Style Guide The King’s School
2021 Edition
The King’s School is 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. The King’s School Mission Statement
Contents Introduction.....................................................................................................1 Why branding matters ......................................................................................1 What you need to know about using this Style Guide.....................................2 Brand Architecture..........................................................................................3 Brand Matrix.....................................................................................................4 Our Name.........................................................................................................6 Our Values........................................................................................................8 Visual Identifiers ...........................................................................................10 School Brand..................................................................................................11 The Arms........................................................................................................11 Tudor House Rose..........................................................................................12 Corporate Brand.............................................................................................13 Size and clear space.......................................................................................14 Incorrect use of Visual Identifiers.....................................................................15 Austrian Knot (The King’s School Braid)...........................................................16 Typography...................................................................................................17 Colour Palettes.............................................................................................23 Stationery......................................................................................................25 School Strip....................................................................................................26 Letterhead......................................................................................................27 Business Card and With Compliments Slip .....................................................28 Envelopes.......................................................................................................29 Email Signature...............................................................................................30 Presentation Template.....................................................................................31 Icons..............................................................................................................32 Photography.................................................................................................33 Advertising....................................................................................................38 Print Advertising Examples..............................................................................39 Digital Advertising Examples............................................................................40 Print Collateral..............................................................................................41 Print Collateral Examples.................................................................................42 Signage and Merchandise............................................................................44 Vehicle Signage..............................................................................................45 Corporate Promotional Outdoor Signage Examples.........................................46 Corporate Promotional Signage/Merchandise Examples..................................47 School Outdoor Signage Examples ................................................................48 Writing Guide................................................................................................49 3
Introduction
Why Branding Matters Branding is more than advertising and it’s not a logo or a catchphrase. Branding is the entire experience that our Community – prospective families, current families, past families, Old Boys, staff, students and the outside world in general, have with us. Our brand strategy defines what we stand for, who we are, along with our distinctiveness. While it includes our symbols, colour palettes, mottoes and catchphrases, those are only the creative elements that convey our brand. Branding is a collective of techniques that come together to generate a social and cultural relevance:
• The narrative that we have that defines our distinctive • The experiences we offer • The images we convey • The messages we deliver vis our advertising campaigns, social media, website, publications
• The way our staff interact with families and potential families • A family’s disposition to King’s compared to any of our competition It is universally recognised that for branding to be effective, it must be kept simple. A guideline such as this for digital and print use of our brand and its elements, will only succeed when we achieve simplicity and clarity. Our intent is to ensure that we might all be able to understand and use these guidelines to their fullest effect and build recognition of brand of the School in a professional and memorable manner.
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STYLE GUIDE 2021 EDITION
What you need to know about using this Style Guide Effect of this Style Guide This Style Guide contains the brand architecture and policies that apply to all parts of the School. In October 2017, Version 1 of the Style Guide was released. Since the release of Version 1, feedback received from the School community, as well as the desire to integrate The King’s School, Tudor House, our Houses, Clubs and Departments, has led to the development of this Style Guide for release in 2019.
Ownership of this Style Guide The Style Guide is owned by The Council of The King’s School and is managed operationally by the Headmaster or his delegate.
Ongoing exceptions to this Style Guide Going forward, where the brand policy in this Style Guide cannot be applied or an exception is sought, a request should be sent to the Advancement Office. Depending on the nature of the request, it may be approved as an exception or recommended as an amendment to this Interim Style Guide.
Changes to this Style Guide Changes to The King’s School brand policies contained in this Style Guide must be approved by the Headmaster or his delegate.
Interpretation of this Style Guide If you experience difficulty understanding or interpreting the contents of this Style Guide, please contact the Advancement Office.
Phone: 02 9683 8413 Email: marketing@kings.edu.au
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Brand Architecture
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STYLE GUIDE 2021 EDITION
Brand Matrix There is a complexity to The King’s School in so much as there are layers of identification to various groups within the School. School Houses, Academic Departments, Sporting Groups, Community Groups, and strong entities like the Cadet Corps, The Future Project and the Foundation all require a brand presence.
School Brand
Campus Brand
Corporate Brand
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House Crests
Independent Brands
Sports and Clubs
KI
NG
’S F O O T BA
LL
E
KIN
G’S SC
HO O L
SN
OWSPORT
S
E
KIN
G’S SC
HO O
Endorsed Brands
L
TH
TH
Gold - Pantone 103 CP Blue- Pantone 541 CP
SN
OWSPORT
S
Other As an International Baccalaurette School, The King’s School, Preparatory School retains the right to utilise the International Baccalaurette Logo Mark.
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STYLE GUIDE 2021 EDITION
Our Name The King’s School name encapsulates its history. The School was founded by command of King William IV of Great Britain. That is why we are called ‘The King’s School’. This is a unique privilege, and one of which the School should be proud. Furthermore, it is a strategic point of difference from all other Schools in Australia. In typical Australian fashion we have made several diminutives of The King’s School’s name to suit various purposes. The acknowledged variations of the name and the form they might take include:
The King’s School When using the School’s name, write it in full (‘The King’s School’) for formal communications.
King’s ‘King’s’ or ‘the School’ may be used for informal communications, or to avoid repetition.
The School The ‘School’ or ‘King’s’ may be used for informal communications, or to avoid repetition.
The King’s School, Preparatory School The King’s School, Senior School The King’s School, Tudor House When referencing Campuses of the School use: The King’s School, Campus of the approved style.
TKS This historic abbreviation should not be used in Communications.
K The use of the King’s ‘K” is limited to identification on clothing, and is predominantly used in the sporting arena.
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STYLE GUIDE 2021 EDITION
Our Values The values of The King’s School are foundational to the life of the School and our community. They are derived and stand on the teachings of Jesus Christ and God’s Word as revealed in the Bible. These Christian values are at the centre of the School’s ethos, which means that we will seek to encourage and develop in our students and staff an understanding of the world through the perspective of God’s truth. A King’s education is not just about a Christian way of understanding. It is also about a Christian way of living. The values of The King’s School seek to not only inform as to what Biblical truth is, but also inform, invite, and inspire our students to live this way. The King’s School seeks to teach this way of life every day through all that is done and taught. It does this in a setting of a unified community of love and learning between parents, students and teachers. The story telling and narrative of The King’s School should be derived from our School’s values, mission statement and pillars of excellence.
Excellence We strive to be excellent for others and ourselves. We do this in order to make an outstanding impact for the good of society. Striving for excellence means seeking to improve and better ourselves, to be always growing. Our striving for excellence is that we may be excellent for the sake of others. Excellence is strongly aligned with a life of compassion, humility, respect, honesty, integrity and responsibility, for it is when we commit ourselves to serve others that we strive to be excellent for others.
Strive for excellence.
Responsibility We take responsibility for others and ourselves. Responsibility means recognising that we live with others in a shared world. Living and learning in community means taking responsibility for contributing positively and actively to our community and our world. Responsibility for our world means living sustainably. Responsibility is strongly aligned with compassion and integrity, for we reach out with compassion and demonstrate our integrity when we choose to take responsibility for ourselves and others.
Take responsibility.
Integrity We live our lives with integrity. To demonstrate integrity means to live a life that is integrated and balanced, cohesive and coherent. As a community which demonstrates integrity, we are unified and work together for the common good. We are trustworthy and reliable, we follow through with conviction and courage. Integrity is strongly aligned with responsibility and 8
honesty, for when we are true to ourselves and one another and exercise responsibility, we demonstrate our integrity.
Demonstrate integrity.
Compassion We live to serve one another. Having compassion means caring for others, being kind and gentle. Compassion is stronger than sympathy or empathy, it is much more active and intentional. In a Christian sense, it is going out of one’s way to help others, to be generous towards others, to care for others and stand up for others. Compassion is strongly aligned with humility and responsibility, for it is from an attitude of humility that we choose to take responsibility for others and reach out to them with compassion.
Be compassionate.
Honesty We are honest. Honesty means being trustworthy, sincere and authentic. We are true to ourselves and one another. We do not mislead or misrepresent each other. As members of our community, our trust for one another depends on our honesty. Honesty is strongly aligned with integrity and respect for it is our commitment to being honest with each other that enables us to be trustworthy and live with integrity and to show respect for one another.
