fundraising events throughout the year, we hope to bring students and staff together, while encouraging school spirit, participation and community connection. We can’t wait to see everyone get involved for a huge turnout in helping us make a real difference throughout 2026!

Danu Liyanage, Jackson Chandra, Amelia Carnell & Ron Weerasekara

Sports

So far this year, the Sports SLPT has upheld the tradition of Pink Stumps Day, an initiative that aims to raise awareness surrounding cancer. The event involved a game of cricket where a team of students faced off against a team of teachers. The day was an amazing success, with so many students getting involved and many others simply turning up in support.

As for Semester 2, we are excited to implement another initiative that will more explicitly target different year levels, ranging from Year 4 through to Year 12. Fun lunchtime games and activities will be held throughout the term with the aim of encouraging participation, connection, and school spirit across the school community.

We hope to continue seeing the amazing involvement from students and cannot wait to see what the rest of 2026 holds for our team.

Max Worthy & Aleisha Cormick

Senior School

Environment and Sustainability

Our Environmental and Sustainability SLPT aimed to create a healthy and sustainable setting where everyone could learn, contribute, and protect the environment. We created activities that encouraged students to consider how small acts might help protect the environment, such as recycling, minimising trash, reusing resources, and choosing ecofriendly alternatives. Our SLPT team collaborated, shared ideas, and supported one another to create entertaining and important activities in which both Junior and Senior School students could participate in on World Environment Day held on the 5th of June. We hoped that these sustainable activities would inspire others to care for the environment.

Lucy Ren & Danica Morais

Music & Performing Arts

It has been a very productive year to date in the Music & Performing Arts area. We had out first Whole School music event at the end of Term 1 with Rock Out. Multiple students from the Music & Performing Arts SLPT participated in the event and were able to step up as leaders. They developed skills in organisation and in hosting, taking on the responsibility of announcing the School Bands throughout the night. Semester 2 has a number of recitals for most instruments, and rehearsals for the Senior School Musical ‘Little Shop of Horrors’ tracking along well. The cast are engaging in weekly rehearsals on Mondays and Thursdays with professional opera singer and performer, Anna O’Byrne. Overall, we are so proud of how much the Music & Performing Arts SLPT has achieved thus far, and we cannot wait to see all the outstanding performances to come.

Oak Tysoe & Holly Callinan

Student Wellbeing

This year, we came up with the idea of a puppy yoga session for the Year 12s Halfway Day, taking a break from the stresses that can build up throughout the year. It was a fabulous opportunity for the cohort to indulge in soft, cuddly, puppy cuddles. We’re also looking into other wellbeing activities for different year levels as well such as weekly sports activities and other wellbeing-focused events to help students stay involved and connected with each other. Another project we’re working on is an interview series where students can get to know the school psychologists a bit better. We’re hoping that by helping students feel more connected and comfortable around the psychologists, they’ll feel more confident reaching out for support when they need it.

Olivia Nugent & Hasi Jayawickrema

Academic

The Academic SLPT have been hard at work preparing workshops that target student-specified areas for improvement, to improve skills both inside the classroom and out of it. From introductions to debating, to learning how to use a CAS calculator more efficiently and effectively, the Academic group have come together to help their fellow students. Their hard work has been rewarded, as we have seen some of the highest attendance rates to our workshops. Looking to the future, the Academic SLPT is excited for Science Week and other initiatives. We have had a productive semester and can’t wait to see what comes next!

Harrison Loukes & Meher Sidhu

Media & Marketing

As the Media and Marketing Prefects, we are excited to share the many memorable moments happening around our School community this term. From capturing highlights at School events to creating engaging videos, our team has been working hard behind the scenes to showcase student life at TKS. Recently, we filmed a special Mother’s Day video to celebrate and thank all the amazing mothers and carers in our community. We have also attended a range of School events as media representatives, taking photos and videos to document these important occasions. Earlier this year, we successfully created and released the End of Term 1 video, which highlighted some of the best moments and achievements from the term. Our team is also continuing work on the School Student Newsletter, which is currently in progress and will include exciting updates, student achievements, and upcoming events. Through these projects, we aim to keep the TKS community informed, connected, and inspired. We are proud to contribute creatively to the School and look forward to sharing even more stories throughout the year.

Liyara De Silva & Sonali Budhiraja

Houses & Community

Over the past few weeks, the Houses & Community SLPT have been working closely together to prepare for the upcoming House Spirit Week, a new major event in the School calendar. Through regular meetings, brainstorming sessions, and collaborative planning, our team have been organising activities, creating competition ideas, planning announcements, and coordinating events for different year levels. A major focus has been on encouraging School involvement and building excitement across all Houses. Our team has also been preparing for the House Talent Show, where students will have the opportunity to submit videos showcasing their talents and House spirit!

Kye Slade & Maedy McLean

Senior School

Social Justice, Diversity & Inclusion

Our portfolio has had an exciting and meaningful term celebrating the many cultures within our School community. During Cultural Diversity Week, the TKS community came together to recognise and celebrate the traditions, talents, and backgrounds that shape our School into a proud place where everyone belongs.

During Cultural Diversity week, we had many engaging activities for everyone to enjoy. Students had the opportunity to participate in traditional Greek dancing, which brought a fun and exciting atmosphere to the Gym. We were also fortunate to witness amazing performances at our Cultural Diversity Week assembly that celebrated the diversity within our School community. These performances highlighted the importance of inclusion, respect, and learning from one another.

Another highlight was the Cultural Dress Parade, which we introduced this year to allow students to proudly wear clothing that represented their heritage and identity. We hope this new tradition grows and becomes a valued centrepiece of our School for years to come. To conclude the celebrations, we enjoyed a fantastic performance from a talented Romani band, whose music introduced many students to new cultural experiences and provided a memorable end to the Cultural Diversity Week celebrations.

In addition, our wonderful SLPT worked collaboratively to create a special video for Cultural Diversity Week, highlighting the diversity of our School community.

Looking ahead, our portfolio is excited for what’s to come. We are currently planning informative and engaging activities for Reconciliation Week in Week 6, as well as Pride Month during June. We are also excited to introduce the idea of a cultural highlight section in our School newsletter, where we can continue to celebrate and learn about the cultures within our community.

We can’t wait for what’s to come!

Emilio Hobbs & Hannah Abdel-Hafez

The Knox Knitters

Knitting Club 2026

The Knox Knitters are back for another year of knitting, fun and friendship. Our original club members are now in Years 11 and 12. The time has gone by so quickly.

As in previous years, our club’s project is to knit scarves for the homeless. We have just received a very generous donation from our club’s long-time supporters, the Schnitzler family. As always, we thank you for your generosity and for the beautiful warm and cosy wool. We can’t wait to get started with it! Hopefully, we will have some scarves ready for donation before the really cold weather sets in.

The Knox Knitters is a great place to make friends and learn new skills. Whether you’re a beginner or a long-time club member, students from across Senior School are welcome to join us as we knit for a good cause. We meet on Mondays at lunch time in Room 203.

We always welcome any donations, so if you have any spare wool or knitting needles at home, we’d love to put them to good use. You can leave your donations at the Main Reception or give them directly to Dr Church.

If you would like any more information, please see our club’s founding members: Curtis or Ruby in Year 11 or Dr Church.

We look forward to seeing you knitting with us soon!

