The King's School Gazette January 2021 by thekingsschool_official

Gazette January 2020 2021

Gazette Januar y 2021

Contents Welcome – From Tony George, Headmaster

Austin Wallace – School Captain 2021

A Glass Half Full Kind of Year – From Stephen Edwards, Deputy Headmaster & Head of Senior School

Delivering Leadership

A Tale of Two Brothers

Making King’s History

Education Reimagined

Digital Learning Strategy 2020

The Concord Review with Jinyoung Kim

CyberTaipan

The Future Project – Leading Science Education

The Future Project – Affilated Companies

The Big Questions

HSC Showcase

Creating Opportunities from Times of Crisis

Experiential Learning

A Milestone in the Tudor House Learning Adventure

Excellence at Tudor House

Play Based Learning

How we changed COVID times into a successful year!

Boys to Men

Year 12 Journey Like No Other

If You Can’t Run, Then Walk

King’s Crowned AAGPS Champions

The Show Must (Not) Go On: Grease The Musical

A Year Reinvented at the Prep School – From Peter Allison, Head of Preparatory School

Animals and Wellbeing at King’s

A Great Partnership – Character Education and Outdoor Education

Don’t Look at the Trees, Climb Them

Counting Our Blessings With a Side of Wabi - Sabi – From Anni Sandwell, Head of Tudor House

Determination During COVID

#offthegridtogive

Convoy of Hope

A Resilient King’s Community

The Old Boys’ Union

Births, Engagements, Marriages and Deaths

Sesquicentenary of Stories: King’s Rugby

Make Your Mark in History

Gazette Januar y 2021

Welcome From Tony George, Headmaster

The Need for Clarity in a VUCA World. This year has certainly highlighted the challenges of a VUCA world: volatile, uncertain, complex and ambiguous. The impact of COVID-19 on the world, our country and our School has been quite unprecedented. We are used to predictability and certainty. We plan our day, our week, our term, our year, and all with the expectation that all will generally go to plan. But that didn’t happen in 2020.

There has been a steady increase over recent decades in our efforts to manage uncertainty. We do this by setting goals, planning, implementation and measurement of outcomes. We encourage this in our staff and our boys. Without planning and budgeting we would tend more towards a state of chaos. However, while planning is good and proper, from the outset of 2020, our best made plans were challenged and thwarted on a regular basis. The events of 2020, which included bushfires and drought and death and a pandemic, are a salutary reminder that as much as we desire to be in absolute control, we’re not. Rather, we need wisdom and discernment that are informed by our values. Wisdom and discernment are different kinds of qualities to that of knowledge and skills. Most of our time at The King’s School is dedicated to the development of knowledge and skills in our students. Afterall, this is the core business of education. However, we need more than knowledge and skills. For while knowledge and skills tend to rely on certainty, in a VUCA world we need more clarity. Clarity depends first and foremost on what we believe to be important and significant, and that requires wisdom and discernment that is informed by our values. The King’s School values begin with Humility and end with Excellence.

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“ Compassion is being able to live our lives for the sake of others, to care deeply and genuinely for others. To show empathy, to sit alongside and with others, is a uniquely human quality and essential for maturity”

Humility is the starting point for our School’s values, for it is only when we see ourselves as God and others see us that we are able to have a right and honest perspective of reality. Humility allows us to reach out to others in relationship to help and be helped. Humility recognises our interdependence with one another and protects against hubris and arrogance. Humility is essential for us to be honest with ourselves and with each other. Honesty is critical for healthy relationships. We need to be honest with ourselves and each other. Honesty is not only about speaking the truth, but about being true to one another. Honesty depends on humility in order to drive out hubris. Being vulnerable and transparent with each other enables the building of trust and respect. Respect is about recognising the value and significance of each other. Respect is much more than tolerance, as it actively seeks to affirm and embrace each other. Mutual respect is essential for relationship and depends on honesty and humility. It is when we believe our own publicity that honesty and humility are compromised and respect falters. Responsibility is following through on what we say and what we do for the good of others. It is not only about taking responsibility for ourselves, but for each other also. Humility, honesty and respect are all important if we are to exercise genuine responsibility for ourselves, and each other.

Integrity is all about working well together in relationship with one another. When we actively step into situations of responsibility alongside each other, we exhibit integrity. Our respect for one another, that arises from humility and honesty, enables us to live and work together with integrity.

Consequently, in times of uncertainty, we need to keep our focus on our relationships with one another and the values that guide and strengthen them. This helps us provide the clarity of wisdom and discernment when we may be surrounded by chaos. Allow me to give a sporting example as I finish.

Compassion is being able to live our lives for the sake of others, to care deeply and genuinely for others. To show empathy, to sit alongside and with others, is a uniquely human quality and essential for maturity. Compassion is the hallmark of a King’s education that is for the benefit of society, and not just those upon whom it is bestowed.

Great teams are more than a team of great players. Instead, a great team (excellence) is characterised by players who have a right view of themselves and each other (humility), who are honest about their own abilities and skills and those of their team mates (honesty), who respect one another and recognise the need to rely on each other and play together (respect), who are able to take a collective responsibility to play as a team and not just as individuals (responsibility), who play as one team where all the different parts work together (integrity), and whether they win or lose they do so graciously (compassion).

Excellence is the standard to which we all aspire to live our lives. We aim to be excellent for the sake of others and not just ourselves. When all the other values come together as virtues in the lives of our community, we see and experience excellence. The King’s School values are evidenced in all that we say and do, whether in the classroom, on the sporting field, on cadet camp, or during this year of COVID-19. At the heart of every value is the importance of relationship. COVID-19 has reminded us of the essential nature of relationship to human flourishing, and it is our values that give expression to how we build and sustain healthy relationships.

Very few games go according to plan, and 2020 didn’t go to plan either, but keeping true to our values and working together as a team has enabled the School to flourish. Well done to all our students, staff and families for an excellent year. Let us keep looking after one another and seek to live lives of excellence for the sake of others.

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Austin Wallace School Captain 2021

It is so easy to miss the positives in life, to overlook things and take them for granted, particularly given the year we’ve had. We’ve had floods, fire, drought and a global pandemic still occurring as I speak, all of which have affected us in some way. It’s so easy to complain when things haven’t gone our way, or we have missed out on something and I’m sure that each one of us can sit here today and reflect on a setback or disappointment we have had in the near past, and it would be easy to see these things as negative. However, I want to propose to you a different way of looking at these things and that is looking through a lens of gratitude, as I believe that it is the most powerful perspective shift one can have.

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Now the reason why I say this is when you live with the intent of gratitude, optimism and appreciation follow suit, and can be applied each and every day. For every adversity, there are countless positives. Didn’t make the team? At least you got to try out. You got to improve your skills. Didn’t get the mark you wanted? Now you know where to improve. You have the motivation to do better. When you start to count your blessings, positivity fills the place of what was formerly detractive. With our successes, it is intuitive to be appreciative when hard work has gone into the feat. What sorts out the pack is whether or not we are grateful for the victories in life which are almost handed to us. The obvious one, right here, right now, is our ability to attend a school such as King’s. Our parents have made such a sacrifice to get us here and there are very few people in the world who have the same opportunity that sits in front of us all. Now, this isn’t a speech where I’m going to preach to you about how lucky we are, because I’m sure you’ve all been told that countless times. I am simply speaking about the importance of gratitude, after all “gratitude is what separates privilege from entitlement.” I’ll share a story with you all, of a time when I wasn’t grateful. I began my journey at King’s in Year 6; I was shorter, slightly chunkier and unsure as to why I was here. Since I was three, I had lived overseas in Singapore and moving to King’s was the biggest change in my life up to that point. I still remember vividly on one of my first days wearing my uniform after school, where a toddler came up to me, looked me in the eyes and told me I looked like a pirate. And although I look back and think it is such a small comment, at the time it genuinely made me self-conscious of our uniform and I didn’t enjoy pulling on that blazer for a while after. I didn’t appreciate it, but at the time I didn’t understand the culture, the traditions of the School and

all the boys who had pulled the uniform on before me. I didn’t understand how special our school is. So I say, wear your uniform with pride. Today I’m am so grateful for the opportunity I have to don the salt and pepper blazer, the lover’s knot on our cuffs, the red stripe on our trousers. All significant as they symbolise King’s. For so many of us, the decision to go to King’s wasn’t one which we made, but rather was greatly influenced by our parents. However, a decision which cannot be made for you is what you decide to do with the gifts and opportunities granted to you. It would be so easy to come to school and do the bare minimum. Clock in at 8.20 and out at 3.30. But, that’s not what we do here. Every morning boys wake up early to go to the gym, to go to basketball or head to Putney for rowing, to go to orchestras and chamber choirs, to pursue their passions before the rest of Sydney is awake. Boys stay after school to train for footy, to take on Chandlers hill, go to clubs, do shooting, or sacrifice their Friday night for debating. Our school is not an 8am to 3pm school, so make the most of every opportunity, for the experience is whatever you make of it. To echo the words of my predecessor Rupert, “go and try one new thing here over the coming year”. This past year I gave shooting a go. I’ll openly say I’m a city boy and I’d never handled a rifle in my life. But I saw the opportunity was there and thought why not? Now some may say I wasn’t the strongest shooter on that team by far, but I will say that’s unimportant. What is important is that I tried something different. I was willing to take the risk, take the leap, and be grateful for the opportunity presented without worrying about the outcome. I am genuinely thankful for the experience and further, I can see it as one less thing I will regret not doing in my time here. Don’t let fear hold you back and forget the worst outcome. A way to present true gratefulness is to make the most of your gifts and the easiest way to do so is to get involved every day and not leave it to your

final hours here. If this year has taught us anything it’s that what we take for granted can be altered quicker than we think, so don’t delay, take action. The impact of our gratitude for the School doesn’t just affect everyone individually. Rather, this is our School and the culture is whatever we as students make it. So, what do you want our legacy to be? Will, we be a School of boys who make the most of their opportunities and march out those gates as proud Kingsmen, as so many have done before? Will we hold our peers accountable to the standards we set? Will we take ownership and be grateful? Or will we sit back and hope for the best? The thing about legacy is that the decisions we make today aren’t just important to us, but to the countless Old Boys before us, and the countless numbers who will follow. We have been blessed with the opportunity to give back to such a diverse community. We have people from all over the world, all walks of life, different passions all united under the sky blue and white. It is our decision what we decide to do with this opportunity. I say go out there and capture it. So, I ask you to think about things differently this year, think about what you are going to do differently. How you are going to serve the School in gratitude, build culture and serve the legacy of the School, get involved? After all as I said before, this place is operated from early to late so there are plenty of hours in the day to bring this to life. I ask that you reflect upon what is in front of you, good or bad, and find the things in life which you can be grateful for, find that lens of gratitude that I spoke about, and most of all, commit yourself fully to the great School of which we are all a part.