Be honest.
Humility We do not think more highly of ourselves than we ought. We are human and we share in the humanity of others. Being humble arises from our Christian belief that we are equal in the sight of God because we are all created in His image. Humility is strongly aligned with respect and compassion, for it is when we are humble that we are able to respect one another and are motivated to reach out to others with compassion. Being humble recognises that we are not always right, we get things wrong.
Be humble.
Respect We respect one another and ourselves. Respect involves valuing people and property so that neither is dishonoured. We respect others’ beliefs and points of view. We do not bully or impose our will on others, whether in thought, word or deed. We respect ourselves by adopting a lifestyle that is balanced and promotes wellbeing. Respect is strongly aligned with humility and honesty, for it is when we are committed to the truth and able to recognise we may be wrong, that we are able to show respect.
Show respect.
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DESIGN AND BRAND GUIDELINES 2019
Visual Identifiers
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School Brand The Arms The Arms is the primary symbol that identifies the campuses located at Parramatta. It belongs to, and represents, the School, students and staff. The right to use this symbol is a gift to those entitled to use it. The Arms should therefore be used on Campus communications, sporting and uniform apparel.
ADVERTISING AND PUBLISHING
THE THE THE THE KING KING KING KING ’S ’S ’S ’S SCHOOL SCHOOL SCHOOL SCHOOL SCHOOL UNIFORM, STATIONERY AND COLLATERAL USE
Usage of the Arms The Arms is the principle visual identity of the Parramatta Campus.
The King’s School Arms Visual Identifier Rules • No less than 20mm high.
• The King’s Arms cannot be altered or distorted.
Rules of the Arms Use
• Must not appear smaller than 20mm in height. • Must not be distorted in any way or appear with a drop shadow.
• Must not be cropped.
• May only appear in the colours identified in this Guide, reverse white or on an image.
• The King’s Arms cannot be cropped. All elements of the logotype must remain in the frame.
To request usage of The Arms visit the Marketing and Communication page on KingsNet. 11
STYLE GUIDE 2021 EDITION
Campus Brand Tudor House Rose The King’s School,Tudor House is now strategically aligned within The King’s School and has been included in the Brand Architecture. The Tudor Rose remains prominent identifying the campus while drawing close connection to the name of The King’s School.
ADVERTISING AND PUBLISHING Print
Web
THE KING’S SCHOOL Tudor House
THE KING’S SCHOOL Tudor House
STATIONERY
SCHOOL UNIFORM, MERCHANDISE COLLATERAL USE
Tudor House
Tudor House
Use of the Tudor House Visual Identifier
The Tudor House Visual Identifier Rules
The visual identifier is the principle visual identity of the School, and this needs to be reflected in its use relative to other visual identities. Principle identification must remain the Arms for all internal communication.
• The visual identifier cannot be altered or distorted.
• No less than 25mm high.
• The visual identifier cannot be cropped. All elements of the logo must remain in frame.
To request usage of The Tudor House Rose visit the Marketing and Communication page on KingsNet. 12
Corporate Brand The Crown The Crown is an elegant and appropriate symbol for the broader community of The King’s School. It is a unifying symbol, bringing together all of the campuses, all of the tribes, all of the villages of The King’s School. It serves as a general identifier for King’s where the uniqueness of the Arms, or a Rose, or any other symbol compete for space and meaning. In instances where two or more subbrands are in use, the Crown must be used. PRIMARY Web
For use when the design layout requires a centred logo.
The Crown should be positioned in the top left corner of web pages.
SECONDARY
The Crown should be positioned in the bottom right corner of print collateral.
For use when the design layout requires a centred logo and space is restricted
TERTIARY (restricted use)
Should be used in exceptional circumstances and only when design space is restricted.
Use of the Crown The Crown is the primary identification for all external communication such as marketing and promotion material, advertising, communication, email, digital media, social media, signage and merchandise.
The King’s School Crown Logo Rules
• It may only appear in the colours displayed in this guide or reversed out in white.
• No less than 25mm high. • The King’s Crown cannot be altered or distorted. • The King’s Crown cannot be cropped. All elements of the logo must remain in frame.
To request usage of The Crown visit the Marketing and Communication page on KingsNet. 13 13
STYLE GUIDE 2021 EDITION
Visual Identifier Size & Clear Space
25%
15.4mm
15.4mm
20mm
20mm 25%
15.4mm
25%
25%
15mm 25%
A minimum size for both visual identifiers is specified. Never reduce to the point where legibility is lost.
Arms Size The Arms must not appear smaller than 20mm in height.
Crown Size The Crown must not appear smaller than 15mm in height.
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25%
Clear Space The clear space and safety area around the visual identifier is defined as 25% of the height of the image. In the instance of a 40mm high image, the safety area around the entire image must be at least 10mm.
Incorrect use of Visual Identifiers The King’s School visual identifiers should not be altered, manipulated or recreated in any way. Please see below for examples of incorrect logo usage.
CREATIVITY
CREATIVITY
CREATIVITY
CREATIVITY
CREATIVITY
CREATIVITY
Do not rotate
Do not rotate the visual identifier for any reason.
Do not distort
Do not skew or stretch the visual identifier.
Do not recolour
Do not recolour the visual identifier in any colour except for the approved colour palette colours.
Do not add drop shadows
Do not add a drop shadow to the visual identifier.
Do not add special effects
Do not bevel or emboss the visual identifier.
Do not add a gradient fill
Do not add a gradient fill to the logos.
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STYLE GUIDE 2021 2019 EDITION
Austrian Knot (The King’s School Braid) The Austrian Knot or King’s Braid is a Corporate design element, not a logo. With its strong graphic qualities and history, the Braid has become synonymous with the School.
When to use the Braid
Rules of Usage
The Braid can be used in King’s Red, Grey and White. (see page 23). It may be used in printed reports, marketing and promotional publications, signage, invitations, programs, advertisements, other informal documentation, online and social media, and Power Point presentations.
• The braid should be used as a design element and should
Examples of usage can be found on business cards (p28, teardrop banners (p46) and roller banners (p47)
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always be secondary to the visual indentifiers.
• It is recommended that the braid be cropped and/or rotated.
• Use of full component to be avoided (apart from uniforms).
Typography
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STYLE GUIDE 2021 EDITION
Primary Font 1 Palatino is one of the primary fonts and is to be utilised for headings in documents. Where Palatino is not available the default is Palatino Linotype.
Palatino Windows Users: Palatino Linotype
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Bold
ABCDEFGHIJKLN OPQRSTVWXYZ abcdefgijklmno p q r s t u v w x y z
Regular
ABCDEFGHIJKLN OPQRSTVWXYZ abcdefgijklmno p q r s t u v w x y z 1 2 3 4 5 6 7 8 9 0 ! @ # $ % & * ( ) - +
Primary Font 2 Helvetica Neue is the font to be used in body text throughout documents and within emails. Where Helvetica Neue is not available, the default font is Arial.
Helvetica Neue Windows Users: Arial
Bold
ABCDEFGHIJKLN OPQRSTVWXYZ abcdefgijklmno p q r s t u v w x y z
Regular
ABCDEFGHIJKLN O P Q R S T V W X Y Z abcdefgijklmno p q r s t u v w x y z 1 2 3 4 5 6 7 8 9 0 ! @ # $ % & * ( ) - +
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STYLE GUIDE 2021 EDITION
Speciality Font Brandon Grotesque is a speciality font used in design for special events, advertising and marketing collateral.
Brandon Grotesque Bold
Regular
Figures
Special Characters
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ABCDEFGHIJKLN O P Q R S T V W X Y Z a b c d e f g i j k l m n o p q r s t u v w x y z ABCDEFGHIJKLN O P Q R S T V W X Y Z a b c d e f g i j k l m n o p q r s t u v w x y z 1 2 3 4 5 6 7 8 9 0 ! @ # $ % & * ( ) - +
Web Fonts Merriweather is the font to be used for headings and Lato is to be used for body copy on all of the School’s websites.