Ruby Low & Curtis Chiu - Year 11

How does Artificial Intelligence differ from Human Intelligence?

Article by TKS Students Mishka Raut, Frederick Long and Ahan Sarkar

How does artificial intelligence differ from human intelligence? With social media now banned for under 16s, who decides what we see online - the platforms, or us? Technology isn’t just a tool anymore, it shapes how we learn, connect, and navigate daily life.

Enter The Digital Group, a TKS student led team dedicated to shaping how technology is used at our school. Our mission is to ensure digital tools are safe, effective, and truly enhance teaching and learning. Rather than technology being decided for students, the group creates a thoughtful, practical approach where student input plays a central role.

Currently, the group is focusing on several key initiatives. We have created AI student Guidelines to support students using AI in a safe, ethical way, as well as a survey to gather feedback from students and teachers.

Some other projects include exploring an AI chatbot for The Nest to help students stay organised by sending homework reminders, alerts for upcoming assessments and notifications for overdue tasks. Furthermore, we are also planning to host short workshops to teach practical tech tips and shortcuts, and demonstrate apps to improve schoolwork.

Overall, The Digital Group is building a balanced approach to technology, one that supports learning, boosts confidence, and keeps students actively involved in shaping the digital tools that touch their daily lives.

Adventure and Teamwork: Year 7 Camp at The Ranch

During Term 1, our Year 7 students embarked on an unforgettable camp experience at The Ranch, located on the beautiful Mornington Peninsula. The activities-based program was designed to excite, inspire and build students’ confidence as they stepped outside their comfort zones and embraced new challenges.

Throughout the camp, students enthusiastically participated in a wide range of activities including horse riding, the Flying Fox, the Giant Swing, hut building, bush dancing, the initiatives course, the Leap of Faith and archery. Each experience encouraged students to challenge themselves, try something new and support one another along the way.

A highlight for many was conquering the Giant Swing and taking the Leap of Faith – activities that required courage, determination and trust in their peers. The initiatives course and hut building activities promoted teamwork, problemsolving and communication, while bush dancing provided plenty of laughter and fun.

All activities were carefully designed to motivate and encourage collaboration in a supportive teambuilding environment. The program fostered a strong sense of achievement and helped students forge stronger relationships with their peers.

We are incredibly proud of the way our Year 7 students represented the School. They demonstrated resilience, respect and enthusiasm throughout the camp. It was a wonderful opportunity for personal growth, new friendships and lasting memories.

“It was a wonderful opportunity to get to know new people and have fun exploring the different activities! During Camp, students showcased our school values: achievement, care and empathy, respect, resilience and responsibility. We also all learnt about self-awareness and how we could show it in our activities!

The Year 7s had an incredible journey all the way through camp and hopefully we will carry what we learnt and discovered through the year!”

– Maneli Vaziri

Adventures and Challenges at Year 8 Anglesea Camp

The Year 8 camp at Anglesea provided students with a valuable opportunity to further develop independence and responsibility within a supportive and structured environment.

The camp was intentionally designed to encourage students to move beyond their comfort zones and into their growth zones, enabling them to build confidence while developing the skills, resilience and personal qualities essential for their continued growth as young adults.

Students enjoyed a wide range of exciting activities designed to challenge and inspire them. These included surfing, kayaking, bike riding, hiking and tree surfing, where they navigated high ropes and zip lines. Students also explored the local environment through activities focused on the Anglesea coastline and rock pools and even had the chance to create their own sculptures.

Evenings were filled with fun and connection, with students taking part in activities such as a talent show and movie night.

The camp also encouraged students to take on greater responsibility. Each group worked together to cook their own dinners and assist with meal preparation, building teamwork, independence and practical life skills.

Overall, the Anglesea camp provided many memorable moments, allowing students to achieve personal milestones, strengthen friendships and extend their learning beyond the classroom through hands-on experiences in the natural environment.

Camp was an enthralling experience for me. Really taking on challenges to persevere turned out incredibly entertaining. This experience will continue to be a highlight and show how amazing Year 8 camp truly was” – Tristan Liyanage Don

Senior School

Year 9 Camp: Arnhem Land

The Year 9 Arnhem Land Cultural Immersion experience provided students with a valuable opportunity to connect on Country and engage in learning alongside the Yolŋu people.

Through immersion in culture, language, history, values and traditions, students developed a deeper understanding of and appreciation for the interconnectedness of Country, family, self and community. This enriching experience fostered meaningful learning, personal growth and enduring connections, creating lasting memories that students will carry with them well into the future.

“Through many memories gathered across this whole experience, the most important was being able to connect and enjoy the moment with Culture College, the Yolŋu people and my school mates. Every moment with them felt like I was with my family; loved, cared and understood by everyone. If I had the opportunity to do it all again, I would go every time.” – Hirun Wijerathne

Senior School

Coding the Future Minecraft & AI Vibe Coding in the Futures Hub

James Paraskeva Inclusion Education Teacher / Digital Learning Design Leader (Senior School)

Innovation is alive and thriving on Fridays in the Futures Hub!

This term, our senior students have been diving headfirst into the cutting edge of digital technology through two dynamic initiatives: preparing for the Australian Esports League (AEL) Minecraft High School Cup and exploring the frontier of AI Vibe Coding.

Building and Battling: The AEL Minecraft Cup

The Futures Hub has transformed into a strategic training ground as we assemble our TKS teams for the upcoming AEL Minecraft competition. Students are forming squads to compete across two distinct, high-energy disciplines:

→ The Builders: Crafting intricate, creative, and highly engineered architectural masterpieces under strict themes and time limits.

→ Capture the Flag (CTF): A fast-paced, tactical test of teamwork, communication, and digital strategy.

Far from just playing a game, these competitions challenge our students to collaborate, problem-solve under pressure, and represent TKS on a national stage.

The New Frontier: AI "Vibe Coding" with Copilot & Scratch

Alongside our Minecraft strategists, our digital creators are redefining how we interact with technology through AI Vibe Coding. In these sessions, students shift from being traditional programmers to "tech directors."

Using Copilot, students use natural language to brainstorm logic, structure projects, and guide their ideas. They then bring those concepts to life using Scratch, translating AIassisted logic into vibrant, visual blocks of code. By combining advanced generative AI with foundational programming tools, our students are learning exactly how artificial intelligence can amplify human creativity and logic.

Innovation with Integrity: Ethical AI and Guardrails

Crucial to our Vibe Coding sessions is teaching students how to navigate the world of artificial intelligence responsibly. The Futures Hub provides a structured, supervised space where students learn to engage with AI using clear ethical guardrails.

Instead of using AI to simply automate tasks or shortcut the learning process, our students are taught to use it as a collaborative partner to expand their creative potential. They learn to critically evaluate AI-generated suggestions, troubleshoot logic errors, and understand the importance of data privacy and intellectual property. By framing AI as a tool to enhance human ingenuity rather than replace it, we are ensuring our students develop a mature, sophisticated approach to digital citizenship.

Futures Hub Fridays are about ensuring TKS students are leading the charge in a rapidly changing world. By blending competitive esports with cutting-edge, responsible AI development, we are fostering a culture of curiosity, adaptability, and pure innovation.

A huge congratulations to all the students who bring their energy, creativity, and forward-thinking mindsets to the Hub every Friday.