“ For every adversity, there are countless positives. Didn’t make the team? At least you got to try out. You got to improve your skills. Didn’t get the mark you wanted? Now you know where to improve. You have the motivation to do better. When you start to count your blessings, positivity fills the place of what was formerly detractive”

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A Glass Half Full Kind of Year From Stephen Edwards, Deputy Headmaster & Head of Senior School Are you a “glass half full” or “glass half empty” type person? If you didn’t know before this year, then the COVID pandemic would have soon helped you work it out. You could have either seen the worldwide pandemic as a time to shrink back and hide, hoping it would soon disappear, or as an opportunity to learn and grow and try some different avenues. As a School we chose the latter option!

The “glass half empty” would say, it was terrible that Corps Camp was cancelled, but the “glass half full” would say that it was the best Passing Out Parade ever, as new energies were redirected into the event. It’s sad that no spectators could watch the winter sports live, but it was awesome that it was televised for all to see, and we won the GPS Athletics and 1st XV Rugby (plus the 2nd Cricket and 1st Tennis earlier in the year). There was a time when the boys could not even be at School (which for Year 12 was only eight days), but our distance education program was outstanding and will be used into the future. Parents could not attend the parent/ teacher night, but many found it more beneficial to talk via Zoom. We couldn’t have our normal graduation ceremony, but many believed the Year 12 White Oval Farewell far exceeded the old event. Whilst there was no Valete Dinner, the Year 12 Farewell Dinner was a relaxed and delightful evening!

We soon learned not to say, “poor Year 12, they are the boys who did their HSC during the pandemic”. Instead, we found ourselves admiring their courage and character as they faced the challenges, adapted and grew. It was perhaps most difficult for our parents as they were not able to engage with the School in the normal way, but I trust as they saw their boys grow in character and resilience, they were heartened. On a personal note, I am sorry for those who have been personally affected by the pandemic. People have lost loved ones, been separated from those close to them, lost their jobs and experienced great loneliness. We must never forget the hardships many have experienced. That being said, I have loved this year; it has been an incredible experience to share it with our community and especially our boys. Our cup overflowed with great joy throughout the year.

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“ The education in The King’s School is not for the exclusive benefit of those upon whom it is bestowed, but for the that of the entire community.”

Delivering Leadership In December 2018, I had the pleasure of travelling across Italy and France with my beautiful wife and three amazing children, with one particular highlight being Strasbourg famously known for its Christmas Markets. Every December, as we decorate our tree and house, we enjoy pulling out the ornaments we bought at those markets, taking us back to a moment of nostalgia. We have a beautifully crafted nutcracker, handmade decorations and a really random soap holder in the colours of the Alsace region of red and white - which I bought! Another clear memory this ritual takes me back to is meeting an impressive American woman on a walking history tour we did of Strasbourg. This lady was a Leadership and Management Consultant and we discussed some of the clients she had worked with across Europe and North America. Towards the end of the tour I asked her what was one big theme or lesson she had gained recently. She answered simply Team of Teams, you need to read Team of Teams by Stanley McChrystal. So I did. Stanley McChrystal was commander of the Joint Special Operations Task Force in Afghanistan and Iraq from 2003 to 2008. After which, he with several academics and colleagues, wrote Team of Teams – New Rules of Engagement for a Complex World. McChrystal discusses early in this paradigm shifting book that despite his Joint Task

Force’s superior pedigree, gadgets and commitment, things were slipping away from them. McChrystal argues that a significant factor in this failure to gain an upper hand against what appeared to be a less resourced and numbered enemy was the strict chain of command and centralised hierarchy which his force, and that of most modern armies, had held on to. This model was in stark contrast to that of the insurgents, who had evolved into what he coined a “Team of Teams” organisation. McChrystal painfully and slowly came to the realisation that his Task Force’s enemy had a decentralised command, which allowed the insurgents, who shared a common understanding and goal, to move faster, regroup quicker and be more agile, all the while having the confidence in their own judgement and support of their superiors to make decisions in the field and thus act and execute plans when they felt the time was right.

Stanley McChrystal continued to articulate these observations into objectives for his army with the realisation his Task Force needed a shared consciousness and empowered execution. His army needed to have a common and clear understanding of the objectives, which when established, needed to be matched with the knowledge and authority to act and carry out action – be empowered to execute plans. All the while, each small team needed to be acting autonomously, yet be sharing and absorbing information to form a network of teams – a team of teams. The Task Force needed to reduce the lag between when a Seal Team collected information and when they were given authority to raid the appropriate compound by a senior general back at the base, which to this point in McChrystal’s story was so long that the compound was usually empty when the Seals finally executed the raid.

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2021 School Captain, Vice-Captain and Executive Team

What does this mean for The King’s School and its students? We are endeavouring to help all our students gain a common understanding, a shared consciousness of what it means to be a Kingsman, to lead within our community and hopefully make meaningful contributions to the greater society, both as student and as graduates. Bishop Broughton helped guide our community towards a shared consciousness when he declared, “The education in The King’s School is not for the exclusive benefit of those upon whom it is bestowed, but for the that of the entire community.” Our young men aim to be servant hearted and lead by example. Kingsmen understand that through example, respect is earnt and never demanded, this is our shared understanding.

The development of quality relationships is another important pillar of our shared consciousness which is fostered in our Christian Community. Healthy communities which are nurtured in our Day and Boarding houses allow our students to discuss a shared purpose and direction, as well as to have healthy debate and collectively support initiatives across the whole School. Houses and tutor groups, led by Housemasters and Mentors, who model servant leadership, allow students and future leaders to be well connected amongst their peers and their House community. Strong connections then inspire and form the foundation for an individual’s character to grow. These are The King’s School’s building blocks for leadership; Academic Excellence and Character Development, in the context of a Christian Community.

King’s encourages and allows young men to find their passion and then follow this with action and initiatives across the School. We challenge our students to observe the world around them, to make judgements and observations. Then we mentor and coach them to work through the planning, to initiate the actions required to meet and address their observations and their desire to serve. We empower students to execute their passions and plans – empowering execution. A great example, one of many, is the manner in which the Monitors in Term 4 2020 felt the need for the School to acknowledge and discuss issues associated with White Ribbon Day. Valluvan Thillairajah (Year 11) and several other Monitors, wanted the Senior School boys to stop and reflect on some of the big issues that some women and men face in regards to domestic abuse. The Monitor team discussed this at meetings, made a collective decision and moved forward to execute the plan. Valluvan led the proposal writing, urged every student to wear their No.1 uniform and

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“ We as King’s staff are not directing our students, but rather coaching them through their journey.”

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to make a small donation to the White Ribbon cause and importantly, planned an address, which he would share with the School at the next Assembly. White Ribbon Day on Friday, 20 November resulted in an important and meaningful statement from the student body, all led by the students. Valluvan, when making his important speech, included an interview with Mrs Eliza Little, giving the boys a female’s perspective of life at King’s. This student led initiative resulted from a common purpose and understanding of wanting to make a statement that The King’s School stands unified against violence symbolised by our students all wearing their proud No.1 uniforms.

We as King’s staff are not directing our students, but rather coaching them through their journey. Like McChrystal and his Task Force, we aspire for the boys to reach this shared consciousness, having the confidence in their own judgment, while also having the support to make decisions and take action accordingly. We strive to create an environment with optimal conditions in which leaders are able to grow. As Kingsmen and after King’s we hope they replicate this approach, thus leading as team players, working towards a common goal, for the benefit of others – and to be the best they can be.

The Student Representative Council (SRC) is another example of how our students are able to grow a shared consciousness and are encouraged and supported to execute their plans. Throughout 2020 the SRC felt the need for the School to think more green, thus in November holding a “Think Green Day”, encouraging students and staff to support the Baker Hake Year 11 recycling initiative. Their initiative asked the School to transition to reusable cups, which the SRC designed and sourced, with the ultimate goal to help the whole community become more environmentally conscious, reducing human pressures on our environment. The Baker Hake Year 11 recycling initiative was also a product of student led action, with this group planning and organising a recycling program across all three campuses.

David F Idstein Director of Leadership and Character Development White Ribbon Day https://vimeo.com/493580947/704c8b20b1

These examples demonstrate that every student is able to lead through an understanding of our shared consciousness, whilst we all foster an environment which encourages students to take action. There are endless examples of other domains in which our young men are able to demonstrate and grow in leadership in this model, such as: drama, debating, music, chess, clubs, sports teams, leadership in Houses, Gowan Brae Monitors, in the Cadet Corps and importantly everyday around the School in the manner in which they interact with their peers, with staff and how we engage with those outside the gates.

“ King’s encourages and allows young men to find their passion and then follow this with action and initiatives across the School.”

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L E A DE R S H I P

A Tale of Two Brothers They say the apple doesn’t fall far from the tree, but can the same be said about brothers? For Austin and Hugo Wallace, 2020 was a significant year, showing leadership really does run in the family.