Merriweather Bold
Regular
Lato Bold
Regular
ABCDEFGHIJKLN OPQRSTVWXYZ abcdefgijklmno p q r s t u v w x y z 1 2 3 4 5 6 7 8 9 0 ! @ # $ % & * ( ) - +
ABCDEFGHIJKLN OPQRSTVWXYZ abcdefgijklmno p q r s t u v w x y z 1 2 3 4 5 6 7 8 9 0 ! @ # $ % & * ( ) - +
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STYLE GUIDE 2021 EDITION
Colour Palettes
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School Palette The King’s School Primary PMS 283CP
C 42 M9 Y0 K0
R 146 G 193 B 233 #92C1E9
PMS 540CP
C 100 M 57 Y 12 K 66
R0 G 42 B78 #002a4e
Secondary
The King’s School, Tudor House Primary
PMS 540CP
C 100 M 57 Y 12 K 66
R0 G 42 B78 #002a4e
PMS 1795CP
C0 M 96 Y 93 K2
R 238 G 49 B 26 #ee311a
PMS 3298CP
C 99 M 11 Y 72 K 35
R0 G 106 B 82 #006A52
PMS 803P
C0 M7 Y 93 K0
R 255 G 226 B 61 #ffe23d
Secondary
BLACK 100% K
Corporate Primary
PMS Cool Grey 11CP
C 66 M 57 Y 52 K 29
R 65 G 67 B71 #424347
PMS 1795CP
C0 M 96 Y 93 K2
R 238 G 49 B 26 #ee311a
K10
R 230 G 231 B 232 #e6e7e8
Secondary 10% Black
MONO 10% K
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STYLE GUIDE 2021 EDITION
House Colours
The King’s School – House Colours House
Primary
Secondary
Baker Hake
PMS 7405
PMS 526
7551c
467c
Bishop Barker Harris
PMS 1807
PMS 659
7551c
467c
Britten
PMS 1245
BLACK
Broughton Forrest
PMS 540c
465c
Burkitt
PMS 348
7551c
7421c
7735c
187c
Dalmas
WHITE
PMS 540c
Gowan Brae
PMS 540c
7420c
485c
7405c
BLACK
Kurrle
PMS 195
BLACK
Macarthur Waddy
PMS 485c
465c
Macquarie
PMS 2736
803c
Wickham
PMS 2391
PMS 540c PMS 7635 BLACK
Prep School – House Colours House
PMS
Blaxland
PMS 7405
Harrison
PMS 1788
Stiles
PMS 348
Thomas
PMS 7455
Tudor House – House Colours
24
House
PMS
Red
PMS 1795c
Blue
PMS 540c
White
WHITE
C Grey 9
Stationery
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STYLE GUIDE 2021 EDITION
School Strip
www.kings.edu.au | P: +612 9683 8555 | E: tks @ kings.edu.au | A: PO Box 1 Parramatta 2124, NSW Australia Cricos No: 02326F | The Council of The King’s School, ABN: 24 481 364 152 | Incorporated by The King’s School Council Act 1893
The King’s School Strip is used when further details about the School are required, including contact information, Cricos Number and ABN Number. Due to the formal nature of this content, the information sits alongside traditional banner text and the Corporate Brand. The Strip must be displayed on all formal School printed material and publications.
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The School Strip Rules:
• It must not be less than 15mm • It must only appear in the colours dispayed in this Guide and reverse white only
• Elements of the strip must not be altered.
Letterhead
The King’s School, Preparatory School
The King’s School www.kings.edu.au | P: +612 9683 8555 | E: tks@kings.edu.au | A: PO Box 1 Parramatta 2124, NSW Australia
www.kings.edu.au | P: +612 9683 8555 | E: tks@kings.edu.au | A: PO Box 1 Parramatta 2124, NSW Australia Cricos No: 02326F | The Council of The King’s School, ABN: 24 481 364 152 | Incorporated by The King’s School Council Act 1893
The King’s School, Preparatory School www.kings.edu.au | P: +612 9683 8555 | E: tks@kings.edu.au | A: PO Box 1 Parramatta 2124, NSW Australia Cricos No: 02326F | The Council of The King’s School, ABN: 24 481 364 152 | Incorporated by The King’s School Council Act 1893
Cricos No: 02326F | The Council of The King’s School, ABN: 24 481 364 152 | Incorporated by The King’s School Council Act 1893
A letterhead is as important as the brand, in that it represents the School and needs to convey all it stands for.
Letterhead specifications
Electronic letterhead templates for Senior, Preparatory and Future Project are available for download in the Brand Portal accessible via iLearn. Alternativley, printed stock may be requested through Purchasing.
• 297 x 210mm
For access to Headmaster’s Letterhead, please contact Headmaster’s Office.
• A4 Size
• The King’s School – 2 PMS colour + K (+Silver foil for Headmaster’s)
• Tudor House – 4 colour • 120gsm Conqueror Laid Brilliant White
For access to Foundation Letterhead, please contact Advancement Office. For access to Council Letterhead, please contact Deputy Bursar’s Office.
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STYLE GUIDE 2021 EDITION
Business Cards and With Compliment Slips
The King’s School Business Cards
The King’s School, Tudor House Business Cards
Jane Sample
Jane Sample
PHONE: 02 0000 0000 MOBILE: 0428 000 000 EMAIL: jsample@kings.edu.au
PHONE: 02 0000 0000 MOBILE: 0428 000 000 EMAIL: jsample@kings.edu.au
87-129 PENNANT HILLS RD. NORTH PARRAMATTA NSW 2151 PO BOX 1 PARRAMATTA NSW 2124
6480 ILLAWARRA HIGHWAY MOSSVALE NSW 2577
Title
Title
www.tudorhouseedu.au
www.kings.edu.au
The King’s School With Compliments Slips
The King’s School, Tudor House With Compliments Slips
Business Card
With Compliment Slip
Specifications
Used when a personal message needs to be written to any person within or outside the School community.
• 90 x 55mm
Specifications
• Two colour print both sides
• 350gsm Artboard
• Qualifications are not included on business cards
• Matt cello
• B usiness cards should be ordered through the Brand
• A6 Size Landscape148.5 x 105mm
• BC Size Portrait
Portal on iLearn.
• T wo colour print both sides, Tudor two colour one side, back prints four colour
• P added on long edge with backing board 250gsm Satin.
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Envelopes
POSTAGE PO BOX 1, PARRAMATTA NSW 2124 CM19200312
PAID AUSTRALIA
POSTAGE PAID AUSTRALIA
1241/08/2019
6480 Illawarra Highway Moss Vale NSW 2577
Envelopes Specifications DL, DLX, C4, C5, C6 and 380 x 255mm One PMS Colour, Tudor House four colour
Ordering With Compliment Slips and Envelopes Please contact Purchasing to request these items.
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STYLE GUIDE 2021 EDITION
Email Signature
The King’s School 87-129 Pennant Hills Road North Parramatta NSW 2151 T +61 2 9683 8555 W www.kings.edu.au
The King’s School, Senior School 87-129 Pennant Hills Road North Parramatta NSW 2151 T +61 2 9683 8555 W www.kings.edu.au
The King’s School, Preparatory School
THE KING SCHOOL ’S Hills 87-129 Pennant Road TudorNorth House Parramatta NSW 2151
THE
NG’S HOOL
T +61 2 9683 8555 W www.kings.edu.au
THE KING’S SCHOOL Tudor House
or House
The King’s School, Tudor House 6480 Illawarra Highway Moss Vale NSW 2577 T +61 2 4868 0000 W www.tudorhouse.nsw.edu.au
THE KING’S SCHOOL Tudor House
THE
NG’S HOOL
or House
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It is essential that an email signature is consistent amongst ING CHOOL everyone in the SchoolHE community. The S only difference House being the name, job Tudor title and contact details of the employee sending the email.
T
K
’
S
This is an important marketing and brand tool as it ensures the reader is getting a consistent message from multiple employees within the School community. Body Copy in the email is to be Arial.
Creating an email signature To create an email signature use the Signature Generator available on the Brand Portal on iLearn.
Presentation Template
Corporate Template To be used for external conferences and prospective family events.
Click to edit master title style
Campus Template To be used for parent presentations.