Music & Performing Arts

Nico Di Stefano Head of Music and Performing Arts

The Music & Performing Arts Department has had a strong start to the year, with students actively involved in classroom programs, ensemble rehearsals, recitals and concerts.

Term 1 saw the beginning of our ensemble program and the commencement of rehearsals for this year’s Musical Production. We also held the first of our instrumental recitals, giving students an early opportunity to share their work in performance. The term concluded with Rock Out, which brought students, families and staff together for an evening of live music and community connection.

Early in Term 2, members of Senior Choir, Stage Band and our Jazz Combo travelled to Mount Gambier for Generations in Jazz. Students gained valuable experience in a large-scale festival setting, performing across their divisions and taking part in one of the country’s largest youth music events. A particular highlight was the opportunity to hear legendary 1970s funk and soul band Tower of Power as the feature act, giving students the chance to experience world-class musicianship in a festival setting.

Instrumental and VCE Recitals have also run throughout the term, giving students regular opportunities to perform in a more intimate setting and share their developing work. Our recital series will continue in Term 3. The Winter Concert then provided a warm and celebratory conclusion to the term, with our Senior ensembles presenting a varied program that reflected the work undertaken across the semester.

There has been plenty happening across Performing Arts, with Production rehearsals now in full swing as students prepare Little Shop of Horrors, which will take to the stage in August. Drama students in Years 7 and 8 have been bringing their ideas to life through fairytales, Greek theatre, mask and mime, while Year 9/10 Epic Theatre and VCE Theatre Studies students have continued to explore character, staging, interpretation and performance-making in greater depth.

Together, these programs and events reflect the breadth of learning taking place across Music and Performing Arts at TKS. We look forward to continuing this work in the second half of the year.

Little Shop of Horrors

Preparations are well underway for this year’s School Production, Little Shop of Horrors, which will be performed in the David Abraham Auditorium on August 20–22.

Following auditions and casting at the end of last year, students have been working hard to learn songs, choreography and acting scenes as the cast works towards bringing the show to the stage.

It has been wonderful to see the cast developing their work across both principal roles and larger ensemble numbers. The contribution of our student choreographers Caio McDonald and Holly Callinan has been an important part of the process, with students leading rehearsals and working alongside staff to shape dances for a number of scenes. Rehearsals with the live band have also commenced, with students playing alongside music staff as they prepare to bring added energy and depth to the final performances.

With rehearsals progressing well across acting, singing, dance and music, Little Shop of Horrors is shaping up to be a rewarding production for students and audiences alike. Tickets are available now and can be booked at: www.trybooking.com/DOUU

Amped Up Rock Out 2026 Brings the House Down

Always a standout on the TKS calendar, Rock Out once again delivered an unforgettable night, showcasing the incredible musical talents of our students across both Junior and Senior Schools.

On Wednesday 1 April, our community came alive in The Quad as students, staff, families, and friends gathered for an evening packed with high-energy performances, great food, and a vibrant festival atmosphere. Local food trucks served up a delicious variety of options, adding to the excitement and making it a true celebration for all ages.

A major highlight of the night was the electrifying performance by the TKS Staff Band, who wowed the crowd with their energy, talent, and stage presence. Their set had the audience cheering, singing along, and truly captured the spirit of the evening – proving that the love of music is shared across our whole School community.

Rock Out is more than just a concert; it’s a celebration of connection. The evening also allowed us to thank our generous donors and dedicated volunteers for their ongoing support, which makes events like this possible.

With an incredible turnout and unforgettable performances, Rock Out 2026 was a huge success. We can’t wait to do it all again and continue celebrating the creativity and achievements of our students (and staff!) in the years to come.

Arts Generations in Jazz 2026

Students from our Stage Band, Senior Choir, and Jazz Combo travelled to Mount Gambier in May to participate in the renowned Generations in Jazz Festival.

The annual event brings together thousands of young musicians from across Australia and New Zealand to celebrate jazz, creativity, and performance. Throughout the festival, our students performed in the Stage Band, Jazz Combo, and Vocal Ensemble divisions, proudly showcasing their talent and hard work on a national stage.

Beyond performing, students attended concerts, workshops, and mentoring sessions led by professional musicians, gaining valuable musical and personal insights. The experience also provided opportunities to connect with students from other schools, support fellow performers, and immerse themselves in the vibrant festival atmosphere.

Students described the festival as inspiring, challenging, and unforgettable, highlighting the excitement of performing, the friendships formed, and memorable moments such as watching legendary band Tower of Power perform live.

Congratulations to all Stage Band, Senior Choir, and Jazz Combo students for representing The Knox School so proudly at Generations in Jazz 2026.

“Generations in Jazz was a unique and unforgettable experience that brought music and people together in the best way. The days were full-on and sometimes exhausting, but they were also fun, exciting, and completely worth it. What made Generations in Jazz especially meaningful was how it brought us closer together, even if we had never met each other before. By the end of the weekend, we had made new friendships and shared memories that made the whole experience truly special.”

– Quinn O’Connor, Year 8

Sport House Updates

Lawrence:

Being Lawrence House Captains has been one of the greatest privileges and most rewarding experiences of our school lives. Over the past few months, we have been on an incredible journey together, and we are so proud of everything our House community has achieved. From the small wins to the unforgettable moments, it has been amazing to witness the talent, determination, humour, and spirit that make Lawrence so special.

Getting to know students across every year level has shown us the true meaning of House pride. What makes Lawrence stand out is not only the fiery red spirit we proudly wear, but the way we constantly support and encourage one another through every challenge, competition, and celebration. Whether it’s hearing the unstoppable drums echo through the cheering at carnivals, encouraging friends during swimming and running events, laughing together during House activities, or listening to Kids Bop while playing games, there is always a sense of unity and belonging within our House.

Lawrence is more than just competition. We take pride in building each other up, celebrating one another’s achievements, and creating an environment where everyone feels included. Every student brings energy and enthusiasm that creates an atmosphere impossible to ignore, from our quirky chants to the confidence and passion shown at every event.

Being captains has also taught us the importance of teamwork, positivity, and leadership. We are incredibly grateful for the friendships, memories, and lessons that have come from this role, and we could not be prouder to represent such an amazing group of people.

To all Lawrence members, thank you for making our journey so meaningful. Your dedication and spirit inspire us every day, and we cannot wait to see where this fiery and innovative House goes next. We’re often asked what the atmosphere of Lawrence is like. To simply answer… we’ve got spirit… oh yes, we definitely do.

Arien Manuel & Leah Na

Flinders

Flinders has embarked on a spirited and strong pathway, with high levels of enthusiasm. Teamwork was prevalent across all House events. A major success that we faced involved winning the House Spirit Cup during House Athletics, reflecting the pride shared among the students throughout the day.

Additionally, Flinders demonstrated outstanding unity and commitment, with major participation in the House Athletics Sloth Competition and supporting team members on the sideline. In addition to Athletics, Flinders also displayed excellent involvement in both Swimming and other House activities. A key strength of Flinders involves the balance between friendly competition, as well as the cooperation between members of different Houses.

Joshua Hick & Mali Yao

Chisholm

The first half of the year has been an active period for Chisholm, defined not only by the participation but by a strong sense of pride and belonging. From our first event of the year, House Swimming, House spirit has been evident in the way our students have participated in all possible events.

