2020 Gazette by thekingsschool_official

Gazette January 2020

2020 Tour Dates Senior School Tours Friday, 7 February 9.30am – 11.30am Tuesday, 3 March 9.30am – 11.30am Tuesday, 31 March 9.30am – 11.30am Friday, 8 May 9.30am – 11.30am Tuesday, 2 June 9.30am – 11.30am Thursday, 25 June 9.30am – 11.30am Tuesday, 28 July 9.30am – 11.30am Tuesday, 18 August 9.30am – 11.30am Tuesday, 8 September 9.30am – 11.30am Friday, 16 October 9.30am – 11.30am Tuesday, 10 November 6.00pm – 8.00pm Thursday, 26 November 9.30am – 11.30am

Preparatory School Tours Tuesday, 18 February 9.30am – 11.30am Saturday, 7 March 9.30am – 11.30am Friday, 3 April 9.30am – 11.30am Friday, 22 May 9.30am – 11.30am Tuesday, 16 June 9.30am – 11.30am Saturday, 1 August 9.30am – 11.30am Friday, 21 August 9.30am – 11.30am Friday, 16 October 9.30am – 11.30am Friday, 13 November 9.30am – 11.30am Preparatory Year 5 Evening Wednesday, 18 March 6.00pm

Tudor House Tours Wednesday, 18 March 9.30am – 11.30am Wednesday, 6 May 9.30am – 11.30am Saturday, 30 May 9.30am – 11.30am Wednesday, 12 August 9.30am – 11.30am Wednesday, 28 October 9.30am – 11.30am

For more information and to register to attend, please visit www.kings.edu.au or www.tudorhouse.nsw.edu.au

Gazette January 2020

Contents Welcome from the Headmaster

Rupert Douglass School Captain 2020

Welcome from the Deputy Headmaster and Head of Senior School

Leadership at King’s in 2020

Excellence Outside of the Curriculum

A Bright Future as VOW joins The Future Project

A Scientist in the Making

Write A Book

Laying Foundations for the Future

VET Program at King’s

NBEC Conference

Demonstrating Gratitude – Violet Macansh Scholarship

Achieving Beyond the Gates

Leadership Through Cadets

Community Outreach Service Program

Year 12 HSC Industrial Arts Showcase

Year 12 HSC Visual Arts Showcase

Chess Success

Champion of Champions

Taking Risks to Grow – Welcome from the Head of the Preparatory School

PYP Learning

King’s Fest

Music at the Preparatory School

Japan Tour

It Takes a Village – Welcome from Head of School, The King’s School, Tudor House

Tudorfest

Paddock to Plate

Light Horse

Helping Our Rural Families – Drought Support Trip 2019

An Important Era in Our Community – The Harrisford Group

State of the Modern Old Boys’ Union

100 Years Back in Time

Births, Engagements, Marriages and Deaths

Gazette January 2020

Welcome

From Tony George, Headmaster Are leaders born or made? Or do they simply have leadership thrust upon them? It was Shakespeare in Twelfth Night who observed through the character Malvolio, “Some are born great, some achieve greatness, and some have greatness thrust upon ‘em.” The substance of this quote has since been channelled through a plethora of leadership quotes, from Theodore Roosevelt to Harry Potter, whether it be greatness, power or leadership.

The distinction between whether or not human qualities, such as leadership or character or musical prowess, can be attributed to nature or nurture (or both) has been of perennial debate. While there is no doubt that natural ability and talent provides a distinct advantage, it is the context of nurture that brings natural abilities and talents from potential to realisation. Further, we ought not underestimate the significant influence that nurture can bring to seemingly limited natural abilities and talents. Our mission statement describes The King’s School as a Christian community that seeks to make an outstanding impact for the good of society through its students, and by the quality of its teaching and leadership in education. This mission statement is the basis of our distinctives of Global Thought Leadership, Academic Excellence, Character Development and Christian Community. Global Thought Leadership is how we have been talking with our students about our understanding of leadership at The King’s School. First, our context for leadership is a global context. Our graduates will live their lives this century in an increasingly global context. Transportation and telecommunications have made the world closer and more connected. Our School demographics reflect the global

Gazette January 2020

I believe that character is more “caught” than “taught”, and it is primarily in the context of adversity that we develop character. demographics of Sydney as Australia’s leading global city. Our families and students come from all over the world and will live and work all over the world. Consequently, The King’s School is no longer just an Australian school, but an Australian school of global significance and reach. While The King’s School continues to strengthen and enjoy its uniquely regional history and identity through our regional families and their children, increasingly it is these families who are all the more aware and connected with the global markets of this global century. Second, whatever else we might say about leadership, it is fundamentally concerned with decision making. I often say to our students that leadership begins with leading your own thought world. The ideas we have and the decisions we make are the basis of leadership. And, while we may not all lead all of the time, we all follow and will all lead some of the time – whether at School or as parents, community or business leaders. Good leaders know what it means to be a good follower, and whether we are leading others or following others, good leadership requires critical thinking. Followers who do not think for themselves, follow blindly. Leaders who do not think critically can become deluded and resort to coercion. Good leaders lead because they enthuse, inspire and persuade. Good followers follow because they are enthused, inspired and persuaded. Certainly, leadership is enhanced with a whole range of personal qualities and attributes, but at the heart of good leadership is good ideas and good decision making. Thought leadership requires a certain quality of mind, what we commonly refer to as academic excellence. This is not to say that only the top 5 or 10 percent of our students will be leaders. Rather, it is to say that every one of us should strive to be the best we can be academically, that we should all strive to attain the knowledge and skills necessary for good decision making. With so much opinion being presented in the media and news as fact, we need our students to be critical and discerning in what they understand to be true and meaningful. It is important that we do not limit our understanding of leadership to what leaders do, but think of leadership as an iterative relationship between leaders and followers as we discuss, explore, consider, make and support decisions as a community. Sometimes, leaders need to step in and make a decision for others, invariably in

times of crisis or disagreement. However, this should be rare as communities that consistently rely on a single leader making decisions all the time are often unhealthy and vulnerable to despotism. In general, healthy communities are those that have a shared sense of purpose and direction, that exhibit healthy debate and discernment, and consistently make and support distributed decision making. Thought leadership benefits from a certain quality of person, what we commonly refer to as character development. In many respects this is the core distinctive of The King’s School. If we think of knowledge and skills as making up the various “tools” of our thought “toolbox”, then it is the character of our students that directs the use of these tools. The character of our students is summed up in our School’s values of humility, honesty, respect, responsibility, integrity, compassion and excellence. There are many more values that we could add to this list that describe the character of our students, but these are those that we have chosen to exemplify the character of a Kingsman. Significantly, the starting point is humility, for it is from a position of humility that we are able to be honest with ourselves and each other, that we are then able to truly respect one another and step up to take responsibility as individuals and as a community. Humility drives out arrogance and hubris, and positions us as genuinely able and willing to serve others. There is no doubt that character of this kind engenders trust in one another, and trust is critical for good and effective decision making, for leadership. Taking responsibility in turn gives rise to personal and organisational integrity that encourages both compassion and excellence. I believe that character is more “caught” than “taught”, and it is primarily in the context of adversity that we develop character. It is when we are challenged on the sporting field, or in the outdoors, or on the stage, that character is formed. For it is in these contexts that we have to face our limitations and failures and push through them for the betterment of others. It is when we see others depending on us that we step up to the challenge, and it is when we let them down that we seek their forgiveness and restoration. In some respects, it is not so much that leaders are natural achievers, but that they are natural failures who have learned and strive to achieve despite and

through their failure. It is important that our students have opportunities to develop character by failing fast, failing well and failing often. The School’s extra and co-curricular offerings are ideal contexts for failing… and succeeding, for developing character that is grounded in humility and exemplified in honesty, respect, responsibility, integrity, compassion and excellence. Finally, thought leadership depends on the Christian community of The King’s School, one that is inclusive, egalitarian and committed to the betterment of others. There is no doubt that religion gets a bit of a bad rap in this modern scientific age. However, regardless of the various charges from superstition to moralism, the central message of Christianity is essential for our understanding of leadership. The meaning and significance of God becoming human for the sake of saving His people through His own self-sacrifice on a cross ought not be lost in our understanding of leadership. The very notion of Servant Leadership referred to by Robert Greenleaf owes its understanding to Christianity, as does our understanding of Pastoral Care with the image of a shepherd who cares for his sheep. Our Christian community is the nurturing context of serving others and encouraging each other to lead with humility and kindness, to lives of excellence for the sake of others. As God gave himself for our sake, we should give of ourselves for the sake of others. And our students do this so well in the care and support for one another, in community service and in extravagant acts of outrageous goodness and kindness. That said, we’re not perfect and we need to keep striving towards the Christian ideal that motivated Bishop William Broughton to declare in 1832, “The education in The King’s School is not for the exclusive benefit of those upon whom it is bestowed, but for that of the entire community.” For The King’s School, this is the true test of our global thought leadership in and through our graduates. The King’s School has been forging character since 1831 and continues to be committed to the formation of global thought leaders through academic excellence and character development in the context of Christian community. Essentially, The King’s School is its people (students, families, staff, Old Boys) in a unique place (320 acres in Parramatta and 160 acres in the Southern Highlands) committed to a common purpose – put simply, The King’s School is where leaders are made.

Gazette January 2020

C H A R AC T E R DE V E L O P M E N T

Rupert Douglass School Captain 2020

I always thought being School Captain meant being perfect. Whether or not this was a naïve perception, I can admit that I have failed, I’ve said the wrong thing and I’ve made many mistakes. Yet, I am here, living proof that anything is possible. With a bit of confidence, stepping outside one’s comfort zone can lead to countless possibilities.

Dare to be Different Fear, especially fear of judgment and failure are normal. Yet, your time at King’s is the ideal time to overcome these fears and make the move outside the comfortable boundaries we set for ourselves. If you fail, it won’t be the end of the road, but the start of another journey as you learn and improve. I was recently given a book by Paul Arden titled It’s Not How Good You Are, It’s How Good You Want To Be. In this book, I learned we ourselves shouldn’t seek praise from others for what we are already doing as it’s easy to get approval if we ask enough of it. Sometimes we seek praise for fulfilling our basic requirements – getting our names marked off and simply attending our six periods. For some this is enough – but not for Kingsmen. Rather we should push ourselves into new areas and understand that failing is ok. It’s not the failures that inevitably occur but how you respond to these failures that matters. Do we give up? Or do we put our heads down, work quietly and come back stronger than before? When I joined debating earlier this year, I feared I would fail. I would get up to speak and freeze - and for those who witnessed my first speech, it wasn’t great. After a brief prep time, I barely had anything written on my page and when I stood up, I stuttered throughout. I truly felt out of my depth and I didn’t know what I was doing. However, if I had never taken that step, I don’t know how I would be here as School Captain giving numerous speeches to the King’s community. When you think you can’t do something, that is exactly the reason to do it because it’s the person who doesn’t make mistakes who doesn’t make anything. There is no one version of what we have to be, our differences are what makes us King’s. My aspiration is that over the next year each each and every student feels encouraged to be better themselves by further immersing themselves into the academic and character-building aspects of King’s. That they venture into something they haven’t done before, to push yourself towards something that challenges and excites you each week. All the while knowing that doing so you will be supported by this inclusive community.

Gazette January 2020

I challenge all my peers to test yourself, to go out and try new things and see where you end up. King’s offers an immense amount of extra-curricular opportunities suitable for just about any interest or passion. Deciding on a new area of involvement shouldn’t be about what your peers are doing or what activity you believe is supported widely on campus. In the year ahead, I would like to see stigmas broken down and the School community continuing to recognise those who have earned it, whether it be the boys in the rugby 1st XV or those in the Chess Club.

It is important to acknowledge that there are no limitations to who can help. It doesn’t matter how old you are or if you are a Monitor. Go out and do some volunteering work – we’ve had boys involved in the Sony Foundation which works with young Australians suffering from severe illnesses, disability and homelessness. We’ve had boys on their own accord recently go on a mission trip to India, donating sporting equipment and working in underprivileged schools. We’ve got many boys here who volunteer in surf lifesaving, and boys who have worked with “Kids Giving Back” cooking for homeless people.

If you wanted to improve your confidence and public speaking, join the musical or debating. If you wanted to improve your fitness join athletics. If you are from the city, expose yourself to something new and join Ag Club or shooting. Or if you are struggling in your studies, then go to the tutors in the Centre for Learning and Leadership. As cliché as it may be, the only thing stopping you is yourself.

Kingsmen are also encouraged to participate in small acts of kindness that don’t involve much of your time, but still impact the lives of others. If you see someone struggling to carry something, go offer to help. Ask someone if they are ok? Give up your seat on the bus, donate your old clothes or books, or be conscious of saving water next time you have a shower. We should all be doing our bit to be better citizens.

King’s Inclusive Community

Closing Notes

How can we as Kingsmen work together to further our contributions to the community? Wearing the uniform means you go to King’s but it doesn’t make you a Kingsman. What makes you a Kingsman is your ability to apply the King’s values. It means standing up when someone enters the room, looking someone in the eye and giving them a firm handshake, applauding and thanking the opposition despite the result of the game. A Kingsman has the ability to look beyond his own world and empathise with those who may be struggling. It is always being conscious of how we can make the lives of those in society better. It’s imperative that we don’t just talk about our values but actually put them into meaningful community action that isn’t predicted on the expectation of a reward for our contribution. Wouldn’t it be amazing if we ran more King’s charity events that brought together parents, Old Boys, siblings and anyone else who wants to come along? If we continued to contribute to drought relief, medical research or teenage mental health?