Click to edit Master text styles Click to edit master title style
Click to edit Master title style Click to edit Master title style
Click to edit Master text styles Click to edit master title style
Click to edit Master title style Click to edit Master title style
Our PowerPoint template includes a deck of slides with various layouts as well as colour schemes. In the event of any specialised slides being required, please visit the Marketing and Communication page on KingsNet.
Presentation Template PowerPoint templates are available for download in the Brand Portal accessible via iLearn.
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STYLE GUIDE 2021 EDITION
Icons Iconography is used to enhance readability of key information. Icons used by The King’s School should be distinctly King’s. Compassion Honesty The following icons are idicative as we undertake to establish a suiteHonesty of new icons. Integrity
nesty
Integrity
Compassion
Values
Honesty
Integrity
Compassion
Honesty
Excellence
ect
Humility
Excellence
Responsibility
Responsibility
Integrity
Excellence
Global Thought Leaders
Integrity
Compassion
Excellence Respect
Compassion
Honesty
Humility Humility
Responsibility Respect Respect
Excellence
Distinctives Respect
Humility
Academic Excellence
Character Development
Responsibility Respect
2
1
Humility
Finance Infrastructure
Christian Community
Statistical
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Integrity
3
Responsibility
Advancement
Humility
Photography
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STYLE GUIDE 2021 EDITION
Photography STYLE GUIDE 2021 EDITION
Photography is one of the major components that conveys our brand. There are two styles of photography, Formal and Organic. Formal Photography is staged by a professional to look set-up but also allows the subjects to appear candid in nature. This style of photography can be used in display advertising, brochures, and social media.
The King’s School, Preparatory School
The King’s School, Senior School
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The King’s School, Tudor House
General
35
STYLE GUIDE 2021 EDITION
Organic Photography Organic Photography is active, powerful, and emotion generating photography which draws on or connects with the image. Action images are preferred.
The King’s School, Preparatory School
36
The King’s School, Senior School
Organic Photography The Organic style should be used to capture the pillars of the King’s distinctives – Academic, Character and Christian Community.
The King’s School, Tudor House
37
Advertising
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Print Advertising Examples
BOARDING YEARS 3 TO 12
OUR HOME. OUR SCHOOL. OUR STORY. In the middle of Australia’s largest global city, only one school runs six boys to the acre. From home to the classroom, dining hall to the sporting fields, this is where we learn, live and grow. TO JOIN OUR STORY VISIT US AT WWW.KINGS.EDU.AU OR CONTACT ENROL@KINGS.EDU.AU | 02 9683 8555
Recruitment Ad
The King’s School Ad
BOARDING YEARS 3 TO 6
OUR HOME. OUR SCHOOL. OUR STORY. In the picturesque Southern Highlands of NSW, only one school has enough wide open space for boys and girls to explore and discover. From home to the classroom, dining hall to the sporting fields, this is where we learn, live and grow.
TO JOIN OUR STORY VISIT US AT WWW.TUDORHOUSE.NSW.EDU.AU OR CONTACT TUDOR_ENROL@KINGS.EDU.AU | 02 4868 0000
Although traditional readership of ‘paper’ publication is dwindling, a few publications still hold effective readerships in some desired demographics to still make ‘paper’ ads viable.
Tudor House
The King’s School, Tudor House Ad
Being disciplined by having design elements structured and common through all advertising keeps our brand experience prestigious, memorable and adds a point of difference in a sometimes, crowded market. 39
DESIGN STYLE GUIDE AND BRAND 2021 EDITION GUIDELINES 2019
Digital Advertising Examples
The King’s School Animated gif
The King’s School, Tudor House Animated gif
Facebook Post gif 800px X 800px
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Print Collateral
41
STYLE GUIDE 2021 EDITION
Printed Collateral Examples The King’s School publishes Prospectus, Handbooks, Magazines and other printed material.
Gazette
Gazette January 2020
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Gazette January 2020
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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
January 2020
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.
Academics
Arts: Performing (Year 12)
Arts: Visual (Year 12)
Athletics
Alexander Lin (Year 11)
Jake Bullen-Zorin
ARTEXPRESS
The youngest team member representing Australia at the 20th Asian Physics Olympiad. He was one of eight students competing in Asia’s toughest Physics competition for high school students, competing against 200 of Asia’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.
Attained his award from his significant role in The Producers.
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.
Academic Honour Colours (Year 12)
An extraordinary performer, with his highlight being one of the leads in The Producers.
Hugo Clarke An indispensable asset to most productions, Hugo was heavily involved with backstage and technical support.
The Hollow Man (Griffith Regional Gallery)
Has been involved in multiple shows from his first days at King’s.
Oscar Browne
Ariyan Sharma
David Fung
A significant and highly distinguished performer with two extremely notable roles in We Will Rock You and The Producers.
Mike Nojiri
Samuel Forster
Mack Holz
Harrison Keen
Joshua Han
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.
Dark Matter (Art Gallery of New South Wales AGNSW)
Lachlan Wood (Year 8)
Ross Collins 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.
Nathan Yuen
Gazette Spread
Gazette Cover
Pre-Kindergarten The Pre-Kindergarten program warmly welcomes boys and girls three days a week from Monday to Wednesday, 8.30am to 3.30pm.
The Pre-Kindergarten classroom is part of the Lower Primary Precinct, allowing students from Pre-Kindergarten to Year 2 to interact positively with each other in a safe space. This provides the opportunity for the youngest Tudorians to learn by example as older students role model traits of leadership.
Learning through the characteristics of play and collaboration is at the heart of teaching our smallest learners, in the classroom and in the outdoor environment.
The Pre-Kindergarten program focuses on Phonological Awareness, Literature and Mathematics. Specialist classes include Music, French, Woodwork, Art, PE and Biblical Studies.
To help children adapt, integrate and transition to Kindergarten, we provide them with hands-on experience in the classrooms of our older students, with the assistance of support teachers.
The completion of the three day per week Pre-Kindergarten Program promotes a smooth transition into Kindergarten. Tudor House offers 20 places in Pre-Kindergarten for boys and girls, who have had their fourth birthday by 30 April of their entry year.
In our outdoor space, the Pre-Kindergarten children can explore and try a range of new activities to help them develop their enquiring minds, including the Paddock to Plate program. Children grow and pick produce, including apples in our orchards, watermelons, pears and berries.
_admin@kings.edu.au
26F ABN: 24 481 364 152
Tudor House Prospectus
Every child is given the opportunity to participate in ‘Chicken Duty’ each week which involves feeding and collecting the eggs. The produce which has been lovingly grown is shared and celebrated with other students in the Dining Room.
Tudor House
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The King’s School, Tudor House Cover
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The King’s School, Tudor House Spread
Key Considerations
• T ype on printed publications should have space and be non-threating to the user’s mind. Added leading and paragraph spaces are used to achieve this.
• C opy must also be written to make reading the message as easy as possible for the user.
• T he ‘grid’ can be made and broken to allow for a user friendly design.
• U nder no circumstances are pictures or pull quotes to be used to ‘fill space’.
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2019-2021 2019-21 STRATEGIC STRATEGIC PL PL ANAN
The Decade Ahead
2019-2021
Strategic Plan
ACADEMIC EXCELLENCE
T
he King’s School is recognised for the academic excellence of its students. The School has emerged as one of the highest achieving non-selective schools through our commitment to academic excellence. This commitment is demonstrated in such existing initiatives as The Future Project, together with the establishment of The King’s Institute where 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.
1
In the decade ahead, our opportunity is to ensure that commitment to academic excellence is secured by: •
the development of a culture and practice of continuous improvement across all areas of the School;
•
our commitment to the elaboration and practice of thought leadership;
•
our support and development of STEAM (science, technology, engineering, art and mathematics) curriculum
The School intends to establish a Centre for Thought Leadership in order to bring together the teaching and learning of English, History, Philosophy, Languages and Biblical Studies as an interdisciplinary approach to the development of thought leadership in our students. Good leadership begins with a quality of mind as evidenced in critical thinking, reasoning and wisdom. The Centre for Thought Leadership will provide a unique opportunity for every student to construct the foundations of their own thought world in the light of the School’s Western and Christian traditions. The School will also expand its world leading Science Education to include Technology, Engineering, Art and Mathematics through the development of a STEAM quadrangle in the Education Precinct of the School. The further development of STEAM capabilities will complement the School’s agricultural programme and food research programmes in The Future Project.