This was rewarded by achieving first place in Spirit at House Swimming and an overall second place for the day’s events. Whether it be at the Athletics Carnival to our lunchtime chess tournament, the involvement of Chisholm students has been exemplary. Our overall results have been a testament to the dedication and resilience that the House has shown. What has stood out most, however, is the strong sense of cooperation and camaraderie that has developed across all year levels.

Through cheering each other on and providing support, new friendships have formed as students have undertaken leadership roles to assist the House in getting the best result. During moments of challenge, everyone has risen to the occasion and demonstrated perseverance and a positive attitude. It has been rewarding to see so many students step outside their comfort zone, contribute to events and immerse themselves in the vibrant community of Chisholm House.

As we move into the second half of the year, we are excited to build onto this momentum and continue to strengthen our House culture. The foundation that has been built, sets a strong tone for what is to come, and we look forward to continuing to grow, compete and celebrate together as a House.

Natalie Dauncey & Ryan Yu

Paterson

Paterson House has had a huge start to the year! From House Arts to Swimming, Athletics, basketball, chess, and badminton, Paterson has made its presence known. Usually before we are seen, we are heard. Drums. Chanting. More chanting. Our sea of green is hard to miss.

Paterson has proven itself as a strong sporting House, with many incredible performances and results throughout the semester including Swimming Carnival House Champions with an age group champion in every year level, and Athletics Carnival House Champions with another 4 age group champions. But what makes Paterson special is that we are far more than trophies. We are the people filling races at the last second, the students turning up at lunch activities to compete and to support. We have been loud, screaming ourselves hoarse on the sidelines, had the mascots running around in giant costumes, and the Year 7s on drums all day like it is their full-time job. Everyone coming together to create and support the community that is Paterson, that’s what makes people proud to be Paterson.

From engaging with our House Teams chats to collaborating on Flag decorating, we as House Captains have loved watching Paterson grow closer throughout the year. The House has become known for being competitive, passionate, welcoming, and a force to be reckoned with. We are incredibly proud of everything the Paterson has achieved so far, and even more excited for what is still to come. Paterson is only getting started! Aurelia Cabrera & Caio McDonald

The Falcon Squad

The new benchmark in student athlete development

Sport

What is the Falcon Squad?

The Falcon Squad is The Knox School’s advanced athlete development program for aspirational sporting students in Years 9 to 12 who meet high-performance selection criteria in the chosen sport.

The program provides insightful theory and experiences from a high-performance perspective. The Falcon Squad aims to develop well-rounded student-athletes that show potential, discipline and commitment to personal growth.

Our holistic approach includes:

Mind

Focuses on mental fitness, emotional regulation, resilience, and fostering a high-performance mindset for long-term success.

Body

Builds strength, conditioning, nutrition knowledge, recovery science, and promotes healthy lifestyle habits like sleep management.

Community Engagement

Encourages leadership, inclusion, teamwork, and social contribution to strengthen school and sports community bonds.

Integrity and Ethics

Prepares students to make ethical decisions, embrace sportsmanship, and maintain strong character under pressure.

By integrating performance science, wellbeing education and leadership development, the Falcon Squad is:

→ Reducing pressure on students with smarter scheduling

→ Aligning athletic pathways with academic success

→ Preparing young people for life beyond school

→ Building a culture of integrity and contribution

How it works:

→ Purpose-built sessions across the year

→ Workshop and guidance from leading industry professionals

→ Designed to minimise academic disruption

→ For identified student athletes achieving State Development level or higher, based on sport specific eligibility criteria

We are proud to support young people as learners, as athletes and as individuals.

Junior School Sport Wrap-Up Sport

The first half of 2026 has been vibrant and successful for Junior School sport, with students embracing every opportunity to participate, compete and support one another. From the pool to the cross-country course, our junior students have demonstrated outstanding enthusiasm, resilience and House spirit.

The year began with the Junior School House Swimming Carnival at the Harold Holt Swim Centre in Glen Iris on Friday 6 February. Students from Years 4–6 approached the day with tremendous energy and positivity, contributing to an outstanding 94% participation rate. The carnival showcased not only the strong swimming culture at TKS, but also the courage of students willing to challenge themselves in competition.

Congratulations to Chisholm House, crowned the 2026 House Swimming Champions after an excellent team performance. Across all Houses, students displayed wonderful encouragement and sportsmanship, creating an atmosphere filled with colour, cheering and genuine House pride. The event was further strengthened by the presence of our Year 11 House Captains, whose leadership and encouragement added to the excitement throughout the day.

Year 6 student Isaac Shao captured the energy of the carnival perfectly:

“The Carnival had an atmosphere like a hurried factory; the announcer, Mrs Knight, shouted through her microphone every few seconds reminding students to get ready for their race. Students swam as frantically as a fish escaping a shark. Moreover, there was A LOT of splashing!

Many students would have felt very anxious before the day, and probably wondered, ‘What if I lose? What if I forget how to swim?’ Miraculously, these concerns never came true, as they touched the wall and finished their races.”

Following the carnival, 12 Junior School swimmers proudly represented TKS at District Swimming at the Monash Aquatic Centre, competing strongly against other schools and continuing our proud sporting tradition.

Later in the term, House Spirit was once again on display at the Junior School House Cross Country on Friday 24 April. Held on campus under clear autumn skies, students from Years 2–6 embraced a day that celebrated determination, courage and community.

From the first race to the final event, students pushed themselves to achieve their best while encouraging classmates and House members around the course. A refreshed format featuring slightly longer distances provided an exciting and meaningful challenge for participants, with students responding enthusiastically to the new course.

Congratulations to Flinders House, who claimed the 2026 House Cross Country Championship in a closely contested finish. We also acknowledge our outstanding Age Level Champions:

→ Year 6: Aaron Qi and Amy Deng

→ Year 5: Ian Lin and Madi Grimshaw

→ Year 4: Chengyu Ge and Abigail Zhang

→ Year 3: Matt Liu and Zaya Talic

→ Year 2: Vanan Parande and Abisha Kishantha

These students, alongside other selected runners, have progressed to represent the School at District Cross Country later this term.

Reflecting on the event, Head of Junior School Mr Simon Cowell shared:

“We’re extremely proud of our students, not just for the effort they put in today, but also for the support they showed one another, the teamwork they displayed, and the enthusiasm they brought to the day.”

Across both carnivals, one theme has remained clear: Junior School sport at TKS continues to thrive because of the enthusiasm, participation and spirit of our students. Whether competing for House points, representing the School, or simply having the courage to give something a go, our students should be enormously proud of all they have achieved so far in 2026.

Sport Sport Report

The Knox School has enjoyed an outstanding start to the sporting year, with students demonstrating commitment, resilience and strong school spirit across carnivals, competitions and development programs. Across Terms 1 and 2, students embraced a wide range of opportunities and represented the School with pride in both EISM and specialist sporting programs.

Nathan Bower Senior Head of Sport Strategy, Programs & Pathways

EISM Weekly Sport

EISM Weekly Sport commenced in Week 2 of Term 1 for Senior and Year 8/9 students, with Year 7 students beginning their inaugural EISM season in Week 8. Participation and engagement across all year levels have been extremely pleasing, with students consistently demonstrating teamwork, determination and sportsmanship.

Season 1 proved highly successful, with numerous teams progressing through to finals competition.