Having leadership pins does not make you immune to failure. If anything, as Mr George said at the Commissioning, it actually opens you up to a lot more vulnerability and scrutiny. Please know that the whole monitorial team is extremely committed and part of what we want to do next year is to be more visible to the students, with more appearances to inform you of what we’re doing and how you can help us fulfil our roles. Come tell us your ideas or thoughts about things you would like to improve around the School. We are here to lead you. I want you to know that I am nervous. I am nervous because of the expectation of living up to what previous boys in my position have achieved before me. I am nervous because I am about to go into the busiest year of my life so far and have heard so much about this “ATAR thing”, but now am actually having to undertake it. However, the reality is that we are simply a small part of a long relay here at King’s, that has now been handed to us. We should all be doing as much as we can to help further shape King’s in a positive direction for future boys who pass through these gates. Regardless of whether we have succeeded or failed at the end of our sprint, I know that we will all be proud to be Kingsmen.

As Kingsmen, we shouldn’t rest on what we may already be succeeding in, but rather ask ourselves, what else can we do? How else can we get better?

Passing Out Parade

Gazette January 2020

Welcome

From Stephen Edwards, Deputy Headmaster and Head of Senior School Our School values culminate in “Excellence”. Striving towards excellence, does not mean we are aiming for perfection, for none of us is able to reach such a state, but it does mean we are seeking to improve and better ourselves; to be always growing.

Our School is not simply for the talented, but The King’s School encourages each student to work hard at achieving his goals. As we applaud in assembly for the student who has mesmerised us with their musical performance, or for the sporting award they have just received, it is overly simplistic to credit their success simply to talent. These high performing students are committed to their craft and have spent hours of practice honing their skill.

Our School Sergeant, Mr Aaran Booth, has a perceptive note on the board outside his office which our boys see every day. It reads: 10 things that require zero talent: 1. Being on time 2. Work ethic 3. Effort 4. Body Language 5. Energy 6. Attitude 7. Passion 8. Being Coachable 9. Doing Extra 10. Being Prepared At the recent Presentation Night held at the end of the year, not every student was able to gain an “Academic Achievement” award, as these are reserved for the School’s top academics who have worked diligently. But every student is capable of receiving an “Effort” award, awarded to those who work hard and put in the maximum effort. Our School provides many opportunities for students to achieve. A read through this Gazette will give you a sense of the breadth of activities available. We hope that each boy will find “his thing” in which he excels, whether it be in the tech room, on the sporting field, writing a book, experimenting with science, leading others, caring for the less fortunate, creating a masterpiece or leading a parade. When a boy finds his passion, there is no holding him back as he willingly gives over and above in the effort stakes. As we encourage our students to strive towards excellence, we are not hoping for perfection, but for a young man who is the best version of himself, so that he can serve others with the talent that God has given to him.

Gazette January 2020

This group of young men is a fitting representation of our diverse School and they cannot wait to get started on the role ahead of them.

C H A R AC T E R DE V E L O P M E N T

Leadership at Kingâ&#x20AC;&#x2122;s in 2020

Gazette January 2020

Leadership Mentality

Leadership Process

With a significant proportion of the School’s attention on the 2019 Year 12s as they attended their final classes and prepared for graduation in Term 3, our Year 11s were busily preparing for their own exams and quietly writing leadership applications and speeches for house meetings.

So, at last in Term 3 2019, and after discussing and rehearsing their leadership plans with their mates and family, these young men got a chance in front of a crowd and senior staff to share their thoughts. Housemasters asked for expressions of interest to be a house leader and speeches were made. While at the same time monitor hopefuls were asked to submit a letter applying to be a monitor in 2020. The letter required an explanation of an example of how they have demonstrated a School value over the last 12 months.

As our young men progress on their journey there is a gradual increase in the awareness of the leadership around them. As Year 7s, they see these larger than life Year 12s with little King’s crests on their collars and assume it is some sort of right without fully understanding what it all means. At this point in time Year 7s really just respect and admire seniors and particularly monitors because of their title. By Year 9 and 10 our young men are starting to notice the monitors for how they carry themselves and interact with younger boys and staff. They begin to notice all the charity events and the way monitors check uniforms on parade. Here is when Kingsmen start to see that leadership is not just a title, but rather a behaviour and an action. Year 11s start to admire the leaders for their contributions and how they handle difficult situations, importantly they start to think about why we have student leaders and notice the different ways monitors lead through different leadership styles. Year 11 students will often start to suggest ways they would like to lead, and aspects of the School and houses that they would like to have an impact on – they are starting to think proactively. How they want to “be” as a leader. As staff, particularly Year 11 Tutors and Housemasters, we encourage the Year 11s to begin to observe and reflect on our environment and start to think about how their behaviour can begin to influence this in a positive way. Year 11s start to think independently and critically about the leadership they see around them, given the opportunity what is it that they will contribute. Hopefully there is a progression away from the sense that things are fixed and the realisation that an individual can influence the environment and behaviours of others through their actions and leadership. Our young men begin to be proactive.

For the 2020 monitorship position, there were 110 Year 11 applicants. During Term 3, Year 11 students and all teaching staff voted on the monitor candidates. At the same time Housemasters, Year 11 Coordinator and Tutors were asked to submit information on the future student leaders in their houses. This information, along with further consultation with Housemasters, was used to develop a list of 44 students who would be interviewed by Stephen Edwards the Deputy Headmaster and myself. Over a 10-day period these 44 young men were interviewed and asked to share ideas about how they understood leadership, what areas of the School they would like to have a positive impact on, how they would carry out this impact and how they have demonstrated leadership around the School recently. Stephen Edwards and I were extremely impressed with the manner in which these young men carried themselves, their observations of positive leadership around them and their articulations of potential actions to address the area of need they saw around King’s. It was going to be a difficult task to refine this group down to the required number. After further consultation with Housemasters, the Headmaster and staff, 25 young men were invited to become monitors for 2020. This group of young men is a fitting representation of our diverse school and they cannot wait to get started on the role ahead of them.

Gazette January 2020

Leaders Who Lead This left the difficult task of making a recommendation for the School Captain and Vice-Captain to the Headmaster. Five students stood out as potentials for these roles. It was at this stage that a student monitor executive begun to be considered and the more it was discussed the more this model made sense. By appointing more senior leaders, amongst the monitors, it would spread the responsibilities amongst more students, whilst also helping to form a framework around which the monitors are able to plan and report on their portfolios. This model also reflects on how committees work, with an executive who have areas of responsibility and report back to the larger group. So, five future leaders, who were all extremely well respected by the staff and their peers, were invited to meet with the Headmaster, Deputy Headmaster and I to discuss the role of School Captain. During this process these studentsâ&#x20AC;&#x2122; areas of particular interests and strengths became evident and aligned to proposed roles within the executive team.

2020 Monitorsâ&#x20AC;&#x2122; Executive Team School Captain: Rupert Douglass Vice-Captain: Jinyoung Kim Executive (Academics): Callum Taylor Executive (Character): Max von Appen Executive (Community): George Poolman

Gazette January 2020

Leadership is discussed at all levels of The King’s School and it is not just the monitors who lead our student body. Every student has the ability to influence those around them, whilst we all work towards excellence in the service of others. Meet the Executive Team

Passing the Baton

Each of our new executive team’s interests and strengths reflect the Value Distinctives of the School. These form the key pillars of our approach to producing well rounded King’s graduates and they will assist the School in this endeavour.

Before our 2019 Monitors left at the end of Term 3 they were able to share breakfast with the incoming 2020 Monitors. This was an opportunity to share ideas and ensure the continuation of the strong leadership shown by the senior group. Each outgoing Monitor had the opportunity to give a summary of the projects he had worked on and importantly what had worked well and areas that needed a little more attention. The 2019 group reminded the new Monitors that whilst it is grand to think big, sometimes it was important to plan to work towards quick victories and to somehow hold each other to account.

Max Von Appen discussed the need to share interests and strengths in all co-curricular domains, and the personal benefits and lessons to be learned from all our effort and commitment in these fields. Max had a focus on the development and demonstration of leadership in character. George Poolman expressed his desire to see stronger relationships across the whole school and outside of our defined social groups and demographics, thus showing leadership in building our community. Callum Taylor articulated elegantly how the pursuit of a broad range of academic interests and domains requires balance in all aspects of life and school, whilst also developing well rounded and accomplished graduates. Callum’s area of interest and success lends itself to a leadership role in academics. Our new Vice Captain, Jinyoung Kim, and Captain, Rupert Douglass, shared their broad interests, engagement and success across all aspects of the School and were able to demonstrate their ability to capture an audience’s attention, thus inspiring those around them. Jinyoung and Rupert’s characteristics and strengths lend themselves to be the natural choice as respective Vice Captain and Captain. Each of our remaining 20 monitors are assigned to a portfolio, which is a continuation of our previous model. These portfolios will then fall under Academics, Character or Community. Monitors will work with their respective executive to deliver on initiatives as discussed and planned with the whole monitor group and after consultation with the wider community. Each of these executives will work closely with their corresponding Senior Staff Executive, Deputy Head Academics, Deputy Head Community and Deputy Head Character. This monitor group was well received by the student and staff body which reflects the thorough, detailed and communitive approach undertaken throughout the process. The new monitors received a rousing applause when they were announced to the student body at an assembly in Term 3.

Archie Stacy particularly encouraged the continuation of the theme of “celebrating the uncelebrated”. This saw a live lightening game of chess played at assembly and a home debate against Scots attended by well over 400 enthusiastic and vocal students, which King’s won, serving to help give a huge group of Kingsmen an insight into some of the intricacies of debating. Leadership is discussed at all levels of The King’s School and it is not just the Monitors who lead our student body. Every student has the ability to influence those around them, whilst we all work towards excellence in the service of others. All Kingsmen are encouraged to lead through example and self-awareness.

Fortiter et Fideliter David F Idstein Director of Leadership and Character Development

Alexander Lin

Gazette January 2020

AC A DE M IC E XC E L L E NC E

Excellence Outside of the Curriculum As a non-selective School, it’s essential for King’s to challenge boys giving them opportunities so they may follow their passions. This means they need to be pushed beyond the general curriculum and be encouraged to work at a level which is matched with their abilities, otherwise, we would have a number of students underperforming and at risk of not reaching their potential. Yet, how do we know what a student’s potential is if we confine them to only reaching as high as the NSW curriculum or a classroom teacher tells them?

At King’s, we aspire to aid our students on their journey to becoming global thought leaders who make an outstanding impact on the world around them, not only during their time at the School but well beyond our gates when they graduate. A unique aspect of King’s is the diversity of its student cohort, and their many passions. When a student is allowed time and support to follow his passion, the sky is the limit and they can share his successes with the world. Success for a Kingsman is not defined by the School or society, but by the boy himself. Success is for each individual student to feel a sense of rigour, motivation, achievement and enjoyment from what he is learning. This is different for each boy, which is why it is essential to ensure we cater for all students, particularly those whose passions lie outside the mould of the general school curriculum.

What is academic enrichment? Within schools, enrichment aims to take the basic curriculum subjects and expand them, looking at them in more depth or from a different perspective. At King’s, our teachers do this in multiple ways; from the promotion of innovative educational strategies, critical and creative thinking skills and providing choice for personal interest projects. Opportunities for solving real world problems, excursions, guest speakers and exhibitions of student work are all embedded within each Department’s classroom programs. “Boys at King’s benefit from a wide array of co-curricular and extension activities advanced through many different opportunities. Boys are able to find new passions to which they can aspire throughout their Senior years. Personally, I have found my passion in debating,” says, Charlie Maple-Brown, Year 7. Clubs, study tours, debating, drama and music ensembles all offer more depth and breadth to enrich learning outside the classroom. Students have the opportunity to take the knowledge and skills they have learnt and apply them to new situations, often with students outside their year level, offering another dimension to their learning.

“I have enjoyed viewing unique circumstances and challenges from angles separate to those I have been taught in class. I think this is a crucial part of co-curricular and enrichment activities that enables students to think innovatively as they approach unknown ideas,” says Charlie.

What is academic excellence beyond the curriculum? All students benefit from enrichment, but for gifted and talented children it can give them opportunities to explore areas of passion and use their imagination. Therefore, extension beyond what peers their age are learning is essential. We offer this for both groups of students or individually depending on the needs. Our accelerated Mathematics program provides talented Mathematicians a pathway from Year 7 to follow an advance program, skipping over Year 7 Mathematics to Year 8 giving them more time in Year 12 to focus on their Extension Mathematics courses, having finished the HSC Advanced course in Year 11.

Gazette January 2020

Profile Alexander Lin

Academic excellence is achieved when you can explain everything in the curriculum from a fundamental level, as well as many applications in the world today.

Alexander Lin has been a part of the King’s accelerated Mathematics program since he arrived in Year 7. In the start of Year 10 it became evident that Alexander also had outstanding abilities in Physics. After thorough consultation and off-level testing, a flexible progression plan was constructed for him to move into the Year 11 Physics course. Alexander not only kept up with the work, but has excelled. Through his ability to think abstractly and at a deeper level, Alexander has received first-place in his cohort throughout the Year 11 and 12 courses. “I was able go beyond curriculum which is a taster to what you can learn in a subject, often sacrificing depth and breadth. I believe if you truly want to exceed in a subject, you should investigate that depth yourself - you never know what interesting connections you may find,” said Alexander. Beyond the School, Alexander represented Australia in the 2019 Asian Region Physics Olympiad, qualifying through his outstanding achievements in the Physics Olympiad qualifying exam and Summer Program exams. He has also gained acceptance for the 2020 Summer program where he can hopefully represent the National team once more. “Academic excellence is achieved when you can explain everything in the curriculum from a fundamental level, as well as many applications in the world today. Acceleration really helped me explore my passion and make new friends and connections with students in various years, both at King’s and beyond.”

Profile Callum Taylor Callum Taylor has been hard at work developing a working prototype to assist farmers, called AgX. Through a large amount of his own ingenuity, King’s flexible pathways and with support from his family, he has been able to do so. By winning a number of external grants and awards he has been able to fund his project. Most notably, Callum was awarded the US based First Act Fund that offers support and funding for technology innovators with great ideas that are likely to have a regional or global impact.