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Strategic Plan Cover
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Strategic Plan Spread
YEAR 8 – 12 2020 Boarding Students’ Handbook
BoarDing expectations Boarders live in a community and, therefore, must conduct themselves in a manner that shows mutual respect for and upholds the dignity of others in that community. Accordingly, common sense, courtesy, concern and consideration for others is essential. Boarders must respect their own, others’ and School property. It is expected that all boarders will be polite, respectful and courteous to their fellow boarders and to adults within and outside the School community. All boarders should care for others’ welfare, speak at all times in a courteous manner, and avoid any coarse speech or behaviour. Bad language is not acceptable. Smoking, drinking or the consumption, possession or use of any illicit drug (including alcohol) whilst on campus, is strictly forbidden and may result in suspension or expulsion. Personal hygiene and dental care are very important and should be practiced at all times. Boarders should also have respect for their environment by ensuring that it is kept
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The King’s School, Boarding Handbook cover.
THE KING’S SCHOOL
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clean and tidy. Any damage to property should be reported to the boarding staff member on duty as soon as practicable. If a boarder wilfully damages School property, the cost of repair or replacement may be charged to parents. New boarders in Years 8 – 12 are allocated to a senior boarding house based on where there are vacancies or depending on a family association if a vacancy exists. The School endeavours to place new boarders with a group of peers with whom they may have some common interests.
facilities As students progress through the years they share their rooms with fewer students, until when in Years 11 and 12 they have their own individual study/bed space. All senior houses contain lockable cupboard space for each student. External security is provided by strategically placed CCTV cameras and a security company is employed to patrol the School grounds during the evening.
The School’s facilities are occasionally used by outside agencies during holiday periods. Students are expected to secure personal items in their lockers during term breaks and to clear their rooms completely over the summer vacation period, as the facilities may be used by sporting and cultural groups. All boarding houses have large screen TVs and other audio-visual equipment, pool and table tennis tables and a number of areas for recreation and relax. Clothes drying facilities are provided, but all laundry is done by the School. A kitchenette is provided in each House for the preparation of supper and snacks. It is expected that the boys are to clean up after themselves. Each House is set in its own attractive natural environment and boys are expected to assist with some jobs around their House to aid in the maintenance of this setting.
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The King’s School, Boarding Handbook Spread
43
STYLE GUIDE 2021 EDITION
Signage and Merchandise
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Vehicle Signage Vehicle Signage also has its own unique guidelines, mainly due to the area and visual impact required, as well as position of regulatory compulsory signs ie 40 etc.
All signage must be bespoke designed for the vehicle type and model.
*WINDOW TEXT WHITE
12,000 Total Length 12,000 divided by 4 (25%) = 3000 Margin for thickness of keylines on base not factored
12,000 Total Length 12,000 divided by 4 (25%) = 3000 Margin for thickness of keylines on base not factored
1950 + 340 + 340 + 3900 = 6,530 Total Length 6,530 divided by 4 (25%) = 1632.50 Margin for thickness of keylines on base not factored
Width = 1930 1930 divided by 4 (25%) = 482.50
Margin for thickness of keylines on base not factored
1950 + 340 + 340 + 3900 = 6,530 Total Length 6,530 divided by 4 (25%) = 1632.50 Margin for thickness of keylines on base not factored
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STYLE GUIDE 2021 EDITION
Outdoor Signage Examples
Top ATAR 99.95 – Joshua Han 4 State Rankings 5 All Rounders 233 Band 6 Results 114 Distinguished Achievers Overall Rank 62 in NSW
CONGRATULATIONS CLASS OF 2019 Vinyl Banner 8000mm x 2000mm
Welcome Tear Drop Banner 292mm x 100mm
Corflute 600mm x 900mm BINDING COLOUR 1795C
Cool Gray 11C
- POLY ROOF ONLY
WHITE
Binding - The fabric used to join roof panels together. The colour shown in the above box indicates the colour of the binding used on your order. Any Standard Colour from our range can be selected to complete your order.
3005mm
Marquee 3000mm x 3000mm
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3005mm
1730mm
1730mm 380mm
380mm
1730mm 380mm
1730mm 380mm
380mm
1730mm
Custom coloured binding is available, please contact our Graphics Coordinator for a quote.
3005mm
3005mm
Signage/Merchandise Examples
Welcome
Academic Excellence
Tudor House
King’s Branded pull up banner 850mm x 2000mm
Expo Display Stand 1000mm x 2000mm
kings.edu.au
The King’s School, Tudor House Corflute 600mm x 900mm
kings.edu.au www.kings.edu.au P: +612 9683 8555 E: tks@kings.edu.au A: PO Box 1 Parramatta 2124, NSW Australia
Cricos No: 02326F The Council of The King’s School, ABN: 24 481 364 152 Incorporated by The King’s School Council Act 1893
Please recycle me.
The King’s School branded bag
Please recycle me.
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STYLE GUIDE 2021 EDITION
School Outdoor Signage Examples BINDING COLOUR
- POLY ROOF ONLY
WHITE
Binding - The fabric used to join roof panels together. The colour shown in the above box indicates the colour of the binding used on your order. Any Standard Colour from our range can be selected to complete your order.
3005mm
3005mm
WI
WIN G
RO
RO
NG
Marquee 3000mm x 3000mm
Tear Drop Banner 292mm x 100mm
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1730mm
THE KING’S SCHOOL 3005mm
380mm
THE KING’S SCHOOL
380mm
1730mm
1730mm
THE KING’S SCHOOL
380mm
380mm
1730mm
Custom coloured binding is available, please contact our Graphics Coordinator for a quote.
THE KING’S SCHOOL 3005mm
Writing Guide
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STYLE GUIDE 2021 EDITION
Contents Why guidelines for writing? 51 Voice and Tone 51 What are Voice and Tone?
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Defining our Voice and Tone
51
Key principles for great content 52 Adhering to our brand principles
52
Staying active
52
Avoiding colloquial language or jargon
52
Talking externally, not internally
52
Being positive and collaborative
52
Saying less to convey more
52
Using words we like
52
Avoiding superfluous explanations or qualification
53
Avoid the race to the bottom
53
Grammar and mechanics 53 Preferred spelling
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Punctuation 53 Contractions, abbreviations and acronyms
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Date and time
56
Numbers, percentages, units
56
Capitalisation 56 Headings 57 Emphasis 57 Spelling and commonly used words and phrases 57
 
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Why guidelines for writing?
Voice and Tone
There is something amazing that is available to everyone at The King’s School. Something that is free, comes with unlimited power and if used correctly can help bring people together, change perceptions and build communities.
How we talk largely defines how we’re perceived – and importantly how we maintain our brand space. To assist with this, we have two integrated but distinct dimensions to our written and verbal communication: Voice and Tone.
That something is language or, more specifically, words.
People have the same voice all the time, but their tone changes. By way of example: they might use one tone when out to dinner with closest friends, and a different tone when in a meeting with a senior colleague.
The hard part has been done: we already have every word at our disposal. The trick now is to apply and share them in ways that make sense to people and make The King’s School, well, ‘The King’s School’. There is very little point in writing or talking simply for the sake of it: people will only really listen – and we will only become truly memorable – if what we say stands for something, has a positive impact and is based on a set of core principles.
And that is where these guidelines come in. These guidelines are first and foremost meant to inspire. They are meant to help you apply the full potential of what we have and make a difference to how The King’s School is heard and understood, and how people engage with us. There will be many different writers and speakers at The King’s School, but there is only one King’s brand. This simple fact means we must achieve consistency in our communication, aiming to unify how we speak and write. We must embed our distinct personality and reflect what we stand for across everything we share with the wider world. Words are what allow us to communicate with purpose, passion and personality. If we can do that well, then The King’s School as a whole will benefit. Lastly, please note that this guide covers only commonly used textual style; it is not intended to document grammar in exhaustive detail. If you have any queries about style or suggestions for additions, please contact the Communications Team.
What are Voice and Tone?