For a brief moment in King’s history, Term 4 2020, the School saw two brothers, both reigning as School Captains – Hugo (Year 6) in the Preparatory School and Austin (Year 11) in the Senior School. The Wallace brothers are exemplary Kingsmen, embodying King’s values in their leadership style, as well as throughout all walks of life. Born and raised in Singapore for nine years, the family came back to Australia, joining King’s at the Prep School in 2015 - Year 1 for Hugo and Year 6 for Austin. From there on, both boys took every chance they could to get involved in life at King’s. Hugo playing cricket and rugby and taking a strong interest in robotics, and Austin in any sport he could, truly loving his fitness, whilst enjoying membership of several extracurricular activities, including academic clubs. “Throughout my school journey I’ve always tried to get involved with everything - I love the School,” said Austin. Taking on leadership roles also came naturally to the boys. Austin, since starting at the Senior School, has jumped at every leadership opportunity offered to him. Starting with him taking on the role as Year 10 Monitor, he then embraced the Cadet Corps performing highly in the promotions courses, leading to his rise in ranks from Corporal to Sargent to Company Commander. Hugo always wanted to take on a leadership role at the Prep School – forever leading by example amongst his classmates. Yet when talking about his journey to School Captain, Hugo said, “In Year 5, when we first were asked which role we wanted to try for, I never intended to go for School Captain,

I wanted to try for Thomas House Captain.” Thinking so highly of his running mates was getting the best of him. Thankfully that didn’t last long - with the support and words of encouragement from his family, Housemaster and teachers, Hugo took the leap and went for it. Older brother, Austin chimed in, “He’s being very unassuming. He’s a great little role model for everyone around him. Always taking his role as School Captain very seriously and striving to lead by example.” “I find it important to try to do the right thing and set a good example for the other boys,” says Hugo, as a follow up to his brother. Another uncertain, yet clear path to the top, Austin didn’t expect he either would be selected for School Captain. Commenting, “You always look up to the other Captains, thinking that could never be you.” Nevertheless, despite their doubts, we can see great leadership qualities in each brother. Both are well-rounded, respectful young men, applying themselves academically and in their co-curricular activities, leading with the King’s values as their guide book. “Hugo is always the student putting in the extra work,” says Austin. Although an age gap, the two seem as thick as thieves, continuously supporting one another with positive comments. When realising they were both King’s School Captains for overlapping Terms, there definitely was an ‘ah ha’ moment in the Wallace house. Their parents made light of the moment – referring to the boys as ‘Skip 1’(Hugo) and ‘Skip 2’ (Austin).

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The boys (now chuckling) – “I’ve learnt everything I know from Hugo,” says Austin. Their parents have always been huge supporters, setting very high standards for what they expect from the boys – consequently bringing out the best in each of them. Taking responsibility and being accountable for their actions are just two of the qualities instilled by their parents, as well as King’s. When asked if they had any advice for other students trying to achieve the same, both agreed, “Be true to yourself, stick to your guns, and maintain your integrity.” With Hugo sharing his words of wisdom passed on by his mother, “Don’t be like anyone else, be yourself.” Hugo has now completed his time at the Preparatory School as School Captain, and will join Austin in the Senior School. Austin will lead the Senior School into 2021.

“ Although an age gap, the two seem as thick as thieves, continuously supporting one another with positive comments.”

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â&#x20AC;&#x153; I love being able to be outside for class and having so much space to explore.â&#x20AC;?

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LEADERSHI P

Making King’s History Niamh Walsh

In 2020, with so many strong female leaders taking action around the world, it’s only natural that young girls are aspiring to take on more leadership roles. But who could have predicted, back in 1831 when The King’s School was established as an all boys’ school, that they would one day have a female School Captain.

To Niamh Walsh, 2020 School Captain of The King’s School, Tudor House, this achievement was exciting, yet, she finds her gender makes no difference. Niamh, growing up in the 21st century Southern Highlands, views being School Captain as just another amazing achievement on her list of accomplishments.

Her love and passion for learning at Tudor House is strong. “I love being able to be outside for class and having so much space to explore. I also love UOI (unit of inquiry), as there is so much freedom in it,” says Niamh, “We get to decide what we want to learn and how we want to learn it, of course within curriculum boundaries.”

Since starting at Tudor House in Year 3, Niamh always wanted to be School Captain, yet, it was no easy journey to the top. When she began studying at the School there was only one other girl in her year, leaving her with no female role models in the Upper School. It wasn’t until 2017 that Tudor House became co-educational. Today, Tudor finishes Term 4 2020 with 75 girls enrolled and more on their way for 2021. It’s incredible in such a short time, the School now has a total of 190 students, 75 girls and 115 boys. What a fantastic ratio!

After confidently delivering a persuasive speech on why she was the best leader,

Tudor House could not have asked for a more well-rounded first female School Captain than with Niamh Walsh. Involved in just about every sport, playing one or two a season, including cross country, hockey, water polo, swimming and tennis, Niamh’s vast interests don’t stop there. If you can’t find her on the field or in the pool, she’s in the library reading with her friends.

Niamh was selected as School Captain by the entire student body. This was a great triumph for her as she was running against all other Year 5 students. Since reigning as School Captain she has done so with grace, always caring for and helping her fellow classmates. “I strive to help all the students, especially the younger ones in the Lower School.” Her advice for the next School Captain, would be to, “ have balance and have fun”. Niamh always makes sure to find time to for her Tudor House friends. Niamh Walsh will be starting at Ascham next year, but she will always be a part of the King’s family. We can expect to see great things from her in the years to come.

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

Education Reimagined 2020 will certainly be a year we will always remember as a turning point in education. The Global COVID-19 Pandemic reached Australia and schools had to quickly transition their delivery of learning to adjust to new restrictions and social distancing requirements. If ever the acronym “VUCA (Volatile, Uncertain, Complex, and Ambiguous)” felt appropriate to use, it was this year. It has been characterised by constantly evolving and ever changing circumstances, fast paced manoeuvring, rapid upskilling and constant adapting. Teachers at The King’s School showed remarkable resilience, adaptability and flexibility as conditions changed on a weekly or daily basis. Change of this magnitude would usually take a year to prepare, but without the luxury of time, the teachers were outstanding in managing to continue to deliver a high quality learning program meeting the NSW syllabus outcomes with a new method of delivery. Being isolated at home and spending more time with family suited many children who thrived, while for others the change brought challenges; but this too was a learning opportunity. Teachers found new ways to engage with the students, introducing interactive quizzes and real time tutorials, pre-recording lessons, and online assessment - to name a few. As we move forward delivering high quality learning, King’s teachers have been role models to the students and the community

displaying resilience, agility and optimism. We can look back on this time period as King’s being a part of history in the way we teach and learn.

Stories from the Online Learning Experience With the return to face-to-face teaching, it is important that we build on the experiences we all had in the online world. In such a short time, teachers and students embraced new technologies and new ways of connecting. We discovered that using Zoom enabled the voices of students to be heard; even the most introverted breakout rooms in Zoom facilitated rich conversations. What is evident is that we need to learn from these experiences and apply this to teaching and learning as students return to campus. The following are just some of the stories from our Senior School teachers and students. We are truly blessed to work

with amazing educators, agile students and understanding parents!

Agriculture: The evolution to Zoom masterclasses All of us who teach will know that some of the greatest teaching and learning experiences can come out of the blue, the evolution of Zoom masterclasses is one of these. While delivering a Zoom lesson to my senior class, one student gave me notice that he would not be attending the next lesson due to harvesting on their property. I suggested that if he used Zoom on his phone he could still listen as he worked and not fall behind. The outcome was better than this, because when the student did Zoom in, he could show the class the activity he was doing, the machinery he was using and produce direct context for what we were covering in the syllabus. This was such a rich and rewarding experience for all students, but in particular, those studying Agriculture who are Sydney based. Out

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of this, came Zoom masterclasses where students would provide lessons to the rest of the class on activities they were undertaking on their farms. It was brilliant, and has grown to now include a list of wonderful parents who are willing to provide future lessons to the students on a whole range of farming environments/experiences from shearing sheep, helicopter mustering right through to making cheese. This is such an amazing resource that the Agriculture Department intends to utilise moving forward. What a wonderful way to connect our farming and agribusiness community to our learners.

Tony Turner Head of Agriculture

Geography To provide the interactive, inquiry-based field excursions the Geography Department facilitates annually, Geography teachers needed to think differently about delivery this year. Instead of taking students to the study environment and the guest speakers, we brought the study environment and guest speakers to them, this time viewing the landscape from the air, in a virtual 360 video and with Zoom. Students were able to remotely access targeted content, pause, review and replay – which added a further dimension to their reimagined learning. Geography students were enabled by our teaching efforts, with the aid of technology, which exposed the boys’ resilience and adaptability, evidenced by the delivery of their high quality post-virtual excursion research reports.

Brendan Stewart Head of Geography

Music The experience of distance learning has had many challenges in relation to the Performance component of all music courses, however, the Musicology, Composition, and Aural components have been successfully transferred to this new way of learning. DL has allowed lesson plans to be more targeted for individual students, and thus opened up a great tool for differentiation. Since moving to online, the use of share folders for the collection of student work has been really successful. The fact that the teacher can pop in and provide real-time feedback has worked really well, and students have enjoyed the individual attention this gives them. Further still, being online has provided a greater choice of activity for the students, allowing them to catch-up, if need be, and be extended at the other end of the scale. Frankly, in many instances, the students are producing more quality work with less classroom distraction.

Sarah Feltham Head of Music

Visual Arts In Visual Arts the online learning experience has taught us how important practical artmaking activities are to our boys. It has reinforced our knowledge that the skills and concepts developed in Visual Arts can provide a line of critical and creative inquiry that allows students to reflect on the world and communicate their ideas through a range of artmaking mediums.

Melanie Taylor Head of Visual Arts

Break-Out Rooms and ESS support

Online Learning

Another significant outcome from working remotely using Zoom was the opportunity to set up break-out rooms with ESS support being available in these rooms. The opportunity to use their support was open to all students, however, for the majority of the time, only students with identified learning needs utilised this avenue of support. In saying this, as time went on working remotely, more and more other students would join the ESS support break-out room. This really does reflect the quality of the support our wonderful ESS staff provide to students and the respect our students have for them.

Online learning challenged both teachers and students to accept and embrace the new way of learning. We needed to get creative in ensuring that the reality of the new pandemic world did not hinder our learners and their growth. We needed to get out of the traditional learning paradigm and enter the world of the digital generation to keep them engaged and learning. As we moved to remote learning, we set up project based learning opportunities. Students were given the opportunity to develop promotional strategies in line with the content being taught.

Tony Turner Head of Agriculture

A successful project was the development of King’s Shark Tank. Students were given the challenge of developing a pitch for a product or service, particularly for those isolated at home. They had to complete

various on-line modules to move forward to the next stage, finally pitching their idea via Zoom in front of a panel. The boys stepped out of their comfort zone and presented some very unique and creative pitches.

Jeanette Mikhael Head of Economics and Business Studies

Click & Collect Service in the Senior Library The Click & Collect service provided continued access to the Senior Library’s physical collection and was created to complement the extensive range of digital resources available to students. By searching the Library catalogue online and completing a “book request” via King’sNet, staff and students were able to continue to borrow books, which were made available for “drivethrough” collection the next day from the Senior School’s Turning Circle.