Callum has also won a number of accolades in the Young Scientist Awards, amongst his winnings a sponsored trip to the International Science and Engineering Fair (ISEF) in Anaheim, California next year. “The Young Scientist Awards challenged me to go beyond the school curriculum and create practical solutions for pressing issues faced by society. The contacts and opportunities I have obtained throughout the last 12 months have enabled me to scale my project, where I hope, in the near future, it will address the challenges experienced within the agricultural industry.” As part of his work leading the academic portfolio, Callum would love to see more students following independent pathways to connect their outside passions within their school learning.

“I highly recommend any students who are passionate about STEM, regardless of academic ability, to pursue their own projects under the School’s Academic Enrichment and Extension Department. With the wealth of resources provided by King’s, every student has the potential to imagine innovative solutions and execute them at an international level.”

GAZETTE

Along with the many achievements earned, both these Kingâ&#x20AC;&#x2122;s students have maintained academic excellence and are strong characters, being voted by their peers to be in leadership positions in the Academic Portfolio. As Kingâ&#x20AC;&#x2122;s is fortunate to offer so much, it is really important for students to find their passion, working independently while being supported by the School. Kathryn Fraser Head of Academic Enrichment and Extension Callum Taylor

Gazette January 2020

AC A DE M IC E XC E L L E NC E

A Bright Future as VOW Join The Future Project The Future Project at The King’s School aims to motivate and engage the next generation of scientists and engineers. It does this by partnering with private companies who then work with students from The King’s School and collaborating schools such as Baulkham Hills HS, Cherrybrook Technology HS and James Ruse Agricultural HS.

In a world first, VOW have produced kangaroo cells in tissue culture in the laboratory – here in the Science Centre at The King’s School!

Gazette January 2020

George Peppou and Tim Noakesmith, co-founders of the company VOW, joined The Future Project as collaborating partners in May this year. As CEO of VOW, George has a background in biochemistry, and is a serial inventor and entrepreneur. He has over 30 patents in a wide range of areas including medicine and power generation. Prior to forming VOW, George founded GrowLab – an agrifood accelerator at Cicada Innovations, which invested in agrifood start-ups. Tim Noakesmith is a technology entrepreneur and was most recently the global humancentred Design Lead for Cochlear. He brings this, together with other experience in product strategy and service design to VOW, as their CCO (Chief Commercial Officer). VOW, a recent start up, has already drawn much attention both in Australia and internationally. They are a future-focused food company who, by using the latest in biotechnology, are working on creating new food products. In a bid to alleviate the demand on the world’s looming food shortage crisis and assist in developing a more sustainable food source, they are using animal cells, but not the animal. In a world first, VOW have produced kangaroo cells in tissue culture in the laboratory – here in the Science Centre at The King’s School! VOW are also building a “Noah’s Ark” cell library to store a range of cell samples on which they can draw to create new food products, with different flavours and nutritional content. They are currently working with food regulators and hope to have a product out by the end of 2020. They are also in talks with well-known Australian chefs to develop top quality dishes. Both Tim and George are also passionate about education and are looking forward to working with students on real research projects. Students will be fortunate indeed to have these young, inspiring role models and to work with them on cutting edge research, using and developing the latest in technology and processes. The links here for cross-curricular applications are numerous – including Food Technology and Business Studies, and highlights what we envision The Future Project 2.0 to signal as leaders in not just Science Education but Education.

Dr Vera Munro – Smith Director of The Future Project

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Jack Thomas and Dr Vera Munro â&#x20AC;&#x201C; Smith

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A Scientist in the Making

The Future Project offers students the opportunity to work with leading scientists on real research projects while working in an industry standard research facility. One exemplary emerging scientist is Jack Thomas, who went above and beyond The Future Project intern program.

Jack started his journey at The King’s School as a Year 10 student. Immediately he applied for The Future Project and was accepted as a junior intern. He then continued with The Future Project in Year 11 as a Senior Intern, where he was exposed to science communication, now his true passion. During these two years, he learned various micro-biology techniques, focusing his research on commercial waste water, deriving hydrogen from waste water. Working with Dr Michelle Bull from Quantal Bioscience, Jack was able to conduct practical research to tackle the issue of industrial waste disposal and rising energy costs. Although his research wasn’t groundbreaking as it had been done before, the source he chose and the techniques used had never been done before, making his work all the more impressive. Jack’s interest in science research and communication led to his invitation to stay on in The Future Project after Year 11, giving Jack practical research experience from Year 10 until graduating in Year 12. In this time, Jack has had various articles published in scientific journals, outside his The Future Project submissions. For these achievements he has been awarded Honour Colours by the School.

He most recently submitted a paper to the Young Scientist of the Year Awards and is eagerly awaiting a response. If he wins, not only will he win a cash prize, but he will also have the opportunity to attend the International Science Fair, which will host industry sponsors and can lead to industry opportunities. Jack has always had passion for science, specifically in micro biology or environmental science, but it was The Future Project which took him in the direction of scientific research and communication. “The skills acquired from industry scientists, the many research projects completed and the various articles published in scientific journals all helped me get to where I am now,” said Jack. He currently has a conditional offer to study advanced science at ANU in Canberra, ideally studying environmental science. His goal is to continue on with research and science communication, as he feels there is a deficit when it comes to bridging the gap between communicating to the public and politicians who work with scientific researchers.

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Write a Book

Learning through doing has been at the core of the English classroom in 2019 and it has been so wonderful to see the creative and original work produced by our students this year. From picture books in Year 7 to short films in Year 8, war diaries in Year 9 and digital essays in Year 10, students have composed a range of complex multimodal texts.

Unlike traditional written compositions, multimodal texts are incredibly demanding for both the composer and the responder, requiring students to understand the relationship between different modes and the way they shape meaning. Offering authentic opportunities for students to create multimodal texts is imperative if we are to prepare them well for their Senior study of English where NESA’s assessment and reporting guidelines stipulate that in both Year 11 and Year 12 “one task must be a multimodal presentation enabling students to demonstrate their knowledge, understanding and skills across a range of modes.” The language of visual design suddenly has far more currency for students when they get to apply it to their own compositions, as opposed to the dry learning of metalanguage that can often seem so foreign. Through the construction of their picture books, students in Year 7 now understand terms such as salience and vectors and how these are used to shape the perspective of the reader. Students in Year 9, however, through the creation of a war diary from the perspective of a King’s Old Boy who served at war, understand that as active agents who construct meaning, composers have the power to evoke our empathy and compassion. And that is the point, our humanity, our ability to think and feel and to step inside someone else’s shoes is shaped through the texts that we read and create. As a Department we could not be more proud of the way the boys have embraced this opportunity and we are delighted to share their efforts with you.

Sonya Harper Acting Head of English Department

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Laying Foundations for the Future As educators, we constantly strive to prepare our students for the ‘real world’ that exists around them. We teach them how to read, write, and calculate. Then, of course, there are the less tangible skills we teach; such as how to work in a team, think critically, and be curious about the things they encounter each day, whilst gaining a sense of responsibility to participate in the world, to influence people, events and circumstances for the better.

We want to prepare them to lead productive and successful lives once they move beyond the gates of the School. But what lies ahead for our students in the future? Today, educators are charged with the complicated task – preparing students for the unknown. At King’s we understand what it takes to be ready for 21st century learning. We must not only recognise learners’ individuality, but also acknowledge the wider set of relationships that they develop with their teachers, peers, families and communities, that influence their learning.

Academic excellence with character development, in the context of a Christian Community. The School motto, ‘Fortiter et Fideliter” (“Bravely and Faithfully”) requires our students to be brave learners, to take risks, to fail and then to develop resilience. It takes real bravery to be a person of integrity. Students who are best prepared for the future are change agents. They need to be able to make a positive impact on their surroundings, influence the future, understand others’ intentions, actions and feelings and anticipate the short term and long term consequences of what they do, in order that they might graduate as leaders of Christian wisdom and integrity for a world in need. Within academic excellence there will be an increasing emphasis on developing thought leadership in our students, on Science through a STEAM precinct and a look to the future on food research and security.

A recent report from The Foundation for Young Australians has predicted that a current 15-year-old will likely have a working life spanning five different careers and around 17 employers. The world is changing. There is no doubt, many jobs of the future are yet to exist. To be employable and positively contribute to society in the future, our students will need to be problem solvers, creative and critical thinkers and good team players. If we are to prepare our students for the next 50 years of their lives and beyond we must embrace cutting edge teaching and learning practices. Forging collaborative partnerships with universities, international schools and industry to develop Science, Technology, Engineering, Arts and Maths (STEAM) programs that will extend and enrich the learning of our students is vital, so that they can confidently meet the challenges of the future.

This commitment is demonstrated in such existing initiatives as The Future Project, together with the establishment of the King’s Institute. Here, research and development into leadership and best practice in education, teacher training and development, school leadership development, talent management and research and publishing are all in practice. The School will also expand its world leading Science Education through the development of a STEAM quadrangle in the education precinct of the School. In 2020, the School will introduce a new Robotics program to help address the growing demand for teaching STEAM in schools. Robotics takes education technology to a new level, creating the next evolution in teaching. Skills and knowledge become hands-on and fun and prepare students for the future in a way that feels more like creativity and less like homework. Robotics requires multiple subjects, so it is a well-rounded approach to educational technology and learning.

Food Security The King’s School has aligned with Australia’s unique positioning as a world class leader in food security. Agriculture in Australia faces significant environmental and economic impacts brought about by climate change. Mitigating and adapting to the negative effects on agricultural ecosystems of weather variations is strategically important to national resilience. At King’s there is a growing interest in Agriculture as a subject, with an increased number of students taking on this pathway of study. To complement this program, we have introduced the VET course, Primary Industries, in 2020.

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student’s learning. The Year Coordinators support students to become more agile, independent and resilient learners who develop a growth mindset that enables them to apply feedback and enjoy being challenged. At the core of academic excellence is the ability to empower students to think critically, to synthesize and integrate new information in novel ways and to ‘learn to learn’. These skills remain with students long after they have left school and will become increasingly essential to student success in the future, as the amount of available information increases exponentially and is ubiquitously available online. Similarly, motivation plays a critical role in achieving academic excellence. Students who are motivated to be excellent will naturally create a culture of academic excellence. The Year Coordinators are instrumental in mentoring students to achieve their goals and improve performance.

The Future of Curriculum in Academic Excellence Whilst trends toward a high degree of specialisation will continue, we must ensure that we encourage our students to learn both breadth and depth of knowledge in all aspects. There is also a push toward interdisciplinary and transdisciplinary learning. Interdisciplinary thinking is inevitable. Transdisciplinary learning requires that all our students are involved and collaborate. Innovation springs not from individuals thinking and working alone, but through cooperation and collaboration with others to draw on existing knowledge, whilst creating new knowledge.

Jackie Camilleri Deputy Head (Academics)

Dual Accreditation In 2020, The King’s School is excited to be able to expand its Vocational course offerings and will introduce two nationally accredited VET courses to the curriculum onsite. Year 11 students now have the opportunity to develop their skills and expand their knowledge in Primary Industries and Business Services. These courses provide students an opportunity to gain a dual accreditation, Certificate II or III, whilst undertaking the HSC, to increase their opportunities beyond Year 12.

Data Driven Educators Our teachers use the latest evidenceinformed research and student data to know students’ stories and inform targeted teaching practice to enhance each

The School motto, ‘Fortiter et Fideliter’ (“Bravely and Faithfully”) requires our students to be brave learners, to take risks, to fail and then to develop resilience.

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VET Program at Kingâ&#x20AC;&#x2122;s

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Vocational education and training (VET) programs for young people in schools have significantly increased over the past decade, with schools offering students the opportunity to gain a nationally recognised Australian Qualifications Framework (AQF) Certificate I, II or III at school, whilst completing their Higher School Certificate.

In 2020, The King’s School will be expanding pathway opportunities for its students with the commencement of two VET courses; Business Services and Primary Industries. This expansion in the provision of VET at King’s, provides our boys the opportunity to participate in a practical, hands-on style of learning, allowing them to achieve success in their chosen area, whilst providing them with real world experience and work-ready qualifications. We are thrilled to introduce a program that creates maximum global opportunities for our students after they leave King’s. This new vocational program is designed to provide students with dual pathway opportunities to either fast track their university studies or prepare them for immediate trade-related employment. The VET courses offered at The King’s School in 2020 will be packaged and delivered by our highly trained and qualified King’s staff, Mr Warren Esdaile (Business Services) and Mr Antony Turner (Primary Industries). These courses will also be designed to complement student interests, school specialisations and provide experiences that lead to the development of transferable skills. In line with the 2019-2021 strategic plan, we are also continuing to expand the VET opportunities available to our students with the potential offering of Construction, Information Digital Technology, Entertainment and Hospitality in the near future. Whilst studying VET courses, students are required to apply their classroom learnt industry skills in a real work environment, by completing mandatory work placement. Here at The King’s School, we have a rich diversity of relationships that exist amongst our community and we are currently working on developing strong partnerships within the School community and with local business and industries in order to establish high quality work placements opportunities for the boys. If you are interested in assisting the school in this area, please contact Portia Beattie via VET@kings.edu.au. Further information can be found on the VET page on iLearn: https://ilearn.kings.edu.au/homepage/20029

Portia Beattie VET Coordinator

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NBEC Conference The 9th National Boys’ Education Conference, held at The King’s School in June, featured a dynamic range of keynote speakers and workshop presentations to support the conference theme: Strong Men, Soft Hearts & Sharp Minds. Our keynote presenters raised crucial questions about what it is to be a strong, compassionate and informed young man in contemporary society, while offering research and strategies to underpin teaching and learning aimed to achieve those outcomes. The keynotes were complemented by a range of conference workshops, many presented by King’s teachers, that focused on the themes of resilience, rigour and relationships.