Tone also changes depending on the emotional state of the person being addressed. You wouldn’t want to use the same tone of voice with someone who’s scared or upset as you would with someone who’s laughing. The same is true for The King’s School: our voice doesn’t change from day to day, but our tone changes all the time.
Defining our Voice and Tone The King’s School has, by its very name, a strategic point of difference from all other schools in Australia. We are responsible for presenting The King’s School as a school of the highest quality and one that maintains the highest standards. Our voice Is
Yet not
Confident and assertive
Brash or elitist
Friendly and engaging
Casual and chatty/gossipy
Open and communicative
Verbose and waffly
Trustworthy, authoritative
Patronising or condescending
Our tone Is
And never
Audience-specific
Generalist or bland
When considering how to structure the tone of a message, think from the recipient’s perspective and tailor it accordingly: Message to convey
Structure
Unpleasant or sad
Being part of the issue, not detached from it. Being respectful but not overbearing.
Functional or administrative To the point, with warmth and understanding. Not demanding or ‘care less’. Lighthearted or fun
Warm and friendly, inclusive. Not waffly. Avoid extensive use of exclamation marks. 51
STYLE GUIDE 2021 EDITION
Key principles for great content Adhering to our brand principles If our content is to be of value, it must be built on our core brand framework (Refer to pages 8 and 9).
Our Mission 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.
Staying active In simple terms, this means using the active voice in our communication. Doing this helps maintain succinctness and clarity, and delivers greater impact. The active voice tells what a person or thing does. The subject performs the action and typically comes before the action (verb). The object is who or what receives the action and typically comes after the action (verb). The general rule is: Active
Subject - verb - object
Passive
Object - verb - subject
Consider these examples (active voice is first in each example): Active
The boys [subject] completed [verb] the homework [object] on time.
Passive
The homework was completed on time by the boys.
Active
The parent [subject] had not paid [verb] the fees [object].
Passive
The fees had not been paid by the parent.
Active
The entire team [subject] will celebrate [verb] the interschool rowing victory [object] on Saturday.
Passive
The interschool rowing victory will be celebrated by the entire team on Saturday.
Avoiding colloquial language or jargon School name The King’s School is always referred to primarily as ‘The King’s School’. This structure is used in all formal communication, including external reports, keynote speeches, introductions and the like. In general communication, and after careful consideration, the diminutive ‘King’s’ may be used. 52
These are the only two iterations of our name that reflect our brand appropriately. Do not use other diminutives or abbreviations such as ‘TKS’ or ‘K’.
Slang and colloquialisms Slang is used in very informal settings, and more so in speech than writing. It is not to be used in communications of any form, unless the term is very-well known and has become a substitute for its more formal version.
Jargon We can still communicate effectively by being straightforward. Avoid the use of internal or industrygenerated ‘edubabble’; while it might be understood by the education industry, it is an internalised way of talking and does little to engage our audiences. Don’t adopt technical or industry jargon in the hope of impressing the reader (unless of course we are writing a technical piece for a technical audience).
Talking externally, not internally We should always write with the recipient in mind. Try and write empathetically (from the reader’s perspective). Will they get it? Does it explain to them, or only talk at them? Overall, consider that we should communicate with our audience, not talk at them. For example, rather than saying ‘we’ll teach your son’, it is better to say ‘your son will learn’.
Being positive and collaborative Be a direct and inclusive part of the conversation - use more personal pronouns such as ‘we’, ‘us’ and ‘you’. Of course, in formal presentation, we always refer to ‘The King’s School’. Write as a part of the conversation, not removed from it. This emotion will come through in your content, and will mean more to the reader.
Saying less to convey more Ensure substance before depth: We have the history and successes to qualify all that we say, so we can communicate knowledgeably and with gravity and confidence, without resorting to extensive, ambiguous explanation.
Using words we like Yes
No
Teaching methods
Pedagogy
Great, excellent
Good
Reading and spelling
Literacy
Mathematics and numbers
Numeracy
Avoiding superfluous explanations or qualification
Grammar and mechanics
’Here at The King’s School, we …’ and ‘Being a leading independent school, we…’. both begin with statements that the reader will already know either implicitly or from initial interaction and so do nothing to enhance the message.
Preferred spelling
Keep it clear and to the point.
Avoid the race to the bottom In the global context, communication in education is replete with intangible promises, overused terminology and long explanations. We don’t need to adopt any of this, nor use words and phrases that have become so overused, they cease to mean anything. Let’s be who we are, stand apart and communicate with clarity, personality and passion.
The King’s School uses Australian English across all its communication. This means that we use:
• –ise rather than –ize (eg realise, organise, specialise) • –our rather than –or (eg colour, behaviour, neighbour) • –re rather than –er (eg theatre, centre, metre). Some other spelling differences include:
• ‘travelling’ rather than ‘traveling’ • ‘focused’ rather than ‘focussed’ • ‘enrolment’ rather than ‘enrollment’. • ‘benefiting’ rather than ‘benefitting’. Although there is no official governmental regulator or overseer of spelling and grammar, the Macquarie Dictionary can be taken as an appropriate standard for Australian English spelling. Ideally, your writing platform (Microsoft Word, Apple Pages etc) should be set to Australian English as the default, but make sure you’ve checked before starting. Note: SpellCheck can be useful but you are liable to find yourself in trouble if you rely on it too heavily – and it does not act as a guide to grammar. For example: Spell check will not fined words witch are miss used butt spelled rite. SpellCheck may hyphenate words that are not hyphenated according to our style. All content is set range left, and does not adopt end-of-line hyphenation. (ie, the splitting of a word with a hyphen such that it falls across the end of one line and the start of the next).
Punctuation Apostrophes Apostrophes have two uses: 1. They can show that some letters have been taken out of a word to shorten it (eg don’t, I’ll). Contractions such as these are not appropriate for formal materials. 2. Can indicate ownership (eg The student’s results were excellent). When the plural form of a word ends in –s, do not add an extra s, but place the apostrophe after the –s, for example: The students’ results were excellent. (In this case, more than one student is being referred to). Note: Do not use an apostrophe when referring to:
• decades (eg the 1970s) • the plural form of acronyms (eg URLs) • i ndividuals in terms of their year level (eg Year 5s, Year 12s).
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STYLE GUIDE 2021 EDITION
Lists and bullet points Short bullet points or lists can make writing easier to read. Each series of points should be introduced by a lead-in sentence or sentence fragment. The lead-in ends with a colon to link it with the information in each list point. Each point must form a complete sentence with the lead-in clause. Do not use punctuation at the end of each list point (unless they are complete sentences – see below). Insert a full point at the end of the final point in the list. For example: Our learning advisors can help you develop:
• effective reading and study skills • time-management and organisation skills • critical-thinking skills.
Applications are due by the end of September; however, you can apply after this date providing you pay a late fee.
Commas In addition to the usual conventions for the use of commas, please note:
• King’s style does not use commas after salutation or closure in letters or emails.
• A comma may be used before ‘and’ in a list (ie the Oxford or serial comma) if it provides clarity, but is not necessary in most circumstances. No comma is necessary before ‘and’ in this example: The four archetypes are the magician, the sage, the warrior and the carer.
If the points in the list are complete sentences, they should start with a capital letter and end with a full point. For example:
• Use a comma to separate groups of three digits in
To apply to The King’s School, take the following steps:
• Do not use a comma:
• Fill in the online application form. • Submit the accompanying fee ($200 per student). • Ensure your contact details are kept up to date during your time on the waiting list.
Note: Only use numbers if the points need to be followed in a particular order.
Colons and semicolons Colons A colon (:) is commonly used to introduce a series or list. If a colon introduces a complete sentence, more than one sentence, a formal statement, quotation, or speech in dialogue, capitalise the first word of the sentence. For example: The question is: How can you put a price on education? If the colon introduces a sentence fragment or list, don’t capitalise the first letter. For example: We know the number one cause of stress for students: exams. Semicolons Use a semicolon (;) to join clauses when a conjunction is omitted or when the connection is close. The clause after a semicolon should be able to form a complete sentence on its own. For example: At the time, these study areas were revolutionary; today, they are more important than ever. Semicolons can also separate items in long lists. This is particularly useful when the items in the list contain multiple words and punctuation. For example: The Boys to Men program includes a number of components: world-class education journeys; wellbeing programs; community service workshops; and Cadet Week. 54
The word ‘however’ is often preceded by a semicolon. For example:
numbers greater than 999. (see Numbers).