Reading Club Goes Virtual Not one to let COVID-19 come between the Library’s weekly reading club and a lively discussion of books, Mrs Pooja Mathur moved meetings of “The Page Turners” into cyberspace via Zoom. Here the boys continued their weekly discussions of Australian authors, explored different literary genres, discussed, their latest reads, and considered nominations for the various Young Adult literature awards. These sessions were highly valued by the boys, who relish the regular opportunity to discuss their “page time” interests.

Casual Academic Tutor CAT Program Information Services manages the CAT Program in two locations – the Senior Library (Years 7 – 12) and the Senior Study Centre (Year 12). Pre-COVID-19, Old Boy tutors were available during the day and evening to provide face-to-face tutoring in 30-minute sessions. When classroom teaching and learning moved to distance learning, the CAT Program moved online via Zoom. Students made bookings for a Tutor and then met them in Zoom. To ensure the online safety of both Tutor and Tutee, members of the Information Services staff hosted and recorded all sessions. Such was the success of this online initiative that, despite the CAT Program returning onsite, tutoring online has been retained as an option for students unable to remain after school.

Di Laycock Head of Information Services

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Digital Learning Strategy 2020 The objective of our Digital Learning Strategy is the thoughtful and innovative integration of high quality face-to-face teaching with online digital practices to deliver a flexible and personalised learning experience for our students.

1. Learning Management System With the successful introduction of KingsNet, the School’s communication platform, this year, in particular, has provided our academic leaders with the opportunity to reflect on the effectiveness of iLearn as the platform for delivering academic classes and resources, both during the distance learning phase (asynchronous) earlier in the year and in face-to-face teaching (synchronous) in our classrooms. The School has identified that a key objective in the successful delivery of digital resources to our students is the consolidation of these resources on to the one platform. For this reason, the decision was made to move to Canvas, a Learning Management System in use by schools and universities in Australia and around the world. Canvas is supported by a huge community of users and continues to grow in response to the needs of its users. The School has provided academic staff with Professional Learning opportunities throughout Term 3 and 4 to develop Canvas skills and to begin to develop Canvas courses. Facilitated by external trainers (experienced teachers) from Canvas, staff worked through the types of opportunities and challenges that are typically encountered in the first few weeks of going live in this system with students.

The aim of the professional learning opportunities was for teachers and administrators to build depth of knowledge and experience in using a range of features in Canvas and importantly, establish a common baseline of knowledge across the campuses. Delivered as a series of hands-on sessions with facilitated discussion, teachers and administrators became familiar with and confident in the fundamentals of Canvas specifically related to content delivery and assessing with Canvas. In addition to the two formal Professional Learning days, the Canvas@Kings Project Team offered a series of drop in sessions for individual staff or Departments to hone their Canvas skills. Feedback from academic staff has been extremely positive. Several faculties in the Senior School have already started to deliver their Canvas courses to students; from Term 4 2020, all Year 11 students will have transitioned from iLearn to Canvas to ensure consistency (throughout 2020 and 2021). From the start of the 2021 academic year, all other Senior School students will also transition to Canvas. The Canvas@Kings Project Team worked with each Deputy Head/ Director – Academics, and in the Senior School each Head of Department as well, to design an implementation strategy suited to their specific needs. The School is confident that the transition to Canvas will provide many

benefits to students across the Senior School, Prep School and Tudor House.

2. Textbooks With the introduction of Canvas as the School-wide Learning Management System, the School now has the opportunity to consolidate its digital resources on to the one platform. In the Senior School, the decision has been made to transition from Campion to Box of Books, an Australian owned company at the forefront of digital learning. There are many advantages for the School, academic staff and students in moving to digital textbooks. Box of Books integrates seamlessly with Canvas, enabling Senior School students to have access to their complete suite of digital textbooks within Canvas, thus allowing us to consolidate digital textbook resources into the Canvas platform. Other benefits of digital textbooks include: • Textbooks

can be downloaded instantly; this ensures that students have access to the resources they require anywhere and anytime and on any device

• Digital

textbooks are cost effective when compared with print copies

• Flexibility;

resources can be instantly exchanged when students change subjects or level

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• Sustainable;

digital resources support sustainability, reduce waste and lower resource consumption

Year 12 Geography staff and students have seamlessly integrated Canvas into their daily teaching and learning. Adaptability, being the flavour of this year, has meant that we have quickly embraced change for the better. We have together recognised the high quality learning management system that Canvas is, and that is has the potential of being just so. Like a new language, we are working through all the intricacies and moving parts and are striving towards finding an appropriate hybrid between how we traditionally teach and use this powerful LMS tool.

• Ergonomic;

students do not have to carry multiple print textbooks in their backpack each day

• Currency;

once a textbook has become digital, it can updated regularly providing academic staff and students with access to the most current version

• The

option of a blended model with a combination of digital textbooks and print textbooks, if needed

3. Online resources All Academic Departments are using various online resources to also support the learning in the classroom. Education Perfect https://epforlearning.com and Edrolo https://edrolo.com.au are just two examples being used. Atomi https://getatomi.com/au has now been implemented for Year 11 and 12 courses. These products, and others, are designed to make learning, engaging and effective, blending content and excellent pedagogy to further enhance teaching and learning experiences. Entering the online learning space was initially daunting for both staff and students as we sought to replicate the unique aspects of teaching that normally take place within the physical classroom. Although this feat proved to be very difficult, it did offer the opportunity to harness the capability of the school’s new LMS, Canvas, to ensure that all students were receiving the best lessons possible. To this end, we focussed on creating interactive experiences for students that would move beyond conventional online learning. This

included creating interactive worksheets and games, as well as using Zoom features to create a drop-in desk for teacher assistance. Indeed, it was through having to use Zoom for distance learning that we realised its potential within the physical classroom where it has subsequently been used to connect classes and facilitate team teaching as well as whole Year group lectures. The recording of these Zoom lectures is another positive outcome – by recording and uploading them to Canvas, we are able to ensure that students who are absent do not miss out.

Sonya Harper Co-Head of English In Visual Arts, Canvas provides us a way of seamlessly integrating a range of engaging activities and resources into our teaching and learning programs. It provides Visual Arts students with core content, whilst still allowing for teacher customisation, based on the needs and interests of their individual classes.

Melanie Taylor Head of Visual Arts

Brendan Stewart Head of Geography The School is committed to ensuring its students have access to the very best educational resources and we believe that the transition from iLearn to Canvas, and Campion to Box of Books, will provide students with improved learning experiences, both in and out of the classroom. The concept of blended learning is seen as a set of strategies to leverage the best elements of face-to-face and online learning to provide students with a personalised and learner centred environment. Blended learning, commonly referred to as “hybrid” learning, aims at providing students with the opportunity to enjoy the both traditional and modern methods of learning, emphasising interactive, flexible and self-directed learning. The move to Canvas supports this learning well and underpins the way our staff teach and our students learn, now and in the future.

Jackie Camilleri Deputy Head (Academics)

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The Concord Review with Jinyoung Kim In the final stretch of his time at The King’s School, when academic pressures are already at their highest, Year 12 student and School Vice-Captain Jinyoung Kim ambitiously took on another academic endeavour, going above and beyond the King’s curriculum, writing a research essay for The Concord Review. Knowing he would be taking the Extension History class, which requires a research paper for completion, Jinyoung was already thinking critically when he decided to write for The Concord Review. Interested in learning more about Australian history, in particular the disposition of land within indigenous communities, his preliminary research landed him on the 1992 Mabo Case. Jinyoung’s research took on a life of its own, sending him down a rabbit hole of interesting information. Writing from the lens of how public history influenced the Mabo Case legacy, Jinyoung worked tirelessly for nearly three months, concluding with a 13,000 word research paper. The Concord Review, established in 1987, is a unique quarterly review of essays, dedicated to publishing high school level academic research papers, with the mission to recognise exemplary history essays in the English-speaking world. The New York Times in a 2011 article stated that, The Review’s exacting standards have won influential admirers. William R Fitzsimmons, Harvard’s Dean of Admissions, said he keeps a few issues in his Cambridge office to inspire applicants. “Harvard considers it ‘something that’s impressive,’ like winning a national math competition, if an applicant’s essay has appeared in The Review, “ he said. A brief glance at an issue, will find papers from students from all over the globe such as USA, Singapore, Shanghai, and, now, most notably, North Parramatta.

We don’t talk leadership, we do leadership Brendan Stewart

Jinyoung’s paper, which topped the list of featured articles of the United States Summer 2020 publication of The Concord Review, put a focus on the development of Indigenous Rights in Australia, with a particular emphasis on the reaction to, and implications of, the 1992 High Court ruling in the Mabo v The State of Queensland (No. 2) case and the establishment of the legal concept of Native Title within Australian law. “Jinyoung Kim’s contribution to The Concord Review is a superb achievement with his academic response being recognised on an international level,” says mentor and History teacher, Daniel Nilsson. His selection into The Concord Review is a major feat, as only 3% of entries are published and from there only 1% receive an Emerson Prize – Jinyoung being in that top 1%.

The King’s School, and by extension, the History and Legal Studies Department, has prided itself on its strong and rigorous approach to academics. The Head of the History and Legal Studies Department, Daniel Nilsson stated that, “Jinyoung’s paper on the public perceptions of the Mabo Case was impressive and insightful. The work done by Jinyoung on this paper, and the support provided by his Extension History teacher David Woodgate are a testament to King’s pursuit of academic excellence and Jinyoung is to be congratulated on his outstanding achievement.” Jinyoung thanks his teachers, Mr Woodgate, Mr Nilsson, Mrs Ostini and Mrs Smith for their support and help along this journey, reading drafts, making edits and recommending further research avenues for him to explore. Jinyoung has been accepted to Stanford and will join its Class of 2025. “I am ecstatic and excited to explore a campus environment filled with ambitious, reflective, and creative individuals. I plan to make the most of the opportunity I have received,” says Jinyoung. He hopes to study Philosophy, as well as Law, broadening his intellectual horizons, to one day be able to give back to the community.

Citation from: https://www.nytimes.com/2011/01/08/ education/08research.html

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CyberTaipan

Over the course of Terms 3 and 4, Year 9 students Chris Yoo, Michael Liu, Achyuth Kadambi, Elijah Bradford, and Vedant Vaghela represented King’s in the CSIRO’s Australian cyber security competition (CyberTaipan) that is modelled on the US Air Force Association’s CyberPatriot program.