The conference opened with Reverend Tim Costello, one of Australia’s most respected community leaders and a sought-after voice on social justice issues, leadership, and ethics. Reverend Costello shared his insights and experience from decades spent working with communities around the world to highlight how we can build the foundation and set the framework so that boys can grow into strong men, ready to contribute to a more just and equal world. Mr Andrew Fuller, clinical psychologist, researcher and educational consultant, spoke on the concept of the Resilient Mindset and the three main components of resilience: connect, protect, and respect (CPR). Mr Fuller’s presentation dovetailed nicely into the keynote by Dr Lea Waters, psychologist, academic and researcher, who focused on the advantages of taking a strength-based approach with students to facilitate greater levels of happiness at school, higher student engagement, smoother transitions from kindergarten

to primary school, more successful adjustment from primary to middle school, and higher levels of academic achievement. Mr Simon Brooks, educator, facilitator and change-agent who currently works with educators and schools to facilitate “Cultures of Thinking,” introduced delegates to curiosity-based-learning, a practical pedagogy that enables teachers to awaken and sustain their students’ epistemic curiosity in the service of powerful learning. Again, there was good synchronicity between keynotes, with Dr Jared Cooney Horvath, academic, researcher and author in the field of Educational Neuroscience, exploring the foundational workings of the human brain and how these principles can be applied to student learning and skill transfer. Dr Horvath also took a close look at the issue of gender within schools to explore underlying differences relevant to boys’ education.

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Ex-Commando, Damien Thomlinson brought the Conference to a close with an engaging and moving reflection on the importance of resilience and relationships in helping his recovery after losing both legs on a tour of duty in Afghanistan. For many delegates, this session was a highlight and a good reminder of the strength we must call on to overcome adversity. Looking ahead, preparations are already under way for NBEC 2021, which will focus on eLearning to foster creativity and curiosity.

Dr Di Laycock Chair, National Boys’ Education Conference 2019

https://vimeo.com/channels/kingscast/page:1

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Demonstrating Gratitude Violet Macansh Scholarship

Violet Madeleine Macansh’s legacy is one of great compassion, humility and integrity – a true representative of The King’s School values. Violet always had a strong connection to The King’s School with her father, John Sedley Futter (The King’s School, 1836-39), her two half-brothers and three full brothers all being Old Boys, and all of whom she outlived. In 1950, Violet Macansh bequeathed in her Will half a million pounds to The King’s School, the largest bequeathed sum to an Australian school at the time. This significant and generous donation led to many education opportunities for the School which greatly benefited numerous generations of students. In 1951, the donation was turned into a scholarship which was deemed to its first recipient based on the boy’s high academic standing. The Violet Macansh Scholarship is awarded in accordance with Mrs Macansh’s wishes and over the 60 years since the Scholarship was instituted, over 120 boys, who otherwise may not have had the means, have been able to attend The King’s School. Along with leading to financial support for future Kingsmen, the donation has aided the purchase of Gowan Brae and Futter Park, which was bequeathed to the School and named in memory of her brothers. The Park is highly productive, running merino ewes, shorthorn cattle and having extensive hectares under crops, all of which has supported extensive rebuilding and refurbishment to the School, not least of which being the upgrade to Futter Hall.

Peter Reuben Registrar

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Being at King’s has been a dream. Albert Osborn

Profile Albert Osborn

Profile Daniel Payne

Two recent recipients of the Violet Macansh Scholarship are Albert Osborn and Daniel Payne, both Year 7 boarding students starting their King’s journey in 2019.

Daniel Payne comes to The King’s School from the lush and remote area of Barrington Tops in NSW. When he received his letter of offer he felt extremely privileged.

Albert Osborn comes to The King’s School from a farm nearly 20km South of Moree, a small town in NSW. When he was offered the scholarship at King’s, after a rigorous process of testing and interviews, he was truly amazed.

“To be at King’s is an unbelievable opportunity,” said Daniel. He notes his future lifelong connection to the School and his fellow Kingsmen is something that he truly cherishes. As a scholarship recipient he takes advantage of this by grabbing onto every opportunity with both hands and embracing the rich culture that makes King’s distinct.

Since coming to King’s, he feels right at home. “The huge green campus makes it feel as if you’re not in a major city,” said Albert. Being at King’s means he has constant access to all amenities provided on site, with modern, fully equipped facilities, and being supported by an always helpful teaching staff, Albert doesn’t have to stray far to get what he needs. Albert takes advantage of his place at King’s, making the most of every opportunity by joining Clubs and trying new things whenever he can.

“I want to continue improving myself and excel to the best of my ability, as I know not everyone gets a chance to receive such a high education at a great school like this,” said Daniel. Daniel’s family agrees receiving this scholarship has had immense positive effects on him as a student and as an individual. “Daniel had his heart set on going to King’s, but it wasn’t financially an option. Receiving the Violet Macansh scholarship has made his dream a reality,” said Cath Payne, Daniel’s mother. Being at King’s has been a life changing experience for Daniel, offering challenges, vast opportunities and experiences to which he would not have been exposed.

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Academics Alexander Lin (Year 11) The youngest team member representing Australia at the 20th Asian Physics Olympiad. He was one of eight students competing in Asiaâ&#x20AC;&#x2122;s toughest Physics competition for high school students, competing against 200 of Asiaâ&#x20AC;&#x2122;s most elite Physics students, representing 27 other countries and regions. He was selected based on his analytic thinking, proficiency with equipment and determination to use Maths and Physics to solve challenging problems.

Academic Honour Colours (Year 12) Joshua Han David Fung Mike Nojiri

Nathan Yuen

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C O - C U R R IC U LUA R E XC E L L E NC E

Achieving Beyond the Gates 2019 has been an inspiring year of achievements for students, both within and beyond the gates of the School. King’s is fortunate to have so many strong students with character who are heavily active. We commend all students for their tremendous efforts over the year. To follow, are just some of their many achievements.

Arts: Performing (Year 12)

Arts: Visual (Year 12)

Athletics

Jake Bullen-Zorin

ARTEXPRESS

Following the AAGPS Championships many boys competed at the NSW All Schools Athletics Championships at SOPAC, an event that brings together the best athletes from around the State. The boys represented the School with distinction, leading to some outstanding results and many personal best efforts. Most notable were the two new NSW Records set by Charlie Jeffreson (U15 800m 1:55.24) and Lachlan Wood (U14 400m 50.80), two remarkable achievements from both boys.

Attained his award from his significant role in The Producers.

Hugo Clarke An indispensable asset to most productions, Hugo was heavily involved with backstage and technical support.

Congratulations to the following boys whose HSC Visual Art works have been selected for ArtExpress 2020 – the highest number of selections on record at King’s.

Samuel Forster

Mack Holz

The Hollow Man (Griffith Regional Gallery)

Has been involved in multiple shows from his first days at King’s.

Oscar Browne

Harrison Keen An extraordinary performer, with his highlight being one of the leads in The Producers.

Ariyan Sharma A significant and highly distinguished performer with two extremely notable roles in We Will Rock You and The Producers.

Dark Matter (Art Gallery of New South Wales AGNSW)

Ross Collins

Lachlan Wood (Year 8)

Tempus Vernum (The Armory, Sydney Olympic Park SOPA)

Placed 1st in the U14 400m, a NSW Record, and took 3rd in the U14 100m at the AAGPS Championships.

Bodhi Leonard

Charlie Jeffreson (Year 9)

Eroded by Time (Virtual Exhibition VX, The Armory, Sydney Olympic Park SOPA)

Relief in Flight (Margaret Whitlam Galleries MWG)

Placed 1st in the U15 400m and 1st in the 800m, breaking the NSW record. At the All Schools Championships, he also won 1st in the U16 800m in 1:53.39, both a National and NSW record, making him the fastest runner for his age.

Jordan Williams

Joshua Coppolelli (Year 12)

William Russell

I Am (Virtual Exhibition VX, Hazelhurst Arts Centre)

Placed 1st in the U19 Triple Jump.

Nickolai Simmons (Year 12) Placed 1st in the Pole Vault.

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Achieving Beyond the Gates continued Basketball

Cricket

Music

Will Johnston (Year 12)

Patrick Xie (Year 10)

Oliver Wu (Year 6)

After a thrilling basketball career at King’s, Will has taken his passion overseas. He is currently in Philadelphia, Pennsylvania, USA attending the Perkiomen School, where he has received a basketball scholarship. He intends to pursue his dream of being a basketball star and will try out for the NBA.

He was selected in the Cricket Australia U16 team earlier this year. Patrick is a top order batsman and off-spin bowler and represented the Australian U16 team at the National U17 Championships.

He is a brilliant musical performer, winning Gold in the Advanced section for musicians (Years 9-12) at the Australian International Music Competition. This competitive competition featured over 100 talented musicians gathering from Singapore, Korea, China, Europe, Japan and Australia.

Ben Moult (Year 11) The captain of the King’s Basketball team for 2019/2020. He was a player for the U18 Hills Hornets Division 1 team, winning 4th in NSW and a player for the U18 NSW Metro team, winning bronze at the National Championships. He played for the 2019 CIS team coming in 1st at the NSW All Schools competition, as well as the GPS 1st Representative team, winning two remarkable games. He also was an important player for the East Coast Challenge NSW team. Along with his basketball achievements, Ben has been awarded the Neville Body Sports Award, which goes to the most able sportsman.

Bailey Thom (Year 8) He was an instrumental player aiding in the overall win for the Basketball NSW D-League Champions and the undefeated title in the U15 D-League Competition. His value as a player resulted in his selection for the State Performance Program, Talented Athlete Program (TAP) and Developing Athlete Program (DAP) for 2019/2020. Bailey’s achievements don’t end there, as he was the U14 Hills Hornets Division 1 team captain, aiding the team take the 1st place title of Grand Final Basketball Australia and National Club Champions. In this same division, his team won 1st place in the NSW State Champions, NSW Metro Champions and National Champions. He was also team captain of the NSW Waratah League and was awarded Most Valuable Player (MVP).

Lachlan Shaw (Year 11) Selected as Captain the NSW U17 Cricket team that competed at the National U17 Championship. Lachlan led the team superbly and was instrumental in the team qualifying for the final of the competition. A wicket keeper / batsman Lachlan has been in the 1st XI for a number of years. Last year, he scored 200 for the 1st XI and captained the team that was Champions of the GPS Competition.

Debating Jinyoung Kim (Year 11) NSW U16 Schools Debating Team

Karate Nathan Yuen (Year 11) Won a Gold medal in the Junior Division (Years 16-17) against 23 other athletes at Australian Open. The Australian Open is an annual competition held in Sydney, and hosts some of the top performing athletes from around the world, especially within the Oceania region, including countries such as: New Zealand, New Caledonia, Tahiti, Fiji, Australia and more. This is the second consecutive time Nathan has won this title. Nathan also was able to compete in the Senior Division (Years 16+) for the first time in his competitive career, competing against previous world champions and current national champions. He graciously won 7th place. Given its high level of competitiveness, the results obtained from the Australian Open were weighted heavily during the selection process for the World Karate Championships held later in the year, among other major competitions such as the NSW State Championships and the Australian National Championships, where he won Gold for the Junior Division and Bronze in the Senior Division.

Sunstone Shi (Year 10) In the State Solo Championships he placed brilliantly in clarinet with 1st for the Paul Cerezo Trophy, 2nd for U19 clarinet and 3rd for the Jazz section of the Hanson Trophy.

Lyndon Lin (Year 11) He won 3rd place for the Sydney Eisteddfod and 2nd at the Ryde Eisteddfod. Lyndon also received an Honourable Mention at the Melbourne National competition and received an AMUSA Diploma for his saxophone performance.

Vincent Lee (Year 10) He received an ATCL Diploma in alto saxophone.

Timothy Li (Year 10) He received a LTCL Diploma with Distinction in flute.

Lawrence Wei (Year 9) A multi-instrumentalist, Lawrence excelled at three instruments: piano, cello and French horn. His musical ingenuity led to him receiving the Kathleen Holmes McCrea Pianoforte Scholarship for piano and the William McIlrath Charitable Foundation Scholarship for cello in the Sydney Conservatorium Rising Stars Program. Lawrence had a remarkable year as he placed 1st in the KPO NSW Secondary Schools Concerto Competition Multiples and Sydney Eisteddfod (Years 15-16) Recital Award. He also was outstanding in the Sydney Eisteddfod U15 winning 1st in Chopin piano and piano polyphony, 2nd in 18th and 19th century and won 3rd place in 20th and 21st century category. Lawrence was also awarded an A+ High Distinction for the AMEB French Horn 8th Grade Exam. Furthermore, he perfomed in many notable concerts such as The Galston Young Performers Awards Gala Concert, Symphony for Life Foundation Concert, Sydney Conservatorium Rising Stars Concerts and the 2019 Sydney Eisteddfod Opera Finalists Concert.

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Robotics

Swimming

Cameron Gillard (Year 11)

Robert Napoli (Year 9)

A World Robotics Champion, Cameron has been involved in robotics competitions since Year 5, starting in the First Lego League (FLL). He is now a member of the First Robotics Competition (FRC) team, which consists of building 125 pound 2 to 3-meter-tall robots. Sponsored by and working in facilities offered through Macquarie University, his team builds robots to overcome challenges set by the game parameters. This year Cameron’s team won 3rd place in the World Robotics Championship. Advanced maths, software design development, engineering and physics are just some of his involvements at King’s which support his robotics passion.

In the 2019 GPS Swimming Championships Robert was the winner of Intermediate 200FS, 200IM, 50BRS, 100BRS and took the 15 years GPS Record in 200BRS, as well as 2nd in 400FS and 100FS and 3rd in the Open 800FS relay. In the NSW All Schools Championships he won 2nd in 200BRS and 3rd in 4x50IM relay. At the School Sport Australia Championships he won a Bronze medal in the 15-16 Year 200BRS. Following this he won 4th place in the 14 years 200m BRS, resulting in his selection for the NSW Silver Sharks Development Squad. At the end of his season, at the NSW Short Course State Competition he placed 4th in the 15 years 100BRS, 5th in the 15 years 200BRS and 2nd in the 4x50IM relay.

Rowing Alexander McClean (Year 11) Alexander has represented Australia at the 2019 World Rowing Junior Championships in Tokyo, Japan. His rowing efforts aided the Australian team rank within the top 5 teams for all three race competitions.