– between a position and an individual’s name (eg Director of Learning Jacqui Camilleri addressed the Year 10 boys) – when writing a date (eg 25 September 2019).
Dashes (en dash) An en dash (–) can be typed using the keyboard shortcut ctrl + Num – (the minus key). Unspaced en dash An unspaced en dash is used as a linking device, showing spans of:
• figures (eg Years 7–12; pages 42–59) • time (eg March –July; 9.00am–2.00pm). Note: Do not use an en dash as a substitute for and with the words ‘between’ or ‘from’. For example, write ‘the period between 2017 and 2019’, not ‘the period between 2017– 2019’. Spaced en dash Use an en dash with a space on either side to:
• signify an abrupt change (eg I didn’t realise you were born overseas – but I digress.)
• introduce an explanation or to set apart parenthetical
elements within a sentence (eg Einstein authored a number of scientific theories – the Theory of Relativity being the most famous – that changed our perceptions).
Exclamation marks In general, avoid exclamation marks. They are rarely necessary and overuse is distracting.
Hyphens
Subject/verb agreement
Hyphens are used to clarify meaning and avoid confusion.
The verb should agree with its subject. For example:
Use hyphens:
‘Jack’s work in spelling and grammar has improved.’
• with double-up vowels to make the meaning easier to
Note that ‘has’ is used rather than ‘have’ because it must agree with the subject ‘work’).
• when a word would be ambiguous without a hyphen or
Parentheses
understand (eg re-energise); however, ‘cooperate’ does not require a hyphen. the same as an existing word (eg ‘re-sign’ has a different meaning to ‘resign’).
• when spelling out numbers and fractions (eg twenty-nine, two-thirds).
• with compass points (eg north-east). • with prefixes such as non-, former- and ex-. • when a suffix applies to two or more items in a list (eg on- and off-campus).
To check the use of hyphens in specific terms, see ‘Spelling and commonly used words/phrases’.
Italics Use italics for: • titles of books, publications (including newspapers and magazines), reports, movies, songs, TV shows, musical compositions etc.
• when referring to foreign words not considered fully part of the English language (eg I just got the weirdest feeling of déjà vu.)
• for proper names of vehicles such as ships, aeroplanes and missiles
• for zoological names (eg Homo sapiens belong to the genus Homo.)
Quotation marks Use single quotation marks to show direct speech and the work of other writers. For example: ‘But I didn’t do it!’ Use double quotation marks for a quote within a quote. For example: The Headmaster began with, ‘Even if you’ve never read a word of Shakespeare, I’m sure you’ve heard “To be or not to be” a thousand times.’ If a quote comprises a full sentence, insert the punctuation before the closing quotation mark. For example:
Rule
Example
Parentheses are used to enclose information that clarifies or is used as an aside.
He finally answered (after taking five minutes to think) that he did not understand the question.
Punctuation goes inside parentheses only if an entire sentence is inside the parentheses.
Please read the analysis. (You’ll be amazed.)
Parentheses are not part of the subject.
Joe (with his trusty dog) was always welcome.
Commas are more likely to follow parentheses than precede them.
When he got home (it was already dark outside), he prepared dinner.
Please read the analysis (you’ll be amazed).
Contractions, abbreviations and acronyms Contractions A conversational writing style that uses contractions (it’s, that’s, you’re, we’ve etc.) is appropriate for less formal communications such as emails, eNews stories and social media posts. Contractions are generally not appropriate for formal communications, such as student reports, strategic reviews and annual reports.
Abbreviations Generally, abbreviations should be avoided. When space is limited, days and months can be abbreviated to: - Mon, Tue, Wed, Thu, Fri, Sat, Sun - Jan, Feb, Mar, Apr, May, Jun, Jul, Aug, Sep, Oct, Nov, Dec. Avoid using the ampersand (&) for ‘and’ unless it forms part of a proper noun, e.g. Ernst & Young.
Acronyms
‘We hope this research will lead to a potential new drug therapy for lung cancer,’ said Dr Smith.
If the phrase is well-known, or commonly referred to in its initialled form, then use initials without spacing or punctuation. For example:
Spacing
HSC (not H.S.C.)
Only one space should be used after full stops, commas, colons and semicolons.
GST (not G.S.T.) For phrases that require introduction or are likely to be unfamiliar to the audience, always spell out the phrase in full in the first instance and identify it with its initials. For example: 55
STYLE GUIDE 2021 EDITION
The King’s School reverts to Australian Eastern Standard Time (‘AEST’) on the xx of October. AEST will be in effect until xx April next year. The King’s School is a member of the Great Public Schools (‘GPS’) and is one of the leading sports and performing arts schools in the land. As a GPS member, The King’s School… When using the School’s name, write it in full (‘The King’s School’) for formal communications; ‘King’s’ or ‘the School’ may be used for informal communications, or to avoid repetition.
Date and time Dates Dates are written in the format [day] [date] [month] [year], with no punctuation. For example:
• decimals (eg 3.5) • the beginning of sentences, where numbers should
always be expressed in words (eg Sixty-five students were involved in the concert).
See Conventions for more on School-specific numerical style.
Phone numbers Phone numbers should be written in the following formats: (02) 9683 8555 0400 000 000 To help international callers, adopt the following format: +61 2 9683 8555
Friday 18 February 2019.
+61 400 000 000
For date spans, use ‘from’ and ‘to’, or ‘between’ and ‘and’ (eg between 2019 and 2021).
Percentages
You can use an unspaced en-dash (eg 18–20 February 2019) in a table or for brevity. Be consistent.
Time A full point, rather than a colon, is used to separate hours from minutes. No space is used between the numeral and am or pm (eg 6.00–8.00pm, 6.30pm). Where both times are am or pm, only use the abbreviation once (eg 7.30–9.30am). Where possible, give event details in the following format: What: New Parents’ Chapel Service (use event title, unless used as a heading). When: Wednesday 30 January 2019, 8.30–10.30am (Note: Date is listed first, followed by time). Where: The War Memorial Chapel.
Numbers, percentages, units Commas in numbers Numbers 1,000 and above are expressed with commas (eg 1,360, 24,000 and 1,300,000).
Spelling numbers In general, spell out numbers up to nine and use numerals for numbers 10 and above. Exceptions to this rule are as follows:
• references to headings or expressions from elsewhere
that use numerals (eg Year 12, Semester 1, Chapter 5, Appendix 2)
• text that is largely statistical or mathematical in nature (eg text in a table – use numerals)
• numbers accompanied by symbols or measurements (eg 8°C, 3km, 10am, 89%)
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• centuries (eg the 21st century)
In text, percentages are expressed with the words ‘per cent’ for numbers less than 10 and with the symbol ‘%’ for numbers 10 and greater (eg five per cent, 25%). However, in text that contains many statistics, numbers and the symbol can be used throughout. The symbol should be used only with numerals; ‘per cent’ may be used with either words or numerals. In documents where numerals are generally being used for numbers, show percentages in numerals with the symbol.
Units of measurement No space is used between units and their associated numerical (eg 25mm, 14km, 4m).
Units of currency Use A$ for Australian dollars, without a space (eg A$250). If using the symbol ‘m’ for million or ‘bn’ for billion, do not insert a space between the units and the symbol (eg $25m, $5bn).
Capitalisation Keep capital letters to a minimum. The following should always be capitalised:
• the school name: The King’s School; King’s • school years (Year 7, Years 9–12) • school subject names and Learning Domains
(Mathematics, Science, English, Outdoor Education, Guided Reading)
• specific references to semesters and terms (Semester 1,
Term 3 – but lower case when writing ‘in the third term’ or ‘each semester’).
Note: Extra-curricular activities are not capitalised (chess, debating) unless writing ‘King’s Chess’, ‘King’s Debating’ or ‘the Debating Program’. See Conventions for more on capitalisation.