CyberTaipan puts teams of high schoolaged students in the position of newly hired IT professionals, tasked with managing the computer network of a company. In particular, they need to secure computer networks and solve forensic challenges while defending against computer hackers and maintaining critical network services. Research has shown that “CyberTaipan is based on a proven framework for educating and inspiring high school-aged students towards further education and careers in cyber security and other STEM subjects.” Impact reports from the CyberPatriot program (US) also confirm that participants are far more likely to: • Pursue

STEM education after high school

• Pursue

4-year higher education than their peers

• Feed

into the cyber security and technical workforce

Students competed in a gruelling 18-hour contest over three weekends, and I am happy to report that King’s achieved 7th place amongst 105 teams and 525 competitors across Australia in the initial round of the competition, booking them a place in the finals. After a shaky start in the final, The King’s School (Kernel Krushers) were awarded the CyberTaipan 2020 National Champions title. This is a fantastic result, considering many of the competitors were older and more experienced than our Year 9 students.

“We had a lot of fun defending different systems during the painstaking 6-hour rounds, and I would certainly do it again. Whilst it was very frustrating at times when we were stuck on one problem for hours on end, we managed to push through the challenges. The key takeaway from this competition was not to lose hope or give up until the end,” said Year 9 student, Chris Yoo. Another student, Michael Liu, Year 9 said, “Certainly a unique experience for all of us. We entered the competition to give it a try; I would’ve never imagined we would come 1st in this competition. Although we devoted a lot of time to CyberTaipan, we enjoyed the moments when we met up, both at School and online, solved problems and climbed the scoreboard.” A big thank you to their Coach, Mr Ronzini who had the boys prepared perfectly throughout the season and the ICT Services Department for their assistance with the technical setup and support, and their willingness to support this new venture into cybersecurity.

Michael Ienna Head of Computing Studies

“ CyberTaipan is based on a proven framework for educating and inspiring high school-aged students towards further education and careers in cyber security and other STEM subjects.”

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The Future Project Leading Science Education The Future Project (TFP) at The King’s School is a leader in science education. The Project advances much needed development of science and research in our nation and is the first of its kind in Australian schools. It is a cutting-edge example of the transformational power of industry-school partnerships.

The Project’s mission is to motivate and engage the next generation of scientists and engineers. Applications are invited annually from senior students across the Sydney metropolitan region to participate in the Project. These young science interns then work on authentic research projects in industry level laboratories, with research companies that are partners of TFP. These companies are based at the Project’s location - the state-ofthe-art Science Centre at The King’s School. University partnerships are also fostered by the Project. This adds further value to the exceptional experiences provided to the secondary students and skills that they develop through the program. The research work of the student interns culminates with their work being published in TFP’s own journal – The Journal of The Future Project - before they have even completed their secondary education! Students also have the opportunity to have their work published in external peer-reviewed journals.

Senior Interns (Year 11) The Future Project has continued to gain significant interest, from students, parents and the greater community. In this time, we have seen applications for Senior Internships from schools in the greater Sydney region grow to over 200 (after each collaborating school undertakes its own selection process). With this increase in demand for opportunities, TFP has worked closely with its collaborating researchers to develop new programs and has now successfully increased to its largest intake - 45 of the Senior Intern students this year.

Quantal Bioscience

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We were very excited at the start of 2020 as we created a new program called Mission to Mars, where students were to investigate the presence of extremophiles (organisms that grow in environments that are considered harsh for sustaining life) at Lake Urana - a salt lake in far southwest NSW. We were planning a field trip with the students to enable them to study this harsh environment using a variety of different skills and technologies (eg building and programming of robots to collect samples in the field, mapping, drones). The local community of Lake Urana were banding together to welcome our group of some 60+ students, teaching staff and researchers; and then COVID hit!

ALGATEX

We could have pulled the pin on the Project there for the year. How the events of 2020 were going to unfold was unknown. But despite this, we decided that we were going to come together and overcome the challenges – so we went to a remote learning program in the form of a competition called ISOHACK 2020. Senior students competed in isolation and by using bioinformatics, they aligned and analysed annotated genomes to gain brand new research insights into horizontal gene transfer (HGT) of antimicrobial resistant (AMR) genes from horse hindgut. The students ran with the challenge which involved university level theory and gene sequencing technology, well beyond their years. It was challenging doing this remotely, on top of everything else that we were faced with this year, yet we were determined to succeed and to build resilience. So much credit goes to the students and researchers who ran the remote program, Quantal Bioscience scientists – Dr Belinda Chapman, Dr Michelle Bull and Scott Mitchell. The students did very well. Some of the gene sequencing was particularly outstanding and it may be possible for the students to produce a journal article in an independent peer reviewed journal!

Juniors (Year 10) This also meant that we had to design projects for the Juniors (Year 10) that, if need be, could be done remotely. Students apply to be part of one of two Year 10 classes – either the Junior Interns or the Junior Science Communicators. They work on their TFP projects during their normal

science class rotations but extend themselves beyond the Science curriculum.

Junior Interns This year the Junior Interns built their own bioelectrical battery cells and then, utilising the latest in nanopore DNA sequencing technology – a device called MinION – the students identified the microbes present. As far as is known, we are the only school in Australia (perhaps the world) to have access to this technology. This work is so novel, that a group of the Junior Interns is writing journal articles which they will submit to external peer-reviewed journals. We keenly await to see these published.

Junior Science Communicators The Junior Science Communicators were not able to host visiting primary school students this year. So instead, they produced science demonstration videos as a resource for primary school teachers. The Science Communicators also made and displayed posters in the Science Centre for this year’s Science Week, on the theme: Deep Blue: Innovation for the future of our oceans. Their third task was to make a scientific model and present this to an audience of scientists. The boys did remarkably well and impressed all of those present.

Dr Vera Munro-Smith Director of The Future Project

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The Future Project Affilated Companies Quantal Bioscience

determine different clusters from different outbreaks from different countries.

The Future Project has been very fortunate, despite the events this year, to see the companies involved continue to grow. Quantal Bioscience, who have been with TFP since its inception in 2014, has seen new staff join their company to assist them with their research work and in delivering science education programs. Together, we are planning on embedding more of their authentic research into our Science programs across Years 7 to 12.

With only eight other research organisations within universities and hospitals using this technology, Quantal Bioscience is the first of its kind to bring this advance technology to the high school level. The new nanopore sequencing tool came to The King’s School lab in August and within one week TFP Junior Interns were able to use the technology.

Quantal Bioscience is a research microbiology laboratory, that studies micro-organisms and how they affect all parts of our life. This includes our food and having safe food to eat, how we grow food and having productive agriculture soil, and our health – how healthy the microbes are in our guts. Ultimately looking at complex communities of micro-organisms. 2020 has been a particularly exciting year for the Quantal Bioscience team as they have had a major upgrade in their research technology. Now using a new cutting-edge nanopore sequencing technology, they are able to do DNA sequencing of these complex micro-organism communities. “Being able to do the DNA sequencing means we can identify many more bacteria in those populations, much easier than before,” states Dr Michelle Bull, Principal Microbiologist for Quantal Bioscience. “Some of these microbes are really hard to grow in the laboratory and it would take a long time to specifically isolate them from these environments, but now we can look at the totality of the microbes – the bacteria and fungi and the impact those have on food safety, food quality or the productivity of soil in our crops, as well as how our gut responds.” To put it in perspective – the nanopore sequencing tool is so ground-breaking that it is currently being used during the COVID-19 pandemic. It has been utilised as one of the testing methods, as well as to help

food source, Vow are using animal cells, both domesticated and undomesticated, to create a new food category – artificially produced in The King’s School laboratory. Vow hit a major milestone this year as they showcased their new range of cultured meat products in a world-first culinary demonstration. Using six different animal species selected from Vow’s diverse cell library, the demonstration included kangaroo, pig, lamb, alpaca, rabbit and goat.

“Having these amazing King’s facilities to work in and then having access to these tools and putting them in the hands of students is extremely powerful for their engagement with science,” says Dr Michelle Bull. It’s quite remarkable to think King’s students are using the same innovative technology as PhD students and other professionals. Quantal Bioscience is without doubt setting up our young learners for the brightest possible future – not just in science but in all industries. “What we’re teaching the students is bioinformatics - it’s about taking large data sets, crunching those numbers and finding the patterns. It’s the absolute biggest growth area for jobs in almost any domain you can think of,” said Dr Belinda Chapman, Director and a Principal Microbiologist for Quantal Bioscience. It’s all about ‘Big Data’!

Vow Vow who joined TFP in 2019 as a start-up company, formed by Tim Noakesmith and George Peppou, has grown to now include 18 researchers and engineers who have come to us from all over the world. 2020 has been an especially big year for the Vow, having many exciting break-through moments – even gaining attention on an international scale. In a bid to alleviate the demand on the world’s looming food shortage crisis and assist in developing a more sustainable

“Until now the cultured meat industry has been focused on better ways of making the meat we most commonly eat today,” said George Peppou, Co-founder & CEO of Vow. “This milestone demonstrates we can grow the cells of any animal, not just those we can farm, marking a turning point for the cultured meat industry and our food system as a whole. To make food without compromise, we must stop looking backward to how our ancestors produced and ate food and instead choose how we will eat in the future.” Working in creative partnership with Australian famous chef and founder of the Rockpool restaurant empire, Neil Perry and Executive Chef Corey Costelloe, the team has put together a trial menu so enticing, that it foreshadows a shift in the way we consume meat products. Diners could enjoy goat cheeseburger sliders, alpaca chili tarama, kangaroo crystal dumplings, a rabbit tart with peas and mushroom or a lamb glassy scallop with tofu and mushroom.