Service A remarkable number of Kingsmen have received the Gold Duke of Edinburgh Award this year, some of whom were fortunate to have the Award honourably presented by His Royal Highness Prince Edward, Earl of Wessex. This year marked the 60th anniversary of the Award which aims to empower young people to volunteer in the service of others, while undertaking new experiences and learning valuable skills.

Gold Duke of Edinburgh Awards Jacob Alvarez

Omar Mirza

Aryan Bahinipati

Finn Murdoch

James Bhatti

Tom Nivison

Will Bird

Christian Papantoniou

Wesley Cheung

Nick Pierides

Nick Coulton

Shaveel Prasad

Henrry Doering

Raveen Priyamanna

Tom Elton

Mark Richardson

Charlie Farrington

Nickolai Simmons

Will Fulton-Kennedy

Archie Stacy

Jack Gavan

Darren Sun

Willem Gribble

Mikael Thomas

Martin Hanley

Brian Trang

Jack Hando

James Usher

Josh Hickey

James Vu

Tom Jarvis

Campbell Wallace

Hudson Jephcott

Felix Weston

William Konstandinidis

Kenuka Wijayatunga

Steven Li

Vincent Wong

Jacob Lummis

Charlie Woodhouse

Ben MacLeod

Michael Yang

Karl Albertyn (Year 8) A dedicated swimmer, Karl had a massive season in both School and Club Swimming events. At the School Swimming Carnival, Karl was the winner in all Senior and Age/Year events, as well as being awarded Swimmer of the Year, a phenomenal feat as he is only in Year 8. At the GPS Swimming Championships, he also was named Swimmer of the Year, the youngest recipient ever, as this award normally is reserved for a Year 11 or 12 swimmer. He also is the holder of several GPS records. Karl was also a multiple medal winner at the CIS Championships, qualifying for the CIS team for All Schools, despite having foot surgery six days prior! When at the All Schools Championship, he was the winner of 10 medals (4 Golds, 3 Silvers, 3 Bronze) and is the new holder of two NSW All Schools records. His winnings in this competition led to his selection for the NSW All Schools team, which competed at the SSA Nationals in Melbourne. At the SSA Nationals, Karl won 8 medals (4 Gold and 4 Silver); also breaking the Australian Schools record in the 100m Butterfly.

In Club Swimming, Karl had a brilliant season winning 5 Gold medals out of five races entered in the Metro North East Championships, Short Course. In the NSW Metropolitan Short Course Age Championships, he won 9 Gold medals in all nine races entered, breaking five new NSW Metro records. His winning streak continued as he took home 11 Gold medals in the 11 races entered, as well as breaking a new NSW All-Comers record. In the NSW Short Course State Championships, he again won 12 Gold medals in the 12 races entered, breaking three NSW State Age records. Karl’s swimming achievements are immense as he ultimately won 32 Gold medals from 32 races entered, effectively being undefeated by any other 13-yearold in Australia! With Karl’s times achieved over the 2019 Short Course season, he has achieved a Top 10 Fastest of All Time Swimming Australia perpetual ranking (13 Year Boys), in no less than 6 events.

Tennis Rohan Srivastava (Year 9) As one of Australia’s best young players, Rohan qualified for the December Showdown Nationals event at an 11 – 17 placing. He was the winner of the U16 Wollongong Queens Birthday JT, both in singles and doubles, as well as being the U14 singles winner in the same tournament. Rohan placed highly in several other tournaments, such as being a finalist in the U16 Nepean Easter Open singles, winning 3rd in the U14 Bathurst JT singles and 5th in the U16 NSW State Championships. He was also a semi-finalist at the Bathurst May AMT and U14 Bathurst Summer JT doubles. Rohan’s season didn’t stop there, as he was a quarter finalist in the U16 Bathurst May JT and U14 Gosford Gold singles.

Oliver McMorran

The Gold Duke of Edinburgh Award presented by His Royal Highness Prince Edward, Earl of Wessex.

We donâ&#x20AC;&#x2122;t talk leadership, we do leadership Brendan Stewart

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C H A R AC T E R DE V E L O P M E N T

Leadership Through Cadets The King’s School Cadet Corps is the oldest and largest unit in Australia, engaging close to 800 boys in various military themed actives. With 153 years of tradition, the origin comes from a time where Cadets was recognised as an important and dynamic part of the School’s curriculum. Today, this notion remains much the same as the Corps stand as a premium leadership activity offered at the School. Leadership building is the primary agenda of the Cadet Corps. From the moment boys start their Promotions Courses in Term 3, they are participating in confidence and leadership training activities. Pulling from the best aspects of military training, focusing on drill, dress and discipline, boys’ demeanour changes as does their behaviour in class. In fact in any aspect of the School boys are transformed as their uniform now stands as a reminder of their commitment to the Corps and the service to others.

The Annual Field Exercise (AFX), a camping excursion to the bush, is a prime example of how Cadets “do” leadership. Boys are provided with all the necessary safety measures, as they are sent out with their platoons on overnight treks to various camp sites. By putting them in a new and perhaps uncomfortable situation, boys are compelled to make unusual decisions leading to resilience, resourcefulness and strong leadership. Cadets must resolve issues on their own and deal with conflict within their platoons, an ideal platform for leadership initiative.

“Corps is not about the fearless boy who is able to abseil down the cliff because he’s not scared of heights, but is about the boy who can’t do it and the boys who gather around him, encouraging and helping him get through this challenge,” says Brendan Stewart. The modern-day Cadet Corps is an important aspect of the School as it aids boys in developing confidence in their own abilities, as well as promoting the development of independent individuals for future life

Brendan Stewart Commanding Officer Cadet Corps

Passing Out Parade 2019 As has been tradition for 153 years, The King’s School Cadet Corps Passing Out Parade takes place at the conclusion of Term 2 and the cadet training year. Cadets march on to the annual Regimental Passing Out Parade (RPOP) where final year cadets will graduate (Pass Out) from the Corps and CUOs symbolically handover their responsibilities to the incoming ranks. The RPOP allows the unit the opportunity to demonstrate to their peers, parents, Old Boys, guests and the invited Reviewing Officer the Regiment’s high standards in dress, drill and discipline and its ability to honour the military customs and traditions we dearly respect. There is much ceremony surrounding the carriage of devices such as flags, standards, colours and banners on parade, honouring the history and traditions that have been passed on from generation to generation over our long and proud history. The unit’s full strength is on display on the hallowed grounds of the JS White Oval, with the unit ADJ and RSM, with the assistance of the CSMs and CUOs commanding the RPOP. It is an impressive display and a very special day for Year 12 cadets as their four years of service reaches an end. The King’s School Cadet Corps is the premier leadership program offered by King’s, as it builds leaders for the future, converting boys into confident young men. We do this by aligning our training activities with the Australian Army Cadet values which include respect, teamwork, courage and initiative.

https://vimeo.com/channels/kingscast/page:1

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C H A R AC T E R DE V E L O P M E N T

Community Outreach Service Program The most recent phase of Community Outreach, which occurred from Term 4 (2018) to the end of Term 2 (2019), proved to be very satisfying, both for the Kingsmen who participated and for the organisations that accepted our volunteers. Working in Courtlands aged care facilities, boys maintained consistent service, interacting with the residents by reading to them, playing dominos, engaging in conversation and completing craft activities. These activities, being such a success, were then replicated in Fairlea Aged Care in Harris Park, Arrunga Aged Care in Ermington, Arcare in Oatlands, Poplars in Epping and the Anglican Retirement Villages in Castle Hill.

Another continuous supporter of the program is Old Government House, offering a different opportunity for the students to provide service to the community. Here the boys learnt the joys of gardening, property maintenance and historical context. This season of Community Outreach also engaged, in a small way, with Arden Prep School, where our Kingsmen sought to pay back the school that prepared them so well for life at Kingâ&#x20AC;&#x2122;s. This structure of Community Outreach has served the School well over the many years it has been in place. Spread over two terms, students are allocated to a preselected group of agencies servicing them for a minimum of 60 hours of community engagement. Although, initially set up as an alternative for the Cadet Corps and its physical demands; the Community Outreach program is demanding and challenging in its own way. It provides the opportunity to develop leadership through service, the same goal as the Corps. The future of this program should be secure, as it could easily grow to accommodating all boys Years 10 to 12, creating a Community Outreach cohort that lasts for two years, ensuring the boys are gainfully and equitably occupied during Corps, until Camps Week in Year 12, where boys may select to undertake Work Experience activities.

Given that Community Outreach serves the purpose outlined above, there exists the plan to include Community Outreach as a Corps Platoon. In this model, boys elect to join the Platoon, rather than leave Corps. The Kingâ&#x20AC;&#x2122;s School is currently redefining its commitment to community involvement, seeking to expand its presence in the area of Service Leadership. A multi-tiered approach is anticipated: Year Groups each take an area of responsibility and community involvement, possibly with a Charity, and each House takes responsibility and community involvement with different charities or agencies. This would suggest that Community Outreach remains aloof from, yet related to, this structure. Ultimately, the Community Outreach Program is an immediate public face, the service face, of The Kingâ&#x20AC;&#x2122;s School in the wider Parramatta and Hills district. It is highly valued and respected, teaching boys valuable life skills.

David Strutt Community Outreach Program Coordinator

Enrichment and Extension experience at Arcare Oatlands.

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Senior School Engagement

Homecoming

The Greatest Shave

Art Show Gala Opening

Curtain Call

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The Bourgeois Gentleman

Boarder Reception Day

T20 Cricket Bash

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AC A DE M IC E XC E L L E NC E

Year 12 HSC Industrial Arts Showcase The 2019 Showcase was a celebration of the incredible works produced by the young men of The Kingâ&#x20AC;&#x2122;s School studying in the field of Industrial Arts and Technology.

This year, the Industrial Arts Department offered students two different courses with a major project component. Industrial Technology has three strands: Metal, Timber and Design and Technology. Students were encouraged to create a project that will be of valuable use to them after Kingâ&#x20AC;&#x2122;s, while enabling them to display a wide variety of skills. Twenty-nine students designed, created and constructed projects from their chosen material medium beginning at the start of Term 4, 2018. From this day they had just over 10 months to complete their major work and accompanying 80 page project documentation folio. These works ranged from a log splitter, boat, steam bent bench, elderly assistance mobility device, a variety of trailers and much more. All works required an immense amount of time to design, plan, construct and finish, with many boys spending all of their study periods, Clubs time and of course class time working to see fruition.

Whilst work on these projects could not commence prior to HSC course work beginning in Term 4 2018, the planning process and journey for many of these boys began a number of years prior, with the majority honing their skills since they arrived at Kingâ&#x20AC;&#x2122;s in Year 7 in 2014. Studying mandatory Technology in Years 7 and 8 introduced the boys to basic hand and machinery skills, as well as design skills in CAD drawing, in both 2 and 3 dimensions. These boys then progressed on to a variety of Industrial and Design electives in Years 9 and 10. Areas of Technology study for these students included Graphics, Industrial Technology, Design and Engineering. Peter McLeod is a prime example of a student whose planning process began years before the start of his HSC course. Peter, who built a boat, turned his personal hobby into a HSC project to then an inspired future career path. Although the process was extremely rigorous and time consuming, even sometimes having

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After leaving King’s I would love to own a boat building business. Peter Mcleod Peter feel he’d bitten off more than he could chew, he persevered with the end goal in mind. Peter believes this opportunity helped him on his journey towards finding his passion and future career. As seen with Peter’s boat, each year the projects become more complex and on a grander scale, with each cohort seemingly wanting to ‘out do’ the previous. Completing projects of this magnitude and quality takes an enormous amount of time, dedication and cooperation between all stakeholders. Part of the culture that the Industrial Arts Department has endeavoured to foster is a transparent partnership between staff, boys and their parents. This is undoubtedly the key to a successful project. All projects, whether, Timber, Metal or Design, have a high level of functionality. Many boys in Metalwork make projects that will be used on the family property. For example, this year the goat trailer, log splitter and mobile sheep feeder will go back to the property and be put straight into use on the farm. In Timber, all boys made functional pieces of furniture that will be immediately utilised in the family home, such as the New Guinea rosewood cabinet, walnut desk and river coffee table. All students completing a Major Project in Industrial Technology or Design and Technology should be extremely proud of themselves, not only for what they have achieved in terms of a high quality, functional, finished product, but for the skills they have learnt along the way. The ability to communicate, collaborate and cooperate in a team environment with their peers and staff are valuable skills that they will use well into the future. Congratulations to the cohort of 2019.

Simon McMahon Head of Industrial Arts

https://www.youtube.com/channel/ Peter McLeod

UCZN20Ly2Q6-Mbw8i1mJPmlA?view as=subscriber

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Year 12 HSC Visual Arts Showcase A selection of studentsâ&#x20AC;&#x2122; work from the HSC Showcase. A single photo representation from the full bodies of work completed.

https://www.youtube.com/channel/UCZN20Ly2Q6-Mbw8i1mJPmlA?view_as=subscriber

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C H A R AC T E R DE V E L O P M E N T

Chess Success The Chess program at The King’s School has flourished in 2019 with increasing numbers and enthusiasm from students across all Year groups. Every Wednesday morning, the Chess Club is attended by more than 30 students who practise and hone their skills acquiring valuable strategies and moves to be used in their upcoming games.