Senior School Success

TKS reached Grand Finals in:

→ Boys Softball (Stream 1)

→ Girls Softball (Stream 1)

→ Boys Table Tennis (Stream 1)

→ Girls Table Tennis (Stream 1)

→ Boys Table Tennis Blue (Stream 2)

These results reflect the depth of talent and commitment within the Senior School sporting program.

Year 7 Achievements

The Year 7 cohort completed their first EISM season with enthusiasm and maturity. A highlight was the Girls Badminton team progressing to the Grand Final — an exceptional achievement in their first year of interschool sport.

Season 2 commenced late in Term 2, with students participating enthusiastically in trials, team selections and the opening rounds of competition across all year levels.

Year 8/9 Highlights

Basketball was a standout, with both the Boys A and Boys B teams qualifying for Grand Finals. The Boys A team capped off an excellent season by securing the Premiership. The Girls Basketball B team also reached the Grand Final, showcasing impressive development and teamwork throughout the season.

EISM Division 3 Swimming Carnival

TKS sent a strong and enthusiastic team of 45 students to the EISM Division 3 Swimming Carnival at MSAC in March. Students delivered a number of outstanding performances, with event winners including:

→ Aaron Guan (Under 14 Boys): 50m Freestyle, Backstroke, Breaststroke and Butterfly

→ Laura Paproth (Under 14 Girls): 50m Freestyle, Breaststroke and Butterfly

→ Sofea Ahmad Taufiq (Under 15 Girls): 50m Freestyle and Backstroke

→ Cathy Cai (Under 16 Girls): 50m Freestyle, Backstroke, Breaststroke and Butterfly

→ Aleisha Cormick (Open Girls): 50m Breaststroke

TKS also achieved success in several relay events, including:

→ Under 14 Girls Medley

→ Under 15 Boys Medley

→ Under 16 Girls Medley

→ Open Boys Freestyle

→ 5x50m Boys Multiyear Freestyle

These performances contributed to TKS winning the Under 14 Girls, Under 16 Girls and Open Boys age group titles, while finishing second overall in Division 3. Students represented the School exceptionally well both in performance and behaviour throughout the Carnival.

House

Athletics Carnival

Following its postponement due to inclement weather in Term 1, the House Athletics Carnival was successfully conducted early in Term 2. Students participated enthusiastically across all track and field events, contributing valuable points for their Houses.

Paterson House emerged victorious overall, with strong and consistent performances across all age groups. Results from the carnival informed selection for the TKS Athletics Team competing at the EISM Division 2 Athletics Carnival.

EISM Division 2 Athletics Carnival

The Division 2 EISM Athletics Carnival was held at Lakeside Stadium on Tuesday 19 May. Despite the absence of the Year 9 cohort attending the Arnhem Land camp, the TKS team competed with determination and unity, successfully retaining the School’s Division 2 status for 2027.

→ Outstanding individual performances included:

→ Jackson Chandra: Open Boys 110m Hurdles, 100m and 200m

→ Amelia Carnell: Open Girls Triple Jump

→ Aleisha Cormick: Open Girls Hurdles, 100m (B) and High Jump

→ Samaaya Gunasekera: U15 Girls Hurdles, 100m and 200m

→ Ady Singh: U13 Boys Discus

→ Xavier Fraser: Open Boys 400m

→ Sasith Chandresena: U13 Boys 100m (C)

→ Leah Hibbert: U15 Girls 100m (B) and 200m (B)

→ Nico Wilkeson: 100m (C) and Long Jump

→ Alexandra Ivanoff: U13 Girls 800m

The Open Boys team achieved an outstanding result, finishing equal first in their age group.

Basketball Academy Program

Throughout Term 1, Knox Raiders NBL1 Assistant Coach Hayden Morris delivered an outstanding Basketball Academy Program for students from Year 4 onwards. Conducted on Friday mornings, sessions focused on technical and tactical development while providing valuable insight into elite representative basketball.

Students demonstrated noticeable improvement throughout the program, while TKS Basketball coaches also benefited from observing Hayden’s coaching methods and strategies.

Additional lunchtime training sessions were also provided for Year 8/9 and Senior Boys and Girls Basketball A teams, enabling teams to further develop game structures and basketball IQ ahead of competition.

Volleyball Victoria One-Day Series

TKS entered Boys and Girls teams in Years 9, 10 and 11 into the Volleyball Victoria One-Day Series for schools across Melbourne’s south-east. Accredited Volleyball Victoria coaches delivered lunchtime training sessions throughout Term 1 and supported the selection of teams and playing positions.

Although none of the teams progressed to finals, the experience proved invaluable for students competing against high-level opposition. The significant student interest in volleyball has encouraged the Sport Department to explore further specialist coaching and additional competition opportunities later in the year.

Rise Health Strength & Conditioning

Rise Health continues to deliver Strength & Conditioning sessions for Senior School students every Monday, Wednesday and Friday morning in the weights room.

Accredited staff guide students through fundamental movement patterns, strength development and athletic performance training, including plyometrics, acceleration, deceleration and agility work. The sessions remain free of charge and continue to attract strong participation from aspiring student-athletes.

Falcon Squad Athlete Development Program

The Knox School’s Falcon Squad Athlete Development Program continues to support high-performing and aspirational studentathletes competing at State and National levels.

The program focuses on educating students about the holistic demands of elite performance, combining physical preparation with wellbeing, recovery and mindset development.

Term 1 sessions included:

→ A Screentime, Sleep and Recovery presentation delivered by Rise Health

→ An interactive “Recover Right” session delivered by St Kilda Football Club

Students also visited St Kilda Football Club facilities, where they trialled recovery methods including Normatec Recovery Boots, infrared sauna and ice baths, while learning the science underpinning elite recovery practices.

Term 2 sessions shifted focus toward mental performance, including presentations exploring:

→ Mental fitness

→ Elite performance mindset

→ Resilience

→ The Five Ways to Wellbeing

Looking Ahead

The first half of the year has showcased the enthusiasm, talent and resilience of TKS students across a wide variety of sports and programs. The Sport Department looks forward to building on this momentum throughout the remainder of the year and continuing to provide students with meaningful opportunities to grow, compete and thrive through sport.

Embracing Lifelong Learning:

Building information fluency in our School Library

In today’s world, information is everywhere. From books and articles to websites and social media, students are constantly surrounded by new ideas and perspectives. While this abundance of information is exciting, it can also be overwhelming. Knowing how to find, understand, and evaluate information is a vital skill. A skill that supports not only academic success but also confident, informed participation in everyday life.

At the heart of developing these abilities is our TKS Library.

More than just a place for books, the Library is a dynamic learning hub where students begin to build the skills, they need to become thoughtful, independent learners. Through a wide range of quality resources and guided support, the Library helps students develop information fluency - the ability to navigate information with confidence and purpose.

The Research Process: A Cycle of Discovery

One of the ways students develop information fluency is by learning the research process. Introduced in the Junior School and built upon each year, this process encourages students to approach learning as a journey of discovery.

Rather than simply finding facts, students learn to:

→ Define their topic clearly

→ Gather information from a range of reliable sources

→ Organise and analyse what they find

→ Evaluate the quality and relevance of sources

→ Present their findings in meaningful ways

This structured approach helps students become more confident and capable researchers. Importantly, it also teaches them that research is not a straight line, but a cycle.