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Chefs, Neil Perry and Corey Costelloe in the kitchen with Vow

“The work Vow is doing is awesome. Blending deep technology with the culinary world opens a new creative era in food, and does so in a way that’s sustainable for future generations. I think that’s an incredibly exciting thing to be a part of,” says Neil Perry. Tim Noakesmith, Co-Founder and Chief Commercial Officer of Vow says, “We’re now hiring a world class team of chefs, food scientists and sensory experts, from around the world, to turn biology breakthroughs into widely decadent food experiences.” “This has been an exciting moment for us, and really shows what we’re capable of technically,” said Tim Noakesmith. With global demand for meat products growing, it’s Vow’s goal to rebuild food from the ground up by offering more delicious and nutritious meat, than what is currently offered on the market today. Their approach will reduce the pressure of traditional animal agriculture, while also benefiting human health, reducing animal suffering and promoting food security. 2020 has seen Vow draw much attention, both in Australia and internationally, with impressive praise coming from Forbes Magazine. Vow’s achievement deemed them a place in the 2020 Forbes 30 Under 30 Asia - Industry, Manufacturing and Energy list. https://www.youtube.comwatch ?v=D1BR35RMAFg&feature=youtube

ALGATEX A new company called ALGATEX joined TFP in 2020. Their mission is to design and engineer a water bioremediation system, using algae and zeolites, to tackle the fashion industry’s ongoing issues with wastewater. Utilising algae as a resource rather than it being an environmental or waste problem, the team has developed natural dyes for fabrics using algae, ultimately aiming to reverse the negative impacts the fashion industry has on the ecosystem. There is a growing trend of fast fashion, meaning the textile miles are producing more garments from our favourite brands, leading to more pollution being generated and dumped into our environment. This is where ALGATEX comes in. “We remove heavy metals from textile wastewater by using all-natural algal bio-solutions that are biodegradable, cost effective, less water reliant, energy efficient and great for the planet, says ALGATEX co-founder Nick Dominique-Bouvat. This then helps circulate clean water back into polluted waterways caused by textile mills. Working with ALGATEX really appeals to our younger TFP interns as both fashion and the environment are extremely relevant topics for these generations. “They want socially conscious brands that celebrate their individuality,” says ALGATEX co-founder Isabel Toasa.

“2020 certainly seemed like the year that wouldn’t quit and neither did we! Despite the obvious pandemic circumstance, it has been a phenomenal year for us,” says ALGATEX co-founder, Samantha Roberts. ALGATEX completed their rigorous 6-month R&D sprint with the UTS Green Light Accelerator Program - the only algae-based program of its own in the world - taking their concept from ideation to testing to launch. Their partnership with The King’s School and TFP saw them using world-class-facilities such as the PC2 lab in the Science Centre – the perfect space needed to conduct more critical testings. And to cap off the year, the team won the Most Sustainable Business Award at the 2020 UTS Startups Awards, giving them much-needed publicity in the agtech space. In 2021, we can expect big things from ALGATEX as they move into the MVP (minimum viable product) phase. “In this stage, we’re looking to cultivate our own algae by building not 1, but 4 bioreactors at The King’s School, says co-founder Nick Dominique-Bouvat. They also look to roll out a new ‘Green-Conscious Fashion’ Program for TFP interns. Quantal Bioscience, VOW and ALGATEX are changing the course of industry and society, and are proof that the future will be new, exciting and profoundly different. The Future Project intern students are fortunate to have the opportunity to work with these incredible companies.

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The Big Questions How can we know our lives have meaning/purpose? What is knowledge? Are human rights universal? Am I real? What is beauty?

These are just some of the big questions Year 9 and 10 Philosophy students have enjoyed tackling this year. As we complete the second year of Philosophy classes at King’s, it provides a great opportunity to reflect on how the new elective course has grown. Across Years 9-10 we have had 40 students engaging in Philosophy lessons, with the numbers set to grow to close to 50 in 2021. The Philosophy elective was introduced to the School in 2019 and has proved very popular with students. “Philosophy has provided me with a wealth of knowledge and a critical thinking capacity that is indispensable for success in one’s academic life at King’s,” says Year 10 student, Angus Williams. Students have also found that the lessons are different, both in structure and content. “They allow for more discussion and deep thinking. Learning in Philosophy, you listen to other classmates’ ideas and incorporate those whilst building your own, rather than only having one correct answer,” said Wilbur Blaxland (Year 10). The aim of Philosophy in Schools is to create a Community of Inquiry (COI) where collaborative inquiry based teaching and learning transforms the way that students learn and the manner in which they relate to one another. Such a classroom fosters critical, creative and caring thinking by means of structured class and small group discussions. (Cam, 2020). “I’ve always found the COI experiences to be the

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Senior Ethics Olympiad team

most enjoyable sessions in Philosophy. I enjoy voicing my own views, and playing devil’s advocate occasionally, and find many of the views my classmates present as interesting, even if they directly conflict with my own,” says Daniel Ma (Year 9). COI is a process involving a group of people who, through collaborative and reflective discussion, explore “big” ideas. Samuel Tiongson (Year 9), has enjoyed how the “conversations in class give rise to many more conversations outside the classroom.” Year 10 student Veer Benepal recommends this course to younger students, saying, “take Philosophy if you want to learn more about the world around you, while also getting to express your opinions in a constructive environment.” Kyan Luu (Year 10) follows that advice by commenting, “come into every Philosophy class with an open mind and a blank slate. Listen to everyone’s thoughts and take as much time as you need to formulate and process your ideas.” Along with philosophy in the classroom, there have been many opportunities for students to engage in philosophical inquiry in a cocurricular space. Philosothons and Ethics Olympiads are inter-school competitions where boys can flex their critical thinking, questioning and reasoning skills against students from other schools. The Year 7-8 Mary Burn Philosophical Society and Year

9-10 Student Colloquium offer unique opportunities for boys to be exposed to and value each other’s thinking whilst on campus.

and perceptively about the cases in question. At the June Olympiad, St Peter’s won gold, Team Toronto took silver and King’s was awarded the bronze.

This year, despite the difficulties with COVID, the Ethics Olympiad competition was adapted successfully to the online environment where it provided more opportunity for connections with school teams across the globe. The opportunity for the boys to explore and solve difficult problems using thoughtful analysis and reasoning with students from other schools, and in this case across the globe, was invaluable. They were able to wrestle with real-life and timely ethical issues affecting society, hopefully giving them more experience and tools to deal with these difficult decisions in the future through respectful, creative and rigorous discussion.

For Year 12 student Tom Cornelius, “the whole discussion around ethics and philosophy is intriguing because these two topics form the fundamentals for what we perceive as meaning in life.” Daniel Gu also in Year 12 says an understanding of philosophy and ethics are deeply important. “With so many varying perspectives and stakeholders in every scenario that are all very timely such as who to save from COVID-19, having a broad mindset and understanding would facilitate one to make more informed and considerate decisions,” he says.

This year, The King’s School competed against Adelaide’s St Peter’s Girls School and Strathfield’s Santa Sabina, as well as schools from China and Canada at the International Ethics Olympiad. Each of the Australian schools had competed in earlier rounds of senior student Olympiads held between Australian and New Zealand teams. Students defend whatever position they believe is right and win by showing that they have thought more carefully, deeply

We look forward to seeing many more of our boys engage in successful philosophical inquiry both in and out of the classroom, providing them opportunities to use it in various aspects of their life.

Kathryn Fraser Head of Academic Enrichment and Extension

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

HSC Showcase Computing Studies 2020 saw students of Information Processes and Technology and Software Design and Development courses face a range of challenges when completing their major projects. Despite the myriad of curve balls thrown at them this year, both classes produced a wide range of major projects that helped to entertain and inform their users. Congratulations to all the Year 12 students for their projects in ensuring that the HSC Showcase was a success. The boys of King’s were able to come, play and use these projects on the day. I would also like the congratulate Mikey Lee and Connor Sinclair for winning the SDD and IPT Showcase prizes respectively.

Industrial Arts The students studying Industrial Arts subjects for the HSC once again thrived in 2020. This year we had 50 boys studying practical subjects, designing and producing a diverse range of products from farm drones to trailers to a wide variety of furniture. Whilst there was a great deal of uncertainty surrounding the HSC and the Major Projects and Folios, boys and staff continued to work diligently, never letting the situation overcome them. If anything, the period just prior to online learning enabled our boys to have a couple of intensive days in the School workshops to get ahead of schedule on their projects. The quality of workmanship and the camaraderie this year was some of the strongest we have seen. All boys can be extremely proud of what they achieved in 2020. Their practical work was outstanding and the time of online learning aided in their portfolio development. Whilst we could not celebrate with a traditional Showcase evening, all the students of the School were able to view and celebrate the boys’ work in a modified fashion. Prize winners for this year included Henry Gubbins who received the Owen Wuillemin Memorial Prize for his Flatbed Hydraulic Tipping Trailer, Michael Maung (Industrial Technology Timber and

Furniture Industries) for his Waterfall Executive Desk, Harry Daikin (Industrial Technology Metal and Engineering Industries) for his Calf Cradle and Harry Martens (Design and Technology) for his Shredding Recycling Bin. Metal:

https://vimeo.com/491836971/caf172d6f7

Wood:

https://vimeo.com/491852589/0466cac86e

Tech Design: https://vimeo.com/491857424/8302d00221

Drama Drama students excelled once again in presenting their HSC Individual Projects at Curtain Call, our spectacular Showcase of student performances. Whilst COVID-19 saw the exclusion of the much-revered Group Performance in 2020, The King’s School Drama Department worked overtime rehearsing, refining, polishing and perfecting the boys’ Individual Performances. Student performers felt the support from an intimate, COVID-safe audience of loved ones and a panel of markers in the Drama Studio, whilst peers and additional audience members viewed the live stream in the Drama Theatre. The internal fortitude and resilience of these students in what was a seemingly tumultuous year, saw them excel once again, with a record 20 Individual Performance OnSTAGE Nominations and one Individual Project Set Design OnSTAGE Selection.

Music The 2020 HSC Music Showcase took on a slightly different format this year. Boys were able to invite a small number of family and special guests attend, to witness their HSC programs with great professionalism, demonstrating excellent preparation and performance expertise. The evening was spectacular, with highlights showcasing, Jamie Robinson and Lyndon Lin presenting their Music 2 and Extension pieces on Saxophone, Rami Al Mansuri performing his Music 1 program on Timpani and Marimba, and Alexander Negro delighting us with his Electric Guitar and Vocals. Even though this year disrupted our musicians in many

ways, our HSC boys produced a highly successful evening of celebration. Lyndon Lin was subsequently awarded an HSC Music Nomination, which provides a possible inclusion in ENCORE, a concert including the selection of performances and compositions from exceptional Higher School Certificate Music students. https://vimeo.com/491859141/4d94aebba8

Visual Arts Once again, the young men studying Visual Arts for their HSC produced an exhibition of sophisticated, highly skilled artworks that explored a range of complex and emotive concepts. The exhibition was held in the CLL and displayed 30 Bodies of Work in a range of forms from sculpture, ceramics, painting, drawing, film, photography and printmaking. These highly resolved artworks were an indication of the significant creativity within The King’s School students, exhibiting their drive, talents, craftsmanship and view of the world. Although all of this year’s artworks were of a very high standard, there are a number of awards presented at Showcase each year for the Bodies of Work. Jonathan Bartlet was awarded the Headmaster’s Prize and the Body of Work Prize for his Body of Work Lepidoptera Deiectae. John Cha’s Memoirs of a Korean Australian was also awarded the Body of Work Prize. Glenn Feng’s Censorship and Harrison Stewart’s Beyond the Shortboard were awarded the Technician Prize. COVID-19 presented us a number of challenges, however, we were still able to have an Open Day during the school holidays, so the families of the students were able to see the artworks on display and celebrate their achievements. This was a wonderful opportunity to celebrate these young men’s achievements and it was lovely to see the students and parents so proud of the work displayed. https://vimeo.com/491862145/6919568bed

Jackie Camilleri Deputy Head (Academics)

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â&#x20AC;&#x153; Despite the myriad of curve balls thrown at them this year, both classes produced a wide range of major projects.â&#x20AC;?