The year commenced with 65 Kingsmen entering the Richard Yeend Chess competition, an internal competition played over seven rounds, based on the Swiss format where players are never eliminated but instead are paired after each round. The winner is the player with the most amount of points after all seven rounds, with this year’s tournament finishing with three players tied on 6 points each. To determine an eventual winner, a three-way playoff was scheduled and resulted in third place going to Kristian Kocic (Year 9), second to Felix Chan (Year 8) and the winner being Jacob Camilleri (Year 8). Congratulations to all students who entered this exciting competition! In Term 2, King’s participated in the NSW Junior Chess League competition, an external competition involving multiple schools across Sydney. The competition is divided into four regions, with King’s situated in the Western division. Other schools in this include James Ruse, Girraween and Baulkham Hills High School who are all academically selective high schools. The competition is also divided into three age groups, Junior (Years 7 and 8), Intermediate (Years 9 and 10) and Senior (Year 11 and 12). The King’s School entered two teams into each age group, with all teams performing superbly. Highlights were the Intermediate A team who came

second in their division and the Junior A team who won their division and represented Western Sydney in the regional finals. The four members of the Junior A team, Jason Yan (Year 7), Jacob Camilleri, Felix Chan and Daniel Wei (Year 8) drew 2 all in the regional semi-final against North Sydney Boys High School, but unfortunately lost on a board count back. Despite this, these four students deserve congratulations for their outstanding efforts across the season. More recently, The King’s School competed in the GPS Chess competition, placing a close fourth position. Ten students represented the School with honour in this prestigious competition, including Eric Xu (Year 12), Braian Chen (Year 11), Steven Wang and Xing Gao (Year 10), Kristian Kocic (Year 9), Jacob Camilleri, Felix Chan and Daniel Wei (Year 8), Jason Yan and Jordan Raffoul (Year 7). Congratulations to all our Chess players on an excellent season!

Mr Bruce Barry Master in Charge

https://www.youtube.com/channel/ UCZN20Ly2Q6-Mbw8i1mJPmlA?view as=subscriber

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Kingâ&#x20AC;&#x2122;s possesses a vast array of musical talent from Kindergarten to Year 12, with the String orchestra commencing with Pre-Kindergarten tutoring leading into a complete Kindergarten orchestra. This musical groundwork starting so young is then carried onto the junior years, and by Years 4 to 6 there is an immense amount of talent and hard-working String musicians forming an award-winning Chamber Strings.

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S E N I O R S C H O O L M U SIC

Champion of Champions

The Prep School Band starts in Year 3 with a full range of instruments, from double reeds to low brass and is also incredibly impressive, setting the bar high. In particular, King’s Symphonic Band is multi-award winning, developing its own unique sound and reaching semi-professional standards. King’s is also fortunate to currently possess wonderful soloists in both the Chamber Strings and Symphonic Band, which form a critical mass of excellence, lifting the profile of the ensembles. In the last year, The King’s School’s Music Department has seen a significant amount of musical excellence. Several boys from the Senior School Symphonic Band entered the NSW Band State Championships in the Solo Section. King’s was the most prized school in this event, receiving 7 State Champions in their respective instruments, across different sections and age-based categories. Such instrumental categories included trombone, percussion, French horn, flutes, and clarinets. One student who achieved above and beyond was Justin Wang, winning the Under 19 clarinet section. He then went on to compete with all other winners from their respected band instruments in the ‘Champion of Champions’ competition, an

extremely high calibre event, featuring the top soloists in NSW. Justin brilliantly won the title of NSW Champion of Champions, especially impressive as he is only 15 years of age. Playing the clarinet since he was 10 years old, Justin shares about his achievement stating, “Winning this competition meant a lot and has positively affected my confidence. I practice really hard, both at home and at School and am happy to see my efforts have paid off.” He wants to pursue a potential career in performance of music at University after King’s, with orchestral or solo opportunities being his dream. We are very blessed to have a critical mass of very-high level music students at King’s, whether at Senior or Prep they are setting the bar high and creating a peer group of excellence in their field of endeavour.

Dr Jeremy Eskenazi Piano accompanist

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Senior Sport Highlights

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P R E PA R AT O RY

Taking Risks to Grow

Welcome from Peter Allison, Head of the Preparatory School Often risk taking can conjure negative connotations as people relate the concept to choosing dangerous behaviours. On the contrary, risk taking can be a healthy way for growing children to test boundaries, uncover hidden talents, build confidence and explore their independence. It’s an avenue through which children can learn more about themselves and enhance their physical, social and emotional development. the final three terms of a boy’s career at the Prep School. The program itself, can be likened to a mini Duke of Edinburgh Award and embodies elements such as participation in a range of home management responsibilities, the cooking of a breakfast, lunch and dinner, community service initiatives, public speaking presentations, and the completion of a major project within an area of interest or challenge. Risk taking is encouraged, as the boys undertake new initiatives that are in the spirit of enterprise.

Within the life of the Prep School, we want our boys to feel the security of routine and structure. We also want them to experience the uncertainty and apprehension that can come through challenge that pushes beyond comfort levels and experiences of failure.

and to provide them with an opportunity to explore their sense of self and others within the natural environment. There have been other opportunities this semester to take risks. Standing up in front of your peers to present a recitation of a

The new Outdoor Education Program adopted this year at the Prep School has been one deliberate strategy to promote appropriate risk-taking. It has challenged boys at all levels. Complementing the academic and pastoral program, the outdoor education curriculum has encouraged boys to develop resilience, collaboration, leadership, and initiative,

poem or speech is a demanding experience. Performing on stage in front of packed audiences for the Prep School Musical, The Amazing Adventures of Superstan takes courage. Year 6 boys have been tested through their participation in the Enterprise Award. This program, unique to King’s, operates over

Some senior Prep students were fortunate to join a tour of rugby and football players who ventured to Japan over the Term 3 holiday period. Whilst the itinerary was a fast paced, fascinating collection of boy-friendly tourist experiences and sporting encounters, the trip took the tour group outside of their comfort zones negotiating transport, food, accommodation and language of another culture where English was not readily spoken. The 400 metre zipline adventure with scenic views of Mt Fuji and Suruga Bay as a backdrop was a particular highlight. Encountering risk and learning to persevere with courage builds confidence and selfpride. It awakens possibilities. At King’s we believe it is an important preparation for a life of change and uncertainty.

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P R E PA R AT O RY

PYP Learning Coming to a PYP School can be a very different, yet extremely rewarding experience for students, teachers and parents. Rather than organising learning into subjects, PYP learning is culminated into six important themes. From these themes students are encouraged to develop the skills and knowledge to think for themselves and ask questions to enable them to become internationally aware lifelong learners. This practice is perfect for nurturing young learners, as it fosters engaging and interactive learning for already inquisitive minds.

As an authorised International Baccalaureate (IB) World School in NSW, King’s Preparatory School still delivers all curriculum content required by NESA, including English, Mathematics, History, Geography, Science, PDHPE, Languages and more. The difference, however, is that learning is delivered in a transdisciplinary way, ensuring the boys learn to think beyond subject boundaries and use their broad knowledge to think about global topics. The IB PYP aims to help students realise that we are all part of a global community and all have roles to play in making the world a better place.

Transdisciplinary learning allows for more authentic and rich learning to happen, because knowledge is not separated into artificial chunks. It also allows students to see the commonality of all human experience as they develop a conceptual focus.

The Transdisciplinary Themes • Sharing the planet

Sonia Weston Director of Learning and PYP Coordinator

• How we organise ourselves • How the world works • Where we are in place and time • Who we are • How we express ourselves

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P R E PA R AT O RY

Kingâ&#x20AC;&#x2122;s Fest

Glorious spring sunshine, lively crowds, fabulous tastes and aromas, attractions galore and cheers of fun and laughter across the campus were just some of what made King’s Fest 2019 such a memorable weekend. Hosted by the remarkable Prep School parent community, The King’s School welcomed over 20,000 visitors of all ages, from across Sydney and beyond, to enjoy the King’s Fest weekend. The weekend kicked off in style with the Gala Opening of King’s 40th Annual Art Show and the awarding of the 25th Art Prize. Congratulations to winner McLean Edwards for his piece Dining In, a theatrical and darkly humorous take on figurative painting. King’s Fest then followed with two jam packed days where there was never a dull moment, with families enjoying morning to night entertainment. With live music setting the mood, guests enjoyed the artisan and growers’ markets, high tea, festival food, bakery stalls and wine and whisky tasting at the new ‘Stables Tasting’ experience. Saturday was a particularly great day as families stayed on late in the afternoon for a King’s Fest first – the twilight fireworks spectacular. Our youngest visitors were occupied all weekend long with the animal nursery, carnival rides, kids bop till you drop disco and the highlight, performances by Nickelodeon’s Paw Patrol and Sesame Street. Sunday brought in many car enthusiasts, as the day featured an All-British Vintage Car Rally, hosting over 1,200 vintage cars from over 100 years of motoring history. It was a spectacle to behold.

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I am always amazed how much passion our boys develop for their instruments and music. Trevor Addison

P R E PA R AT O RY

Music at the Preparatory School

Music at the Preparatory School is bursting at the seams and our Music Centre is over-flowing with hard working young musicians. The Prep music program currently provides opportunities to all Prep students within the Music Centre, accommodating on a weekly basis, 23 instrumental tutors, 19 ensembles, with numerous stage opportunities, as well as providing a range of concerts from small soirees to whole Year groups.

The current Music Centre was opened in May 2002 as a welcomed addition to the musical landscape of the School. With such vast musical excellence now circulating our lower level School, the Prep Music Department looks to the future towards plans to reconstruct the Music Centre, creating additional classroom space, instrumental practice rooms and performance space. The King’s music program is one of the best in the country and we are proud of our achievements. The classroom curriculum program provides boys with comprehensive learning opportunities that allow them to develop music literacy and performance skills through the study of music from all periods of music history and also from all corners of the world. Within any week, the Music Centre could be resounding with Javanese Gamelan from Year 6 boys, Fanfare compositions from Year 5, tone and semitone exercises in Year 4, the Year 3 Band and Strings program warming up,

Year 2 preparing for Grandparents’ Day, Year 1 dancing to discover the structure of a piece of music, Kindergarten working on developing their vocal skills and Pre-K exploring pentatonic melodic improvisation. Alongside our compulsory music curriculum, many boys learn instruments at School. The string and band program headed by Mr Trevor Addison and Mr Ben Crocker and taught by experienced instrumental tutors, are areas of the School of which we are very proud. “I work them incredibly hard, using good teaching techniques delivered through a great relationship built between myself, the boys and the parents,” said Mr Addison. Within any given week over 220 boys receive lessons in our Music Centre and all boys are placed in one of the many ensembles that rehearse each week. In addition to the main ensemble placement, we also run chamber groups for further musical development. These groups include string quartets, flute, clarinet, percussion and guitar ensembles.

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Superstan

Performance is essential to our co-curricular program and throughout the year we showcase the work of individuals and ensembles through a variety of avenues. Prep concerts at King’s often take place in Horrocks Hall, with combined concerts with the Senior School groups in Futter Hall. Boys perform in assemblies, along with special events such as Grandparents’ Day and Christmas Services, with new opportunities always arising, including performances with our neighbouring schools of Tara and Burnside. The annual Art Show and King’s Fest performances allow the wider School community to hear our music. We also participate in choral festivals, eisteddfods, band competitions and have developed relationships with St Jude’s in Bowral and St Martin’s Killara as performance opportunities for the boys. One significant area that is unique to our School is the wonderful relationship that we have with renowned Australian composer, Paul Jarman. Paul has now composed three choral pieces for Year 6 students and these

pieces have all been premiered to acclaim at the opening of our PYP Exhibitions in 2014, 2016 and again this year. It is a wonderful experience for boys to be able to work with a composer bringing their hopes and dreams for the future to life. Music is also present within our drama productions. Recent performances of Superstan, Lion King, and Jungle Book all drew on Prep musical strengths. The School was particularly delighted when international composer Christopher Norton offered to write and compose a play for us to commemorate the 100 Years of Anzac and focus on the stories of King’s Old Boys and staff and their involvement in WWI. One of the areas of growth that has continued to amaze has been in the external examination opportunities provided by AMEB and Trinity College, London. It is at these examinations that our boys excel and reach extraordinary levels of achievement. Guided by gifted tutors and always ably supported by Dr Eskenazi

as resident accompanist, boys in Year 6 are now attaining not only outstanding marks at Grade 8 level, but also going on to excel at performance certificate and diploma levels. This is certainly one of the ways that the Music Department in the Preparatory School stands out from many other places working with children of a similar age.

Jonathan Todhunter Director of Music, The Preparatory School

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P R E PA R AT O RY

Japan Tour Japan is an ancient and fascinating country to explore. Itâ&#x20AC;&#x2122;s a country with deep cultural roots and traditions that stem from remaining heavily protected from influences of the outside world for most of its history up until the 1850s.

The Term 3 break offered the opportunity to explore this wonderful country for a tour party of 26 Preparatory School boys and accompanying staff. The tour in twofold, provided our senior rugby and football boys with an opportunity to develop their skills through international competition and to gain a deeper appreciation for another culture with a rich and contrasting history to their own. For many of the party, this was their first venture to Japan, providing them the opportunity to gain a taste of the hustle and bustle of city life, as well as the beauty of mountainous country regions. The bustling city of Tokyo provided a great launch pad for the trip, with cultural activities including visits to Mira Kan, the National Museum of Emerging Science and Innovation and Yoyogi Park with a stop at the Meiji Shrine. Students were also captivated by colourful eccentric fashion, witnessing the more creative and playful elements of the city as they toured Harajuku. After a long day of sight-seeing, boys enjoyed World Cup rugby action with Australia pitted against Wales and a first division J-League football match at Todoroki Stadium. After three days in Tokyo, the tour headed to the region of Odawara. The boys were welcomed at Odawara Primary School where they joined in a Japanese calligraphy class

and outdoor games. Travelling to the town of Fujinomiya, at the foothills of Mt Fuji, the boys visited the Mt Fuji World Heritage Centre and the Fujisan Sengen Shrine, one of the largest and grandest shrines of the day. After taking part in many authentic Japanese endeavours, the boys headed to their accommodation to rest, situated on a hillside overlooking the city with a clear view of the extraordinary Mount Fuji. The final area for investigation was the region of Shizuoka. Here the group visited the Yamaha Motorcycle Factory, Kakegawa Castle and the Kakegawa Bird Park. The itinerary included a second World Cup Rugby game at Shizuoka Stadium where the tour group watched the might of the South African team overwhelm the Italians. One of the highlights of the tour for many boys was experienced on the last day where they visited the Mishima Skywalk and flew across the valley on a 400 metre zipline with the scenic views of Mt Fuji and Suruga Bay as a backdrop. Over the course of the tour, the boys participated in three matches with the rugby boys finishing with an undefeated record, and the footballers with an even score card of one win, one loss and a draw. It was encouraging to watch the many players who grew in confidence and tenacity with each game.