Link Reading: Making Meaningful Connections

With so much learning happening online, students need more than just basic reading skills. Students need to know how to read digitally. This is where link reading comes in.

Link reading is the ability to navigate between different online sources with purpose. Instead of clicking aimlessly, students learn to:

→ Follow links that add value to their research

→ Compare ideas across different websites

→ Recognise when information is relevant (or not)

By practicing link reading, students become more strategic and efficient when working online, ensuring that each step in their research supports their learning goals.

Building Connections Through Note-Taking

Good research is not just about gathering information, it is about making sense of it. In the Library, students are encouraged to develop simple and effective note-taking strategies that help them keep track of ideas and connections.

By recording how different sources relate to each other, students begin to build a “web” of understanding. This helps them:

→ See patterns and relationships between ideas

→ Stay organised throughout their research

→ Develop their own insights rather than simply copying information

These skills are essential not only for School projects but for any situation where thoughtful decision-making is required.

Supporting Lifelong Learning

Our Library plays a central role in nurturing these skills. Through curated collections, both print and digital, and a dedicated Nest Library page that guides students through the research process, we ensure that learners have access to accurate, high-quality information.

More importantly, the Library provides a supportive environment where students are encouraged to ask questions, explore ideas, and develop curiosity. It is a space where learning is guided, but also self-driven.

Preparing Students for the Future

By developing information fluency skills, students gain much more than academic success. They learn how to think critically, question what they read, and make informed choices, skills that will serve them well throughout their lives.

In a world where information is constantly changing, the ability to navigate it with confidence is one of the most valuable tools a young person can have. Through the ongoing support of our School Library, we are proud to help students become not just learners, but thoughtful and discerning users of information.

Building Community, Culture, and Curiosity:

International Students at our TKS

At The Knox School, international students form a vibrant and close-knit community grounded in our core values of Achievement, Care & Empathy, Resilience, Respect, and Responsibility. These values are reflected daily in the way students support one another, engage with their learning, and contribute to a welcoming and inclusive school culture.

A strong sense of responsibility and care is evident in the way students look out for one another, particularly as they adapt to studying and living in a new country. This is further strengthened through regular fortnightly “Cafe Meetups”, where students come together in an informal setting to connect, share experiences, and build friendships. These gatherings foster empathy, encourage respectful dialogue, and provide a consistent space for students to feel supported and included.

Alongside their academic focus on achievement and growth, international students also participate in enriching excursions designed to deepen their understanding of their new home, Australia. These experiences extend learning beyond the classroom while building resilience and independence in unfamiliar environments.

This semester, senior international students took part in a full-day excursion combining wildlife, nature, and cultural experiences. The day began at Healesville Sanctuary, where students were able to observe native Australian animals in a natural bushland setting. For many, it was their first opportunity to see kangaroos up close, alongside other wildlife such as dingoes, which proved to be a memorable highlight.

The excursion concluded at the Yarra Valley Chocolaterie, where students enjoyed panoramic views of the valley before taking part in a shared social experience. From ice cream on the hillside to a friendly rolling competition, the afternoon combined enjoyment with connection. Students then sampled a variety of handcrafted chocolates before creating their own Rocky Road using a wide selection of ingredients, demonstrating creativity, collaboration, and enthusiasm.

These experiences reflect the School’s commitment to a values-driven approach where Achievement is supported through meaningful learning opportunities, Care & Empathy are strengthened through community, Resilience is developed through new experiences, and Respect and Responsibility guide how students engage with each other and their environment.

Natasha Tereshchenko International Program Coordinator

Welcome to the Team

Rebecca Cooke Head of Curriculum Mechanics

We are delighted to welcome Rebecca Cooke to The Knox School as our new Head of Curriculum Mechanics, bringing a wealth of expertise, strategic insight and collaborative leadership to our Senior School.

The Head of Curriculum Mechanics plays a pivotal role at The Knox School, ensuring the engine of learning runs with clarity, purpose and momentum. This position sits at the heart of our teaching and learning program, connecting curriculum design, assessment, reporting and data-informed improvement so that every element works together to support innovative, relevant and student-centred outcomes. It is a futurefocused role that is both rigorous in its standards and deeply aligned with our strategic vision for learning.

In her role, Rebecca will focus on supporting consistency and quality in teaching and learning across the School. A key priority will be working closely with teams to align curriculum both vertically and horizontally, ensuring clear, coherent and well-mapped pathways for students as they progress through to VCE subjects.

Another important aspect of the role involves partnering with Heads of Department to strengthen and streamline curriculum processes, reduce teacher workload where possible, and promote the sharing of best practice and resources across faculties. Through this collaborative approach, the aim is to enhance efficiency while also enriching the quality of teaching and learning experiences.

Ultimately, Rebecca’s commitment to supporting teachers, strengthening professional practice, and designing learning that is authentic and personalised aligns strongly with the direction of The Knox School. We look forward to the positive impact of Rebecca’s leadership and the opportunities it will create for staff and students alike as we continue to grow and refine our learning programs.

Welcome aboard, Rebecca.

Awards

Celebrating Excellence in Innovation Australian Education Awards 2026

We are proud to share some exciting news with our School community. Our Futures Hub has been recognised nationally, with The Knox School named an Excellence Awardee in the prestigious Australian Education Awards 2026 for Innovation in Learning Environment Design.

This recognition celebrates schools leading the way in creating engaging, future-focused learning environments that empower students to thrive. The award acknowledges our dedication, creativity and vision in designing spaces that foster collaboration, innovation, wellbeing and authentic real-world learning experiences.

At the heart of this achievement is the Futures Hub, a dynamic and flexible learning ecosystem, intentionally designed to reflect the school’s untraditional pedagogical approach. The precinct reimagines how physical space can support student agency, creativity and collaboration while connecting learning to real-world contexts.

The Futures Hub includes interconnected learning studios with operable walls and adaptable furniture, allowing students to shape the environment to suit their learning needs. These highly agile spaces support transdisciplinary learning, design thinking, project-based learning, while also transforming into exhibition spaces where students can showcase projects and products to authentic community audiences.

A dedicated co-working innovation space mirrors contemporary professional environments, enabling students to engage in entrepreneurial ventures, idea pitching and collaboration with alumni, start-up founders and experts-in-residence.

The Communications Lab adds another dimension to the precinct, supporting modern language learning through immersive technologies, including virtual reality, and enabling students to collaborate with local and international partners in authentic global projects.

The Futures Hub was developed through extensive consultation with students, staff, parents and industry partners to ensure the spaces reflected the evolving needs of contemporary learners. Since opening, feedback from students and teachers has highlighted increased engagement, collaboration, creativity and ownership of learning, with students actively adapting spaces to support brainstorming, prototyping, teamwork and focused inquiry.

This national recognition reflects our ongoing commitment to creating innovative learning environments that prepare students with the mindset, capabilities and confidence to shape the future, not tomorrow, but now.

We thank our teachers, students and wider community for their continued support and contribution to this outstanding achievement.

2025 VCE Results

6 students received an ATAR of 99+

ATAR Percentages:

64 Study Scores of 40+ across 21 subjects

DUX RESULT

The Knox School has been the place of some of my fondest memories Not only have I developed many skills at this school, but I have learnt many lessons that have helped me become a better person I am so grateful for the people who I have met and the strong bonds I have created at TKS.