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Exhibition is an inquiry in which Year 6 students investigate real world problems. It is the culmination of the International Baccalaureate Primary Years Programme, through which students demonstrate knowledge, skills and dispositions, while investigating issues of significance. AC A D E M IC E XC E L L E NC E

Creating Opportunities from Times of Crisis In 2020, we found ourselves living through a time of global significance, as the COVID-19 pandemic changed the way we lived, worked, learned and interacted as human beings, who share one planet. This year, Exhibition afforded students an opportunity to capitalise on this moment in time. The inquiry was launched as they returned from a period of social isolation and distance learning. The boys were invited to examine their own experiences, and to ask questions about the future. They chose to explore issues that were of interest to scientists, historians, economists and sociologists. In essence, they joined a global inquiry into life in 2020.

They began by asking questions, including: How will this pandemic go down in history? How will isolation affect the economy? How will we rebound socially and emotionally? Will we go back to the way things were, or will this change our lives forever? To be clear, this was not an inquiry into the devastating effects of a pandemic. Rather, this was an exploration of the challenges and opportunities humans face as they co-exist on Earth. It was an inquiry into how people respond to problems as informed, empowered citizens. Care was taken in guiding the inquiry, to ensure that studentsâ&#x20AC;&#x2122; learning was age-appropriate and hopeful in nature.

The boys identified broad concepts that were worthy of investigation. They decided to focus on enduring ideas such as: change, impact, opportunity and responsibility. Each student submitted a research proposal and then formed a collaborative, inquiry group. Each group focused on a single issue about which they were passionate. As a grade, Year 6 2020 published a collection of essays, in the form of a book. They tackled issues such as: economic downturn, international relations, disease control, racism, social isolation and misinformation in the media. At each step of the way, the boys knew that their research would serve as a time capsule for future generations who might seek to understand what happened in this time and place. The students developed strong research skills and reached out to primary sources to elevate their learning. Over 25 professionals joined the inquiry, via Zoom conferences. The students spoke to doctors, psychologists, a professional cricketer, an aircraft engineer, a conservationist, a human rights lawyer and a representative from the United Nations. In 2020, our Year 6 students discovered that times of crisis change lives and create opportunities. They learned that, at the age of 12, they are capable of grappling with global problems and contributing to solutions. They learned that humans working together can create hope in adversity.

David Guild, Karen Mackey, William Sandwell and Jordy Wickham Preparatory School Teachers https://vimeo.com/432328262

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

Experiential Learning The vibrant life of the Prep School continued in 2020, despite government restrictions and heightened hygiene. For a moment, our calendar looked empty, with the cancellation of camps, excursions and parent events. And then, the boys and teachers got to work! Each grade developed an incursion (an event held on campus) to elevate learning and enrich the curriculum.

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Year 6 Refugees Early one morning, we watched Year 6 boys trek off into the distance carrying a ration pack and 6 valuable items. During this simulation of life as a refugee, the boys faced uncertainty, disappointment and longing for home. Experiential, immersive learning is designed to bring history, geography and science out of books and into reality. In 2020, these events deepened understanding, encouraged inquiry and celebrated the boys’ hard work. The fact that The King’s School’s classrooms extend beyond the buildings to include agricultural plots, shearing sheds, a dam, and acres of land cannot be underestimated. With our campus as our classroom, the learning was rich and exciting all year long at the Preparatory School.

Shannon O’Dwyer Deputy Head (Academics), Preparatory School

Pre-K Vacay

World Expo in Year 3

As part an inquiry into communities, Pre-Kindergarten students built an impressive resort, complete with mini-golf, waterslides, a café, a gift shop and a security team. Each boy took charge of one area of the giant cardboard creation, dressed in Hawaiian shirts and giant smiles. They explained how each role was connected to make the community function efficiently.

When the planes were grounded, and all travel plans suspended, the World Expo took us around the globe. Year 3 boys set up a series of exhibits, to showcase the clothing, language, culture and geography of different countries. Each boy spoke with confidence about the built and natural landforms of his chosen country.

Kindy & Year 1 Zoo-Keepers Science investigations into living things, habitats and ecosystems turned in two full days of engineering in Kindy and Year 1. The boys took on the role of zoo-keepers to build habitats for different species. The classrooms were covered in clay, straw, grass, wood and fabric. The boys used their understanding of mathematics, science and engineering to combine materials, test strength and create safety from the elements.

Year 2 Paddock to Plate The Paddock to Plate inquiry involved a rollicking bush dance, a visit to the shearing shed, and a taste of damper, hot chocolate and honeycomb. Dressed as farmers, the boys showed off their impressive knowledge of how food and fibre are processed, before enjoying a picnic lunch of locally-sourced products.

Year 4 Trade Simulation Financial literacy was the name of the game in Year 4 as a trade simulation saw the boys buying, selling, saving, borrowing and bargaining to understand how economies work. They learned wonderful lessons about saving, debt, interest and banking, as they took on the role of small businessmen for the day.

Gold Rush on Price 5 Year 5 rushed to the Goldfields (on Price 5 Oval this year!). They built a tent village, purchased miner’s licences, cooked damper, and played games from yesteryear. Videos from Hill End set the scene, and roaming police kept the young miners one their toes.

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

A Milestone in the Tudor House Learning Adventure Our unique regional campus The King’s School, Tudor House, is now firmly planted on the global stage with its registration in October 2020 as a prestigious International Baccalaureate (IB) global school.

The IB is more than an international education programme and certificates. Since its establishment in 1968, at the heart of its mission is a motivation to create a better world through education. This aligns directly to the nearly 200 year mission of The King’s School, as we seek to make an outstanding impact for the good of society through our students, and by the quality of teaching and leadership in our Christian Community, as articulated in 1832 by Bishop William Grant Broughton; “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.” The IB has a presence in over 150 countries across the globe, and universities worldwide recognise the strength of the IB programmes.

A Rigorous Journey Tudor House is now one of 20 IB schools in NSW, which also includes The King’s School, Preparatory School. Tudor House is now the only school in the Southern Highlands registered to offer the IB Primary Years Programme (PYP). It has been a demanding, but exciting three year journey to registration. Every student at Tudor House from Pre-Kindergarten to Year 6, is now immersed in the PYP curriculum. The Chair of Council, Mrs Rosemary Abrahams joined Ms Anni Sandwell, Head of Tudor House and her team to host an on-site Certification Visit by an IB Panel at the end of Term 3 – a critical part of the IB registration pathway. The IBO panel conducted a review over their two-day visit and were impressed by staff and students alike in the journey thus

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far, while acknowledging the important support and involvement of both the parent community and the Council of The King’s School.

The PYP Curriculum Framework The framework differs from the curriculum in a non-IB school, in that it begins with the premise that students are agents of their own learning. Agency implies a sense of responsibility to participate in the world; influencing people, events and circumstances for the better.1

The PYP offers a transdisciplinary, inquirybased and student-centred education with responsible action at its core, enabling students to learn between, across and beyond traditional subject boundaries. It encourages students to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. Founded on a philosophy that recognises a child’s natural curiosity, creativity and ability to reflect. The PYP aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect - not as an alternative to a sense of cultural and national identity, but as an essential part of life in this global century. The framework serves as the curriculum organiser and offers an in-depth guide to achieve authentic conceptual inquiry-based learning that is engaging, significant, challenging and relevant. Through the programme of inquiry and by reflecting on their learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner profile.2 The IB Learner profile in this framework is an excellent match to the King’s distinctives and values, as it encourages learners to strive to be:

The Way Forward A significant list of commendations arrived along with the registration for Tudor House as an IB School. At the top of the long list, the Panel noted that, “The School strives to build a culture within the learning community where everyone has agency and sees themselves as informed and valued contributors who respond to challenges and build on strengths and successes.” It is clear that the Tudor House learning community, has excelled in the delivery and execution of this major project. Now, they turn their eyes and effort to the next phase of development. They will review the current central ideas and lines of inquiry to identify a component of the globally and socially driven transdisciplinary theme. This will inform the starting point for learning that will examine issues and opportunities that connect to the real world. The adventure that is an education and life experience at Tudor House continues!

Caitlin Hayman Director of Academics, Tudor House & PYP Coordinator

• inquirers • knowledgeable • thinkers • communicators • principled • open-minded • caring • risk-takers • balanced • reflective

“ The School strives to build a culture within the learning community where everyone has agency and sees themselves as informed and valued contributors who respond to challenges and build on strengths and successes.” 1 OECD Learning Compass 2030: Extract from ‘helping orient students towards well-being’. 2 www.ibo.org.

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“ Our academic staff understand the issues relating to the educational and related needs of high ability students. Most importantly, we understand the wide range of skills necessary to best support our gifted Tudorians.” AC A DE M IC E XC E L L E NC E

Excellence at Tudor House

The inquiry nature of the International Baccalaureate (IB) Primary Years Programme means that gifted students at The King’s School, Tudor House have the opportunity to further develop and extend their knowledge through units of inquiry, as well as pursuing areas of interest.

The King’s School, Tudor House supports Gagné’s Differentiated Model of Giftedness and Talent (2008). The Australian Curriculum explains, “although a number of different definitions have been proposed over the years, there is no universally accepted definition of students who would be identified as having particular gifts or talents. However, a shared understanding of giftedness is important in order to address their needs”. In Australia today, Gagné’s model provides the most generally accepted definition of both giftedness and talent. Gagné’s Differentiated Model of Giftedness and Talent (2008) provides research-based definitions of giftedness and talent that are directly and logically connected to teaching and learning. According to Gagné, gifted students are those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and / or physical.