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Year 6 rugby player Leo Dearlove said, “My favourite part was experiencing a new culture with such friendly and polite people and being able to discover new places that I haven’t before.” The trip was hugely successful in providing the tour group with a greater understanding and appreciation of the beauty of Japan and its rich history and dynamic culture.

Peter Allison Head of the Preparatory School

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Mother’s Day

Superstan

Leadership Day

Debating Gala

Football 7’s

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Preparatory School Engagement

Visiting former Wallaby David Campese

K-2 Swimming

Fatherâ&#x20AC;&#x2122;s Day

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We are very conscious that it is our responsibility to prepare our students for an ever changing world beyond the jewel of the Southern Highlands.

T UDOR HOUSE

It Takes a Village

Welcome from Anni Sandwell, Head of School, The Kingâ&#x20AC;&#x2122;s School, Tudor House

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It takes a village to raise a child…is a familiar adage. When Wilfred Inman moved the School he established in 1897 in Sydney’s Eastern Suburbs to Hamilton House, Moss Vale in 1902, he created the foundations of the village that was to become The King’s School, Tudor House. The Village is organised by a network of groups, committees and teams, passionate about ensuring that the community flourishes, from The King’s School Council and Executive to ‘local’ groups, the Tudor House Foundation and Working Group, the Tudor House Exec, teachers, Tudor Rose Auxiliary and TAG (Tudor House Action Group) our student representative group who make commendations and recommendations about our community life.

A village is, by dictionary definition, a group of houses and associated buildings larger than a hamlet and smaller than a town, situated in a rural area. The word ‘village’ is derived from the Latin, villa, a country house. Tudor House students, past and present, have benefited greatly from belonging to this village. Each year we invite King’s Year 12 Old Tudorians to a Reunion Day at Tudor House. Conversation is often centred around the sentiment, so aptly summarised in a quote on a plaque in Anderson Courtyard, You don’t know what you’ve got until it’s gone. Cesare Pavese (1935) said, “You need a village if only for the pleasure of leaving it. A village means you are not alone, knowing that the people, the trees, the earth, there is something that belongs to you, waiting for you when you are not there.” By definition, a settlement earns the right to become a village when you build a church. Our School Chapel is a village meeting place, at the core both physically and metaphorically, of our Christian community. It is a place where we’ve focused this year, particularly on the School Values: Compassion, Honesty, Humility, Integrity, Respect, Responsibility so that we may become the most Excellent version of ourselves. These Values provide a common thread throughout our community, binding us together. In addition to the Chapel, our village is made up of community centres - the War Memorial Hall (Assembly Hall), Dining Room, Library, Hamilton Lawn (the village green), Anderson Courtyard, playing fields and extensive grounds with dams, swimming pool, sports courts, gym, low ropes course and more. The 24/7 residents in the village, boarding students and staff in cottages, provide a soul for the community outside regular school hours.

Mr Inman’s motivation to move his recently established School away from the city in 1902 was to provide opportunities for the students not available in the city. He is quoted as saying “that for children to succeed, they need to develop a mindset to ‘learn to learn’ by being placed in an environment rich in quality resources, ensuring students’ minds are open to the amazing opportunities in life.” Indeed, it is as if he anticipated the International Baccalaureate Learner Profile, a list of attributes that promote academic rigour and the establishment of a personal value system leading to international-mindedness. The Learner profile guides and underpins our practice as global educators today. As a Candidate PYP School, we set-up students to succeed, to love learning if they’re balanced, caring, communicators, inquirers, knowledgeable, open-minded, principled, reflective, risk-takers, thinkers. These soft skills (as they’re often referred to), do not go out of date and promote enduring understanding. Tudor House students, ‘live’ the learner profile. Academic excellence is our core business. Learning at Tudor House takes place both within and outside the confines of regular classrooms. Inman established a School where achievements were celebrated, next steps in learning were supported and very importantly he saw the importance of providing a place where students and their families belong, a community of learners. We are very conscious that it is our responsibility to prepare our students for an ever changing world beyond the jewel of the Southern Highlands. Our learners have the advantage of being ‘schooled’ in state-of-the-art classrooms and conventional teaching spaces. By belonging to a community with extraordinary experiences, students are provided with opportunities to develop advantageous character traits, equipping them to be thought leaders of the future, aware that their contributions can make the world a better place.

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T UDOR HOUSE

Tudorfest The Kingâ&#x20AC;&#x2122;s School, Tudor House community hosted its biennial Tudorfest, welcoming visitors from the Southern Highlands and far beyond. Staged on the picturesque School grounds, Tudorfest was a marvellous day of family fun.

ith something for everyone, Tudorfest W featured a range of favourite attractions such as an animal nursery, artisan market, bakery, festival food stalls, carnival rides and musical entertainment, ensuring the whole family was entertained for hours. The Car Rally was also a huge success, appealing to all by showcasing both vintage and new sports car models.

Nickelodeonâ&#x20AC;&#x2122;s Paw Patrol was a popular attraction with Ryder and the rescue dogs performing some of their most loved songs, getting the crowd out of their seats singing and dancing along. A&L Academie de Danse were also sensational, performing in eccentric costumes to various dance compositions. The Tudor House Learning Experience tent was the start of the learning journey for many of the children visitors. Fun activities such as face painting, arts and crafts and more, saw children learning through engaging activities.

https://vimeo.com/channels/kingscast/page:1

Gazette January 2020

T UDOR HOUSE

Paddock to Plate Tudor House continues to encourage healthy eating and wellbeing practices while increasing food education awareness through its Paddock to Plate program.

Each afternoon through the School’s outdoor education program Kahiba, students in varying Year groups rotate sessions of clearing, planting, harvesting and cooking. Through this program students demonstrate incredible ownership for the entire seed to plate process. Their commendable work has led to excellent results and award-winning produce. At the local annual Robertson Show, Tudor House won several awards with apples and potatoes both winning first prize in their categories. The School’s watermelons were awarded second prize in the ‘other fruit’ category, which was an extraordinary feat as the variety grows best in warmer climates; yet despite the unseasonal

cold weather in the Southern Highlands, the crop was able to flourish. “Some of our student highlights from the year include camp-fire strawberries dipped in chocolate for our Lower School, yabbie fishing for Year 5 and potato planting with Year 6 in the furrow which was dug by horse and plough at the beginning of the year,” said Tudor House Catering Manager, Jamie Everingham. This year also saw the sale of most of the School’s cattle herd, achieving an excellent result in the local sale yard, giving the Paddock to Plate program much appreciated support for further infrastructure.

Next year, Tudor House looks forward to the completion of the ‘Berry Cave’ for the Lower School. The old greenhouse refurbishments will provide the School with fresh berries and an excellent opportunity for students to get involved in the process. The gusto seen by the Tudor House students will spur the School onto bigger and better things, perhaps even the harvesting of giant pumpkins!

Jamie Everingham Catering Manager

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COMMUNIT Y

Light Horse Service leadership has no greater example than that given by the Kingsmen who unselfishly volunteered to serve their country when called to do so during the Great War. As we look back at this time, there has been no equal representation of the King’s values in action than when the School rallied behind those who went to war.

Reflections from the Past: Letter Extracts

Dear Headmaster Waddy, We are all very proud of the flag which you gave us—or, rather, the regiment. Colonel Meredith has given the flag into my charge, and I will do my very best to keep it flying to the end; and if I’m spared, will faithfully see that it is returned to the old School, where we trust it will rest in the good chapel as an honourable record of the doings of the first regiment of Light Horse of the A.I.F. Oswald Bruce Ryrie, written on board the Star of Victoria (the first troopship to depart Australia bound for the Middle East, October 1914)

“ The private soldier valued his battalion colour patch almost more than any other decoration.” Australian Corps Commander in World War 1, Lieutenant General Sir John Monash

My dear Waddy, Here we are still in Egypt keeping the flag flying, as well as the new one from the old School, which was flown on the day of the annexation of Egypt by England, when we marched through the streets of Cairo, past the saluting base, at which was General Sir John Maxwell, who was very favourably impressed with the Australian Expeditionary Force. O.B. Ryrie, 21 January 1915, Egypt

It was a nostalgic day when over 400 people gathered at The King’s School Chapel to share in the Light Horse Commemoration Service. The Service paid remembrance to the 100-year anniversary of the return of the School’s flag by the Light Horse Brigade, in 1919. King’s students, families, friends and those new to the community reflected on the 200 Old Boys who served in WWI, 101 of whom gave their lives. The flag will hang in the Chapel to allow us to remember, honour, mourn, hope and never forget those who served and gave their lives for the sake of the freedoms and liberties we so often take for granted today.

The King’s Character When war broke out in 1914 there were 220 boys enrolled at King’s. At this time, there was a great sense of pride in being part of the British Empire and a true willingness to support the former King’s students who had already joined up. The Headmaster Rev PS Waddy wrote to each Old Boy who joined offering them the prayers and best wishes from their Old School. Each day in Chapel, after the School lost its first Old Boy in battle, the ever-growing list of those who paid the ultimate sacrifice was read before each Service. The Headmaster reminded students that it was their duty to work hard, both at their studies and their games, to show their support for those who were fighting overseas. King’s supported the war effort in many ways, including hosting a concert to raise funds for the 1st ALH flag.

The Flag There was great excitement around the School as preparations were made for the concert that was to support the Old Boys then training with the Light Horse. Many from the King’s community gathered to show support, helping fund the gift that would be given to the 1st Light Horse. The gift of a flag was then presented to Lt Colonel Meredith, with the promise it would travel to the war front.

Return of the Flag

20th Century Kingsmen

During a service of Evensong, 3 November 1919, the battle weary flag bearing the colours of Kingâ&#x20AC;&#x2122;s and now those representing the 1st ALH was returned to the Chapel by Major AA White, supported by Major JM Maughan DSO and Major ND Barton. The flag initially passed to Captain OB Ryrie, remained in a kit bag in Alexandria when the men were shipped to Gallipoli. Their belongings eventually caught up with them and the flag arrived for battle at Gallipoli. It then saw service in Palestine before returning to the Chapel where it remained until the move to Gowan Brae.

Kingsmen from the early 20th century displayed the same characteristics that resonate today. They demonstrated compassion towards those who suffered in the face of hardship and war, and regularly remembered the families of those who lost loved ones or suffered wounds. They raised money and support for those in need on the forefront and the soldiersâ&#x20AC;&#x2122; needs back at home. They demonstrated respect towards Old Boys and Officers, eager to learn and prepare for the front, and were willing to serve and take on responsibility when the time

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came. Like the Kingsmen today, they are forever united under the motto â&#x20AC;&#x201C; Fortitier et Fideliter.

Catherine Pearman Preparatory Teacher

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Gazette January 2020

COMMUNIT Y

Helping Our Rural Families

Drought Support Trip 2019 In November 2019, a contingency of King’s staff and students travelled out to regional New South Wales as a show of support for communities struggling with the devastating effects of the drought.

The purpose of the trip was three-fold: 1 Our students would have the opportunity to contribute to communities doing it tough, whilst learning the importance and value of living a life in service of others 2 F or our students to gain a deeper understanding of the drought and how it impacts local communities 3 T o provide a small measure of financial support for regional towns by supporting local businesses

A joint Boys to Men and Service Learning initiative, the Drought Support trip aimed to show support for our regional communities that are so important in the Australian community and especially important to us here at King’s. On Monday, 18 November ten Year 10 boys and one Year 6 boy under the care of Mr Papandreas, Mr Vassallo and Mr Chadwick set out for Coonamble and Walgett. These students spent a day at St Brigid’s Catholic Primary School and another day at St Joseph’s College where the boys went into Kindergarten to Year 3 classrooms helping the students with reading and mathematics. Our young Kingsmen did their School proud, showing a great deal of care and interest in the lives of the primary students, whilst helping them develop important literacy and numeracy skills. We provided a BBQ for the students and staff at both schools using all locally sourced produce to help support their local towns. Lunch was followed by an afternoon of sports activities for the Year 4 to 6 students run by our Kingsmen. A tremendous amount of leadership was shown by our young men running basketball, cricket, touch football and soccer initiatives. The staff at these schools were greatly appreciative of the work of our students and the positive role models that they proved to be in a school staff with nearly no male teachers. It was wonderful to see the boys serving local communities going through such tough times.

Whilst at these schools, the boys had the opportunity to make a truly positive impact on younger students and their school communities. It was an eye-opening experience for our boys who learned how fortunate they are to be Kingsmen. We would like to take this opportunity to thank both St Brigid’s and St Joseph’s for welcoming us into their schools and allowing us the opportunity to work with their amazing students. We were also very warmly welcomed into the family homes of four King’s and Tudor House families. Fergus and Lorna Lefebvre, Andrew and Sue Wickham, Cameron and Camilla Rowntree and George and Kirsty Witts played host to us and were so incredibly generous in showing the boys around their properties and sharing their experiences and insight around the drought and its impacts. Each visit provided a unique perspective of life on the land and the impact that the drought is having not just on farming and agriculture, but on families, small businesses, entire communities and Australia more broadly. Whilst at the Witts’ family farm, Jack (Year 11, Baker Hake) showed the boys what life on the land was like by putting them to work feeding sheep, helping with fencing and familiarising them around the shearing shed. We cannot be more thankful for the hospitality of these families and the wonderful dinners they prepared for us in their homes. Even in the hardship of drought, the selfless nature and overwhelming generosity of these families was inspiring for both the staff and students. It is no wonder King’s has many wonderful young men in its community, they come from good stock – caring and selfless families. This was the first Boys to Men Service Learning trip and was well received by students, staff, families and the local communities. We look forward to making these types of trips a core part of Boys to Men moving forward and to further expanding our support of regional communities.