Linda He 2025 Academic Prefect

99.7

As a school community, we take immense pride in the holistic development of our students – an approach that transcends academics to nurture character, resilience and a sense of belonging.

By fully embracing their time at TKS, our 2025 graduates built a strong foundation upon which they can continue to excel in their chosen pathways.

Our 2025 students pursued a wide range of industries and subject areas, showcasing their diverse talents and aspirations. From Medical Science to Law, Information Technology to Design, Sport to Education, Economics to Engineering, TKS students are preparing to make a lasting impact on the world in many different fields. Their achievements are a clear indication of the bright futures ahead of them.

Our Careers Development Practitioner, Jacky Burton, commented: “It’s a privilege to work with our students as they explore possibilities and shape their futures. Each journey is unique, but what stands out is their growing confidence and clarity. They are stepping forward ready to turn ambition into action in many different ways.”

Happily, our 2025 graduates, now 2026 Falconians, continue to contribute to our innovative approach to learning and teaching with many of them returning as Falconian Tutors, a program that continues for our VCE students in 2026. We look forward to seeing how they continue to excel and make the world a better place.

The Journey We Share

Beth Higgs Community Engagement Lead

A school journey is made up of many moments - some big, some small, but all meaningful in their own way. It is a journey of growth, connection, discovery, and community, and throughout this Semester we have seen those moments come to life across our school in so many different ways.

For many families, the journey begins with stepping onto campus for the very first time. Our Year 7 Welcome Event offered parents an opportunity to connect, ask questions, and begin building relationships that will support their family through the years ahead. During our Year 8–10 Parent Welcome Night, we saw those connections continue to grow as families gathered together, strengthening the sense of belonging that sits at the heart of our community.

That same spirit of connection was also beautifully reflected at our Mother’s Day Community Morning, where mothers, grandmothers and special friends were warmly welcomed to campus for a morning of celebration and togetherness. The Community Café was filled with conversation, laughter and appreciation as families gathered to enjoy live music performances, shared activities and meaningful moments together. From handwritten messages on the Mother’s Day board to photos captured at the Polaroid booth, the morning celebrated the important role these individuals play in the journeys of our young people.

Throughout the Semester, we have also celebrated the journeys of our students as they discover passions, build confidence, and share their talents with others. Rock Out was a wonderful example of this, bringing together students, staff, families, alumni and the wider community through music and performance. Events like these remind us that schools are about far more than academics - they are places where young people are encouraged to explore their interests, find their voice, and grow through experience.

Our International Women’s Day celebration provided another powerful reflection on journey and growth. It was a privilege to welcome back alumni speaker Jess Carter, Class of 2006, who shared her personal and professional experiences with honesty and warmth. Hearing alumni reflect on the paths they have taken beyond school is always incredibly meaningful for our students, reminding them that every journey looks different and that growth often comes through challenge, resilience, and courage.

Community is also reflected in the way we come together to support others. So far this year we have partnered with the Good Friday Appeal and McGrath Foundation to raise funds for their important causes. Whether through participation, volunteering, or the simple act of raising awareness, these actions show the impact a connected community can have beyond our School gates.

One of the highlights of the Semester was the introduction of our inaugural Alumni Careers & Connections Evening. The event provided an opportunity for Falconians from across all year levels and industries to reconnect with the School and fellow alumni, expanding their personal and professional networks. It was wonderful to see conversations flowing, professional connections forming, and alumni sharing insights, advice and experiences as they built new connections. We are looking forward to hosting more events such as this in the future.

That spirit of connection has also continued through our Alumni Spotlight Series, which commenced late last year across our dedicated alumni social media channels. Each feature provides an opportunity to celebrate the diverse pathways our alumni have taken since graduation - from the Defence Force, Science, Engineering and Health, to Law, Media, Sport and beyond. These stories not only celebrate achievement but also highlight the many different directions a journey can take, reminding our current students that success is not defined by a single pathway, but by growth, passion, resilience and purpose.

At every stage, journeys are shaped by the people around us. As a community, we are fortunate to walk alongside one another through these moments - celebrating achievements, supporting challenges, and recognising that every individual journey contributes to the story of our School.

Because while no two journeys are ever the same, together they help shape the vibrant, connected and caring community we are proud to be part of.

International Women’s Day 2026

Balancing the Scales

On Tuesday 10 March 2026, The Knox School community attended a special whole-School assembly to recognise International Women’s Day (IWD), bringing together students from Year 2 to 12.

International Women’s Day was officially observed on Sunday 8 March, with this year’s theme announced by UN Women Australia: “Balance the Scales.” The theme highlights the importance of justice, equality and systemic reform so that women and girls everywhere can live safely, be heard and shape their own futures.

The assembly was led by our 2026 Wellbeing Prefects, Olivia Nugent and Hasi Jayawickrema, who reflected on the significance of the theme. They reminded students and staff that although many advances have been made, women and girls across Australia and the world continue to face barriers such as discriminatory laws and policies, gender-based violence and unequal opportunities.

“Balancing the scales isn’t about giving anyone an advantage,” they shared. “It’s about ensuring dignity, safety and fairness for all.”

They also connected the theme to TKS’s core values of Respect, Care and Empathy, and Responsibility, encouraging the community to recognise the dignity of every person, listen to the experiences of others, and actively contribute to a fair and inclusive school culture.

“Today is not only a celebration of the achievements of women and girls, but also a moment to reflect on the role each of us plays in ensuring justice, respect and equality.”

Community Engagement

Inspiring Words from TKS Alumna Jessica Carter

A highlight of the Assembly was the return of TKS alumna Jessica Carter, an award-winning entrepreneur, mindset mentor and founder of The Women’s Blueprint. Jessica is also a long-time advocate for women working in the construction industry.

Speaking to students and staff, Jessica reflected on her childhood and how curiosity shaped her path. She shared the story of a little girl who spent afternoons playing indoor cricket, following her brother and his friends, often coming home covered in mud. People sometimes wondered where she fit in – was she sporty, creative, one of the boys, or a “girly girl”? That little girl, she revealed, was herself.

“For a while I thought I might have to decide,” she said. “But I didn’t. I just kept following what was important to me and what interested me.”

Jessica described discovering her own “superpower” –curiosity.

“It’s not being the best, the loudest or the most popular,” she explained. “My superpower was curiosity. When you’re curious, you don’t have to be fearless. You just have to be willing to try and be a little bit brave.”

Curiosity guided Jessica through university and into her first job in the construction industry, where she was often the only woman in the room. While there were moments she questioned whether she belonged, she realised she didn’t have to change who she was to succeed.

“I didn’t have to stop being who I was to work in those spaces,” she said. “I could be capable, add value and still be completely myself. Being a woman wasn’t something to hide, it was part of my strength.”

Jessica also spoke about overcoming self-doubt and reframing the question many people ask themselves when facing new opportunities.

“Instead of asking ‘Who am I to do that?’ I started asking ‘Who am I not to?’” she explained.

Her message encouraged students to follow their interests, support others and be open to trying new things.

“The world doesn’t need more people who fit neatly into boxes,” she said. “It needs people who are curious enough to step outside of them.”

School Captains Danu Liyanage and Jackson Chandra

concluded the assembly by thanking Jessica for sharing her story and reminding the community that strength can take many forms.