Headings Use sentence case for headings (ie with a capital letter only for the first word in the heading). Do not use a full stop at the end of a heading. For example:
Spelling and commonly used words and phrases
Emphasis
The following words and phrases are commonly used within King’s publications. (If you have queries about others, please ask the Communications team, or refer to the Macquarie Dictionary (Sixth Edition).
Use italics or bold sparingly.
n = noun
Do not use ’inverted commas’ to indicate emphasis.
adj = adjective
Teaching and learning
Do not underline words to indicate emphasis.
v = verb A A-team, B-team Aboriginal and Torres Strait Islander Aboriginal peoples
Plural
adviser affect (v) / effect (n)
His attitude will affect his work. His attitude has had a positive effect on his work.
age-appropriate ageing
Not aging
aid
A thing to assist a student’s learning We will use electronic whiteboards as an aid in the classroom.
aide
A person assisting a student A teacher’s aide
alumni
Plural
alumnus
Singular
among
Not amongst
and
Not &
anti-bullying Anzac
Use ANZAC only when referring to the army corps itself
the Chapel apps (no capital) GPS Sport
No full stops, no need to write out in full King’s excelled in the GPS Finals.
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STYLE GUIDE 2021 EDITION
artwork Assembly
D Initial capital Friday morning’s Assembly
Australian Government autumn
No capital for seasons
B benefited, benefiting
Single ‘t’
billycart
One word
bookwork (n) boy
No capital (but ‘Old Boy’)
Bullet points
No punctuation is necessary at the end of each point; however, a full stop should be placed at the end of the last bullet point, or if each point is a complete sentence.
C
database Dates
Monday 15 June or 15 June 2010
Minimal use except Term 1, Semester 1. subjects, subject strands, sports and activities should all be lower case with the exception of specific languages.
decision making process Distinction Certificate Dr Duke of Edinburgh’s Award E eg e-book, e-commerce, e-learning, e-resources effect (n) / affect (v)
His attitude has had a positive effect on his work. His attitude will affect his work.
Email; eNews; ePortfolio English (subject)
classroom classwork
For doctor – no full stop
Dreamtime
classmate
Capital letters for Learning Domains; lower case for subsets (eg spelling, punctuation)
Co-captain
enrol, enrolment, enrolled, enrolling
co-curricular
enquiry
Not inquiry, unless referring to a formal inquiry, eg a police inquiry
etc
Not ideal in formal communications
everyday (adj)
Mindfulness is an everyday practice at King’s.
co-education coordinate, coordination, coordinator cooperate, cooperation counsellor
Unless referring to a person on a council – councillor)
We practise mindfulness every day at King’s.
counterproductive coursework
exclamation marks
co-worker criterion
Singular (plural – criteria)
cross country (n)
But cross-country race (adj.)
curriculum vitae, CV cyberbully
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Plural and singular (not datum)
daytime
behaviour
Capitals
data
extra-curricular eye contact
not to be used too frequently (the effect will be lost if overused) and never more than one.
F
I
fine-motor skills
ie
first aid (n)
in-depth (adj)
He has an in-depth knowledge of Australian history.
Indigenous
In Australian context; lower case at all other times
first-aid kit (adj) XV, XI, VIII 1st XV, 2nd XI, 3rd VIII
Sporting teams
focused, focusing, foci
interhouse
fulfil, fulfilled, fulfilment full-time (adj)
full-time work
futureproof
(adj and v)
G GPS Sport
No full stops, no need to write out in full King’s excelled in the GPS Finals.
gross-motor skills ground-breaking Guided Reading
Capital letters for Learning Domains
International Baccalaureate Interschool internet, intranet iPad -ise endings
hands-on (adj) handwriting (n) hard-working (adj) high-frequency (adj)
J
homeroom
judgement
homework
K
homework book
kind-hearted (adj)
Hon. (eg The Hon. John Smith)
L
House, houses
eg organise, rationalise, realise, recognise are correct Australian spellings.
BEWARE Microsoft Word may automatically change the ending to the US form –ize. italics
H
Interschool Sport, Interschool Debating
names of books, films, organisations, publications and song titles; proper names of vehicles; foreign words/ phrases and zoological terms. With an ‘e’
labelled, labelling Boarding houses, but Britten House House Swimming House Chess competition No cap if referring to all ‘houses’. The boys are allocated to houses. They undertake various activities with the rest of their house.
labour
But Australian Labor Party
laptop lead-up (n) Learning Support learnt
Not learned, unless used as an adjective in referring to someone’s level of knowledge (eg a learned and considerate man)
letter-sound lifelong lifespan LinkedIn
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STYLE GUIDE 2021 EDITION
M
P
masterclass
One word
panellist
masters degree
No apostrophe
parent groups
Mathematics
Capital letter for Learning Domains
Parent Teacher Discussions
metre
Not meter
Use initial capitals
mindfulness
Pavilion
mini-project
PDHPE
Monitor
Initial capital where the title is specified: Science Monitor
per cent, percentage
Mothers’ Day
ie a day for all mothers
Mr, Mrs, Ms
No full stops
postgraduate
multicultural
PhD PowerPoint practice (n), practise (v)
multidisciplinary multimedia
Pre-Kindergarten
multi-syllable
Preparatory School
multi-task Initial capital when referring to a specific production: He was the lead part in the Musical.
N
prerequisite pre-empt Prizegiving
non-fiction
problem solve, problem solving
non-verbal
program
note reading
Two words
note taking
Two words
Only in reference to a specific program
Use abbreviation with peer year after the name of an Old Boy, no space
Year 10 boys participate in the Boys to Men Program. This Program introduces them to…
John Jones (‘60) Old Boy Old Boys’ Union (OBU)
programme
on task He received one-on-one tuition.
ongoing online open-ended open-minded organise
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Not organize
Not programme Generic use: Various sports programs are run across the School
O
one-on-one (adj)
Or Prep School; Prep
proactive
no one (no hyphen)
OB (‘78)
I attend my cricket practice on Monday. I practise conscientiously every Monday.
multipurpose
the Musical
Not Interviews or Meetings
proofread
Only to be used in reference to the name “International Baccalaureate” Programmes
Q
story telling
quick-thinking
story time
Quotation marks
single quotation marks and double within single: ‘Let’s go out for dinner,’ suggested Martin. ‘When Sally said “what a good idea, everyone will enjoy that,” I was pleased,’ said Martin.
story writing School
The School’s core values are compassion, humility, respect, honesty, integrity, responsibility and excellence.
Single quotation marks for the titles of book chapters, sections or scholarly articles.
The School’s website, but school websites in general.
R realise
Not realize
rebut, rebuttal, rebutting
summer
risk taker (n), risk-taking (adj)
spring
role model
Not roll
role play
Not roll
S
teacher’s aide
but teachers’ aides
team mate tech-savvy
Senior School
Term 1
self-confident, selfconfidence
Capital ‘T’ when written with a number. Use number and not word.
self-corrects
timeframe
self-edits
timeline
self-esteem self-motivate Capital ‘S’ when written with a number. Semester 1, Semester 2
Torres Strait Islander peoples (plural) TryBooking 21st century
Use number and not word.
U
last semester, this semester… Matthew worked well this semester.
U14 team
semi-final
undergraduate undervalued upper case
senior students
V
Show and Tell Note: en-dash (not hyphen) eg sound–letter recognition staff
T
team work
school year
sound–letter (adj)
school work South East Asia
retell
semester
school life school mate
re-read
Semester 1
(upper case S only when referring to The King’s School specifically)
Vice-Captain
Capitals when referring to an individual
Music staff
state (state of New South Wales) storyline 61
STYLE GUIDE 2021 EDITION
W warm-up (n) webpage
Refers to an individual page on a website
website wellbeing well-developed, wellmannered, well-organised Wi-Fi workbook, worksheet workspace worldwide World Wide Web
Title case (this is a proper noun)
X Y Year 1; Years 9–10
Not Year 9–10 Also, do not use ‘Year 8s and 9s’ (instead, say ‘Year 8 and 9 boys’)
Year 7
Capital Y. Not Grade 7, Y7 or Year Seven
year YouTube Z
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In general: throughout the year
2021/VERSION 3.0 www.kings.edu.au Cricos No: 02326F
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The Council of The King’s School, ABN: 24 481 364 152
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Incorporated by The King’s School Council Act 1893