Dean Papandreas Boys to Men Coordinator

Have you been inspired by our students? Engage King’s, the Association of Parents, Friends, Societies and Clubs of The King’s School would now like to extend this opportunity to families within the King’s community. Expressions of Interest are now invited from families who would like to join us for a weekend in Dunedoo from Friday, 27 to Sunday, 29 March 2020. The aim of this weekend is to bring the community together in support of our regional families. Buses will depart on Friday for a full weekend of activities, including a game of cricket in the bush and time to support the local businesses of Dundeoo. A very special part of our weekend will be visits to a King’s family property, providing the opportunity to roll-up your sleeves and experience first-hand life in the bush. Are you interested? We would love you to join us and encourage you to bring the family. To express your interest to join us in Dunedoo or for further information, please email Kate Bell in Community Relations at kbell@kings.edu.au

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Lloyd Family

COMMUNIT Y

An Important Era in Our Community The Harrisford Group

One of the powerful stories of our School across its nearly two centuries of existence, is the story of the King’s families.

In some cases, generation after generation of boys have followed their fathers, grandfathers, great-grandfathers, great-great grandfathers, uncles and so on. Some boys arrive at the gates or the boarding house with a few cousins in train. Some from the farms of our region, and some from the urban sprawl of Sydney. They join the first in family boys and the international boys and the powerful story of the King’s school continues – the richness of the land, the cities and the globe woven into its current and future stories.

We are all richer for it and each part of our wonderful School community is just one of the many threads that weave our narrative. Central to that, is our over seventies Old Boys who recently formed and named themselves The Harrisford Group – we are told that at 69 years old you won’t qualify! These are the boys who enjoyed their King’s experience at the original school campus in the heart of Parramatta. Central to the start of their bonding with the current campus, however, was the transfer of the Chapel from the original School. Brick by brick in a labour of love the replica rebuild of the Chapel continues to provide

the home of gatherings for many of this Christian community’s celebrations, partings and reflections – watched over by the Old Boy custodians of the School. It was fitting that on a beautiful day in August the start of the Harrisford Group’s inaugural event started with a celebration in the Chapel. For some, it was the first visit to the Parramatta Campus, but all were familiar with the Chapel at the heart of their School. The gathering powerfully demonstrated the generational story of King’s, with brothers and cousins lined up on pews. Fathers brought sons - ‘younger’ Old Boys - along for the service. And the wonderful visual of James Lloyd [1964 peer year] standing at lunch with four current students – all his grandsons and the fifth generation of the Lloyd family – said it all.

Rose Thomson Head of Community Relations

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Community Engagement

The Biggest Morning Tea

Womenâ&#x20AC;&#x2122;s Dinner

Gazette January 2020

Art Show

Homecoming

Boarders Street Party

Trivia Night

Commem Day

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COMMUNIT Y

State of the Modern Old Boys’ Union The King’s School Old Boys’ Union (OBU) has had a busy 2019.

In February, we hosted Commemoration Day, which began with a Chapel service, followed by Old Boys competing against the School in tennis, touch rugby, cricket, football and, for the first time, a Figure of Eight race around the School. Whilst there were some impressive performances by our Old Boys, unfortunately The Kurrle Cup remains safely in the hands of the School. In March, we held a function for our younger Old Boys, which was a great night at the Angel Hotel in the city. Over 50 young men attended, and they took the opportunity to catch up with school mates and renew acquaintances. In June, the OBU held a Business Networking Night at the Museum of Sydney which saw almost 80 Old Boys get together to hear some insightful presentations from suitably qualified Kingsmen on the state of business and the economy following the federal election.

In August, we hosted Old Boys at the Homecoming Day at the School. Those present saw some excellent rugby and football, and over 250 Old Boys enjoyed reunions and the hospitality of the OBU tent overlooking the White Oval. The day was a perfect King’s day – incredible weather, great catch ups, stories shared and a real sense of community.

Throughout 2019, the OBU held several careers nights for senior students, focussing on a range of different careers, including trades, medicine, law, engineering, government and the arts. We are very lucky to have a diverse range of Old Boys who happily give up their time to share their career experiences with the current boys of the School.

August also featured the OBU’s launch of the Harrisford Group for all Old Boys aged 70 and over. The Group was hosted at School with over 100 older Old Boys in attendance for a Chapel service, a tour of the School and lunch in the Trophy Room. The Harrisford Group is an excellent initiative and we look forward to more Harrisford Group events in 2020.

The OBU has continued its sponsorship of The King’s Old Boys’ Football Club and The King’s Old Boys’ Rugby Club. These clubs provide an important avenue for Old Boys to reconnect with each other and continue their sporting pursuits once they leave school. Our thanks go to the various Old Boys who administer these clubs.

In September, the OBU celebrated the contribution of Dr Timothy Hawkes OAM as Headmaster of The King’s School and conferred on him Honorary Life Membership of the OBU. We will honour Dr Hawkes at an appropriate event in 2020.

All Old Boys are welcome to attend our events and we look forward to seeing you in 2020. If you are not already on the OBU mailing list, please contact us by email at TKSOBU@kings.edu.au and we will make sure you are kept informed

In October, the OBU held a lunch for almost 70 country Old Boys and their partners in Dubbo. The School’s character is strongly connected to our country boys and given the very tough times in the bush at the moment, the Old Boys’ Union was very happy to host our country members and give them a chance to catch up and enjoy an afternoon off. Also, in October, over 130 Old Boys attended the Old Boys’ Union Annual Dinner at the Union, University and Schools Club. The night had one of the highest numbers of attendees in many years. Former Master, Mr Alan Jones AO, was the guest speaker and regaled those present with anecdotes of his time at the School.

Michael Thomas President, Old Boys’ Union

Gazette January 2020

A RC H I V E S

100 Years Back in Time For most boys the news that the start of the new school year was to be delayed would bring shouts of jubilation. However, for the 260 or so boys enrolled at The King’s School in Parramatta in 1919, the extra leave was but one consequence of a crisis that was gripping the world. For the School, ‘la grippe’ or the ‘Spanish flu’ meant a delay to the start of the 1919 school year. No day boys – of which there were 58 – were allowed to attend. Those boarders who did return all boarded at School House; Broughton and Macarthur House did not reopen for some weeks. Classes were held in the open or on the verandah of the School hospital. One class of Prep boys met under the large elm tree that stood beside the river and spent many lessons observing the water fowls that inhabited their ‘classroom’. As the State Government had banned large public gatherings, Saturday sports were cancelled except for the 1st and 2nd cricket competitions and the 1st IV rowing. That term only three cricket matches took place. For three months, the majority of the students did not leave the School grounds. There were moans and complaints of boredom on the weekends, with staff organising card games and impromptu concerts to while away the hours. So bored were the boys that they cheerfully attended classes on Easter Monday. Mid-winter holidays were brought forward to June instead of July in the hope that rugby could continue when the term recommenced. However, when the new term began, the teams were still without many of their country cohort – the Government had still not given the all-clear to return to school. All noncompetition games were cancelled and the boys played games amongst themselves. Ten teams had been reduced to five and so the standard of play dropped. There was more than the usual interest in tennis, however, and positions in the House teams were hotly contested.

The regular School calendar lapsed and events such as Commemoration Day did not eventuate. Cadet drill was also suspended until August, even though it took place outside. Old Boys’ Union events and committee meetings for the War Memorial were not allowed to take place. It was over six months until the outlying Houses of Broughton and Macarthur were given the allclear to re-open, finally allowing the boys to enjoy the walk to and from school each day. Fortunately for the School, while the hospital was busy isolating boys with the usual winter colds, none succumbed to the flu nor did any require further hospitalisation. Nevertheless, there were reports of Old Boys such as SM Grigson (1911–12) and JA Martin (1881–82) succumbing to the illness, despite having survived time at the front. Other former students amongst the Australian casualties included Lieutenant-Colonel GA Read (1900–01), GML Innes (1888–93), Reverend HMA Pearce (1896–98) and NW Brown (1855–62). By the beginning of the final term for 1919, the School had returned to normal. The boredom of earlier times forgotten, sport, cadets and lessons once again took precedence in the daily routine of The King’s School.

Jenny Pearce Archivist

Gazette January 2020

O L D B OYS ’ U N I O N

Births, Engagements, Marriages and Deaths

Births

Engagements

Deaths

Anderson (’07) Henry Alexander and Kate Maree Smith a daughter Ziggy Belle Anderson on 12 October 2019.

Anderson (’07) Henry Alexander to Kate Maree Smith on 25 May 2019.

Ashley (’48) Brewster Charles Earnfaunce (Charles) 8 January 2019

Elliott (’88) Simon Russell and Lai Ming a son Liam Francis on 12 December 2018. Henderson (’00) Peter Alexander and Amanda a daughter Amelia Winifred on 18 August 2018. Hosking (’03) Will David and Ellie a daughter Georgie Kate Hosking on 9 June 2019. Hosking (’04) Thomas James (Tom) and Elizabeth a son Henry Scot on 18 March 2019. Martel (’97) Timothy David Hugh and Kate a son Jack Rodger William on 4 January 2019.

Anderson (’09) Thomas Robert Horton to Lisa Maree Caldwell on 15 September 2019. Bligh (’07) Charles Oliver to Kate Elizabeth McNeill on 27 December 2018. Neale (’05) James William to Aimee Jane Divorty on 8 January 2019.

Armytage (’53) Adrian Raymond Garfield Adrian Raymond Garfield Ashton (’55) Geoffrey Federick James 17 February 19 Berry (’61) Stephen Jeffrey 5 September 2019 Berry (’68) John Alton 2 March 2019 Blyth (’53) Jeramy Osborne Bolivar Blyth 5 April 2019

Webeck (’08) Nicholas Robert to Olga Botova.

Cobb (’62) Timothy John Hunter 20 November 2018

Wybenga (’10) Simon Christopher to Emma Rose Unwin on 22 April 2019.

Cook (’59) Michael Knox Norton 20 May 2019

Marriages

Donkin (’52) Peter Clarence Date unknown

Mattiske (’02) Rick William and Alice a son Walter William on 2 March 2019.

Henderson (’00) Peter Alexander to Amanda Morison on 9 September 2017.

McMaster (’05) Hamish John and Ally a daughter Matilda Virginia McMaster on 4 May 2019.

Mattiske (’02) Rick William to Alice Catherine Luff on 9 March 2018.

Phipps (’06) Nicholas James and Ebony a son Huxley James on 12 April 2019.

White (’79) Matthew Saxon to Amanda Jane Wilson on 4 May 2019.

Dick-Smith (‘63) David Warwick 3 May 2019

Friend (’67) Stephen Bell 21 September 2019 Frost (’39) Peter Ward 1 August 2019 Gall (’49) Peter James 9 May 2019 Hamilton (’73) John Claude 11 November 2019 Heffernan (’65) Kenneth Alan (Ken) Heffernan 24 December 2018 Hook (’56) Graham Charles 3 November 2019 Kennedy (’46) Stuart Ian 24 December 2018 Lancaster (’64) Llewellyn John 6 September 2019 Lance (’42) James Waldo (Jim) 20 February 2019 Laurie (’74) Gavin James 24 December 2018

Gazette January 2020

Lawrence (’58) Trevor Charles 22 July 2019 Loughnan (’70) William Rainsford 7 October 2019 Lukin (’46) Barry Graham 30 June 2019 Lysaght (’55) Timothy Royse (Tim) 2 January 2019 MacDonald (’54) Beresford Grant 18 September 2019 Macdonald (’89) Jamie Dickson 23 August 2019 MacIntosh (’45) Robert Andrew (Bob) 3 September 2019 Magnus (’63) Paul Anthony Magnus 16 March 2019 Marshall (’06) Andrew William 1 January 2018 Marshall (’51) John Frederick Gordon 22 August 2018 Middleton (’43) George Llewellyan 30 January 2019 Milson (’45) Alfred James (Jim) 20 December 2018 Nash (’72) David Maxwell 25 December 2018 Nicholson (’57) Frank Stuart 1 October 2018 Polain (’42) John George 6 November 2019 Pratten (’54) Frederick Antony (Tony) 12 June 2019 Read (’53) Michel Harry 4 August 2019 Romalis (’52) James 21 July 2019 Thorne (’63) Clive Hamilton 20 October 2019 Uren (’59) Philip Alfred 19 February 2019 James Neale and Aimee Divorty

Wilson (’62) Randal Alan (Dal) 7 June 2019 Woods (’38) David Bateman 31 December 2018

Gazette January 2020

End of Year Events

Gazette January 2020

www.kings.edu.au Cricos No: 02326F

P: +612 9683 8555

E: tks @ kings.edu.au

The Council of The King’s School, ABN: 24 481 364 152

A: PO Box 1 Parramatta 2124, NSW Australia

Incorporated by The King’s School Council Act 1893

2020 Gazette

Articles inside

100 Years Back in Time

State of the Modern Old Boys’ Union

An Important Era in Our Community – The Harrisford Group

Helping Our Rural Families – Drought Support Trip 2019

Light Horse

Paddock to Plate

Tudorfest

Music at the Preparatory School

Japan Tour

It Takes a Village – Welcome from Head of School, The King’s School, Tudor House

King’s Fest

Taking Risks to Grow – Welcome from the Head of the Preparatory School

Champion of Champions

Chess Success

Year 12 HSC Visual Arts Showcase

Community Outreach Service Program

Leadership Through Cadets

Year 12 HSC Industrial Arts Showcase

Demonstrating Gratitude – Violet Macansh Scholarship

Achieving Beyond the Gates

NBEC Conference

VET Program at King’s

Laying Foundations for the Future

A Bright Future as VOW joins The Future Project

A Scientist in the Making

Leadership at King’s in 2020

Excellence Outside of the Curriculum

Rupert Douglass School Captain 2020

Write A Book

Welcome from the Headmaster

Welcome from the Deputy Headmaster and Head of Senior School