“Thank you for your honesty and for reminding us that strength doesn’t have to look one particular way,” they said.

“You can love muddy boots AND painted nails.”

They reflected on the power of curiosity as a force for change.

“Curiosity is not a small thing. It’s not soft. It’s not accidental. It is brave. It is active. It allows us to step into spaces that weren’t designed with us in mind and reshape them anyway.”

Following the assembly, Media and Marketing Prefects Sonali Budhiraja and Liyara De Silva reflected:

“International Women’s Day gave us the chance to reflect on the women who inspire us in our own lives.

For many students, these inspirations include mothers, grandmothers, teachers, coaches, and friends who show resilience, kindness, leadership, and determination every day. Their examples remind us that inspiration often comes from the people closest to us.

At TKS, we are proud to celebrate the achievements and voices of girls and women in our community. Events like this assembly help highlight the importance of respect, equality, and support for one another. By recognising the contributions of women and encouraging every student to pursue their passions, we continue to build a community where everyone’s potential is valued.”

As we celebrate International Women’s Day this year, the theme “Balance the Scales” reminds us that creating a fairer world requires ongoing effort, courage and collective action.

The Knox School is proud to be part of this important conversation and to honour the contributions of women like Jessica Carter, whose experiences and leadership inspire the next generation to challenge barriers, pursue their passions and support one another.

From Student to Design Leader TKS Alumna Donna Kirkwood Returns to Inspire

We were delighted to welcome TKS Alumna, Donna Kirkwood (Class of 1994), back to campus during Term 2, where she delivered an engaging and interactive workshop for some of our Art and Design students.

Titled Personal Branding & the ‘Copycat Syndrome’, the session encouraged students to reflect on their identity as emerging creatives and consider how to stand out in an increasingly competitive field. Through a hands-on activity, students were challenged to “rebrand” themselves as a fast-moving consumer good, prompting them to think critically about how they present their ideas, skills, and individuality for future study and careers.

Donna’s visit was particularly meaningful. Proudly wearing her Year 12 and Lawrence House badges, she reflected on her own journey since leaving TKS 32 years ago with what she described as “big dreams” and a simple ambition: “To be a Graphic Designer, to succeed in whatever I do, to make the most out of life.”

Revisiting her 1994 yearbook during the visit, Donna shared how powerful it was to realise that the dream she held as a student had become her reality. Now a leader in Design and

Education, her story provided students with a tangible example of how early aspirations can shape future success.

Donna spoke warmly about the role her teachers played in nurturing her creativity, curiosity, and confidence, emphasising how important it is for students to recognise their own potential. Her reflections echoed the enduring impact of the school’s values, reminding students that “Knowledge, Skills and Character” is more than a motto – it is a foundation for growth.

Now the Head of Art, Design & Communication at LCI Melbourne, Donna is widely respected for her creative expertise and her ability to deliver outstanding results. Since beginning her teaching career there in 2009, she has mentored many aspiring designers, including a 2016 final-year cohort shortlisted in the prestigious Big Idea International Advertising Association competition.

During the workshop, Donna encouraged students to move beyond “Copycat Syndrome” and embrace originality. While inspiration is important, she emphasised that authenticity, confidence, and a strong personal voice are what truly set creatives apart.

We sincerely thank Donna for generously giving her time to return to campus and inspire our students. Her journey is a powerful reminder that the dreams formed at school can, with passion and perseverance, become reality.

Morgan Stevens, Class of 2014

I commenced at The Knox School in Year 7, spending six wonderful years before graduating Year 12 in 2014. Throughout this time, I was privileged to experience a wide range of opportunities that have had a lasting impact.

My favourite memories at School include being part of the Senior School production of ‘A Midsummer Night’s Dream’ in Year 11, and ‘Footloose’ in Year 12. Being part of both productions are still some of my proudest achievements and taught me how the best personal growth arises from stepping out of your comfort zone.

I am so grateful for the education I received at TKS, especially the support of some of the most outstanding teachers who are still teaching at the School today, Ms Kenny, Ms Vanderpol and Ms Matheson. I also reflect with deep appreciation for Jacky Burton, whose thoughtful guidance and encouragement played a significant role in identifying a pathway that was the perfect fit for me.

After finishing at TKS, I went on to complete a Bachelor of Business majoring in Accounting, Banking & Finance at Monash University. I absolutely loved University and made the most of every opportunity. This included representing the Monash Business School at the United Nations in New York City, going on an international study trip around Europe and being awarded the inaugural Future Global Leaders Award for the Monash Business School.

Once I completed University, I was accepted into the graduate program at Grant Thornton, where I began my career as an Audit Associate. Starting my career at Grant Thornton gave me a great foundation for my professional career, and is where I met my now husband, Tom. After three years in Audit, I was fortunate to secure a role at the Western Bulldogs, combining my passion for finance with my love of AFL football. I have now been working at the Dogs for five years, progressing through a number of roles, and currently serve as Head of Finance, where I am responsible for overseeing the Club’s financial performance and operations.

On a personal note, I met my husband Tom in 2018. We purchased our first home in the Geelong region in 2021, and later that year welcomed our Golden Retriever, Max, who is almost five and brings so much joy to our lives. In 2024, Tom and I were married at Polperro Winery in Red Hill, celebrating with our family and friends, including a few of my TKS classmates.

My time at TKS played a significant role in shaping who I am today, and I will always look back on those years with a deep sense of appreciation.

Aimee Macauley & Benjamin Edrich, Class of 2018

After 10 years together, filled with travel, settling into their careers in construction and teaching, buying their first home and getting a dog, Aimee and Benjamin (Class of 2018) are feeling incredibly lucky after welcoming their baby girl, Elyse, on St Patrick’s Day this year.

Alumni

Mikaela Hammond (Starr), Class of 2018

In 2019, I moved to the United States on a diving scholarship to compete in the NCAA, where I met my husband, Cade, who was a member of the same team.

After training and spending significant time together, our relationship developed. During our time on the team, we even shared the experience of winning multiple conference and national titles side by side.

During the COVID-19 pandemic, travel restrictions and the Melbourne shutdown prevented me from returning home, and Cade’s family generously welcomed me to stay with them. This allowed me to build a close relationship with his family during that time.

In 2022, Cade visited Australia to meet my family. Following our graduation, he proposed in New York while my parents were visiting. I later moved to Florida to pursue my master’s degree, and during that time, we eloped and began the immigration process. I received my permanent resident card shortly after and knew I wanted to have a big wedding celebration.

We later celebrated our marriage with a formal wedding at Werribee Mansion on January 23, 2026. We were grateful to be surrounded by both of our families, marking an important milestone in our journey together. Our wedding party was even mostly comprised of our close friends from the US who travelled all the way to celebrate with us.

We continue to reside in Florida, where we are building our life together.

Jessie Zeug, Class of 2011

I graduated from The Knox School in 2011 and, after several years travelling and working overseas, returned home to complete a business degree followed by a Master of Teaching.

Now working as a teacher myself, I often reflect fondly on my time at The Knox School and the teachers who played a role in shaping my journey.

In 2018, I met my husband Aaron, and we were married in 2024. Earlier this year, we welcomed our beautiful daughter, Darcie, into the world. Even at just a few months old, she already has such a big personality, and we are so excited to see where life takes her.

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

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

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