Talented students are those whose skills are distinctly above average in one or more areas of human performance. Talent emerges from giftedness through a complex developmental process and a number of influences, including the teaching and learning opportunities. Gagné’s model recognises that giftedness is a broad concept that encompasses a range of abilities; it also recognises that giftedness is only potential and that it must go through a transformative process in order to become a talent. As such, Gagné makes it clear that adequate school support is necessary if students are to develop their gifts or high abilities into talents or high achievements. At The King’s School, Tudor House, we support subject and grade acceleration with appropriate supporting documentation. We work closely with the student and family when considering this option and draw on evidence from various sources to support decision-making on a case-by-case basis.

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The Model at a Whole School Level • PYP framework • Identification process – Whole-school assessment program • Development of the whole child – The Learner Profile Attributes • In-class extension & enrichment • Withdrawn group tasks with likeminded students • Problem solving projects – Global issues • Universal Design for Learning (UDL)

Working alongside the Head of Academic Enrichment and Extension at the North Parramatta campus, our Gifted Education teacher liaises with families, students, class teachers and single subject teachers, to ensure exceptionality is catered for across all areas of school life. Our academic staff participate in professional learning with GERRIC, UNSW – one of the main centres in the Asia Pacific region and the southern hemisphere, which is devoted to gifted education research, professional development of educators, programs for gifted students, courses for parents, gifted education resources/information and much more.

• Inquiry Learning • Curriculum delivered through a conceptual lens • Whole school STEM focus with a specialist teacher mentor • Specialist French, Art, Music, Physical Education, Biblical Studies and Woodwork

Our academic staff understand the issues relating to the educational and related needs of high ability students. Most importantly, we understand the wide range of skills necessary to best support our gifted Tudorians. Along with supporting our students who excel, it’s also Tudor House’s mission to support the entire student body. By offering

various co-curricular enrichment and extension opportunities, each and every student is encouraged to step outside of their comfort zone and try their hand at something new. There could be underlying talents just waiting to be discovered. Some of these opportunities offered are favourite events in the Tudor House calendar, while others are clubs and academic based activities, such as public speaking, poetry recitation, spelling bees, debating, chess, Maths Olympiad, Write a Book in a Day, Lego Technics-First Lego League, Creative Problem-Solving and GATEway 8 Competition, Music Tuition, Talent Quest and advancement in sporting pursuits in IPSHA and CIS.

Caitlin Haymen Director of Academics, Tudor House & PYP Coordinator

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

Play Based Learning Kindergarten parents, rest assured, your boys are in good hands with teachers, Samantha Fisher and Teri-Ann Kladal. Working together for three years at The King’s School, Preparatory School and having the same goal at heart, these like-minded ladies have made it their mission to reach a new teaching standard for the Kindergarten students. As an International Baccalaurete World School, utilising the IB Primary Years Programme (PYP), the Prep School is known for its integrated learning, which provides students opportunities to learn in ways that best suits them. Within this style of teaching there is a big push in the early years for students to learn through interactive methods. However, the challenge arises when contemplating how to create a program that is structured enough to meet the curriculum, yet is fun and engaging enough to meet the students’ needs. Pre-Kindergarten teacher, Anna-Claire Coore has already been doing a great job introducing a play based program for her class – a system that Samantha and Teri-Ann have been working on adopting. “When we met with Anna-Claire to see how our program could evolve, we were inspired and wondered how we could make that a possibility in Kindy, while also meeting our outcomes,” said Teri-Ann. “There is a scope of play - free play, which is completely student run or structured play. We want to mend them together to have more

integrated play. We look at our units, while implementing engaging activities that can be student driven – all the while having that curriculum background,” says Teri-Ann. The Kindergarten teachers find play based learning to be extremely beneficial for this age student, especially for boys. “They shouldn’t be on the floor listening to us for more than 10 minutes,” says Samantha, “You need to switch it up after that to keep their interest in learning.” Instead of a 50 minute lesson where it’s sit down, pen to paper, the class is broken up into shorter segmented learning sessions. For instance, when learning about money the class discusses the general topic on the floor; they then break off into stations set up around the room, where they can explore different ideas on their own. Samantha and Teri-Ann then facilitate the boys’ learning, but give them the initiative and space to come up with their own answers. A final group discuss and play is then had – emphasis on play. Playing, role play, customers at the ‘Class Shop’, the boys fill their buckets up with items, calculating how

much money they have, how much change they need and more. Its real life situations taught at a Kindy level! The play based learning program, has been a passion of theirs for many years. After applying for The King’s School Academic Grant, they were thrilled to be selected, meaning they could further their professional learning journey. They now have the capacity to share this knowledge with other King’s teachers, while also collaborating with other schools to learn from them. But it hasn’t been all fun and games for the Kindy teachers. “ It’s a lot more thinking and backward planning taking place on our part,” says Samantha and Teri-Ann, “We have a skeleton program of what we need to teach to meet the curriculum points, but then the boys go off centre or instigate another point of investigation, so we can be agile and tailor our teaching to them.” Parents are also really supportive of the program. “There is so much pressure on

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

How we changed COVID times into a successful year!

academics at such a young age, but in fact just academics at this age is detrimental for their growth – play is more holistic,” comments Teri-Ann. “And much more learning can be gained by learning from each other,” says Samantha. An interesting find Samantha and Teri-Ann have discovered along the way, is that this teaching method really does bring out the best in the boys. “We’ve seen some boys are good at writing tasks with pencil and paper or verbally explaining, while other boys, if you give them chalk or other creative instruments, will make something amazing and be able to explain it – in a way they couldn’t do before,” states Samantha with a smile. It’s evident their understanding comes from actually doing, trying and getting hands on. Despite setbacks from COVID, these women have made great headway in providing an optimal play based learning program for their Kindergarten student. Unfortunately, due to COVID related restrictions they were unable to visit other schools for further collaboration, and thus will look to do so in 2022 - when they both return from maternity leave. We look forward to Samantha and Teri-Ann sharing their knowledge with our staff to further Professional Development at King’s.

The year of 2020 will add new meanings to old words in the dictionary - like ‘iso, Zoom and bubble’. There might be ongoing nightmares about hand sanitiser too. The character tests will refer to our resilience, patience and agility. But, when we then look at the glass half full, 2020 has also been successful in many ways for our Community and School. Thankfully we have stayed healthy and student numbers have grown. Most importantly, there has been some good fun, new perspectives and innovation! When wedding planners had to manage guest numbers by every 10 square metres, it does make the pitch that “we run six boys to the acre” so very attractive. Bus and walking tours had to be replaced by “Virtual Tours” of the three Campuses. The contents crafted by Ron Croft captured our special environments and the mood of our communities, with huge compliments now coming from across the world and around Australia, not just from the back of the bus! The Registrar team attended the International School Virtual Fair this year, without getting on a plane or donning a face mask, thanks to the world of Zoom. Thanks again to Ron Croft for producing many “live chat” info nights - it was like being on TV. Speaking of TV, how good were the “live stream” events? The Open Rugby and Soccer teams sadly didn’t have side-line cheering, but gathered thousands more online supporters. Let’s make this the norm for all the grandparents, bushies and other fans who can’t make it to games in normal times. The drone aerial shots

of the boys on the White Oval for Passing Out Parade and Year 12 Presentation were brilliant, uniquely TKS, and stand out memories for 2020. Welcome to another step-change in digital communication as our School definitely has the content! Do you remember going on a car rally, where you were given a map to follow and things to collect at points along the way? Well that is what orientation looked like for new families at the Prep and Tudor House in Term 4. Families were sent on an ‘Expedition or Safari’ around the grounds in their car! Nothing wrong with rehashing old fun ways too. Parents and children enjoyed filling their goodie bags at every stop. Later that day at the family Zoom evenings it was a lot of fun to swap stories, ask questions and connect. It was certainly a great honour to be appointed as Registrar of The King’s School this year. Along with the incredible enrolment team, I look forward to representing our wonderful TKS and wearing my heart on my sleeve as I share stories of the place that I love. My wish for 2021 is to hit the country roads again. Along with the Director of Boarding, Ben Chadwick, we have big plans to celebrate with Old Boys, current families and hopefully find some wonderful new families. So goodbye 2020, thanks for the tests, the new-found ways, the good rain and ensuring that our next community parties will be huge!

Jo Grinham Registrar, The King’s School

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

Boys to Men

This November, in the last weeks of the term, boys in Year 10 undertook the King’s annual Boys to Men Program - now in its 10th year. The Boys to Men Program has been designed with the goal to provide our boys with knowledge, tools and skills that are deemed essential as they mature into physically, mentally and spiritually healthy young men.

Some of the topics and the sessions in which the boys participated included: • decision

making regarding social peer pressure, relationships, dating and sex

• breaking

down unhealthy stereotypes of masculinity

• personal

finance

• our

School Sergeant’s Ironman challenge – actually involving ironing

• a •

safe driving course

interview skills and techniques

• nutrition • an

and strength training

introduction to mindfulness

• barbeque

cooking 101

Parents of the Year 10 boys are encouraged to test these newfound barbeque (and other) skills of their boys at home and as they one day embark on life after King’s. A highlight and distinct moment for many of the boys this year was a very special Q&A type presentation by Registrar, Jo Grinham with Danny Abdullah. Danny opened up about his life experiences, the directions taken and his personal alignment to the School’s Values. He particularly commented on the importance of forgiveness. It was a privilege to coordinate my very first Boys to Men Program and I sincerely thank the Year 10 Kingsmen who made my job a pleasure, by participating and engaging over the two weeks with respect, joy and enthusiasm.

Matthew Powell Coordinator

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

Year 12 Journey Like No Other

The new year, 2020, started like any other. There was great promise ahead for our Year 12 cohort about to embark on their last three terms at King’s. Yet, with the life-altering phenomenon that would soon follow, not even our esteemed King’s teachers could predict, what lay ahead. Our 320-acre campus was no match for the wide-reaching COVID-19 pandemic.

However, not all was lost, as 2020 presented itself to be a year of many lessons learnt, seeing The King’s School adapt and grow in ways like never before. Milestone events and activities, quintessential to the King’s experience, were able to be altered and virtually enhanced to ensure our Year 12 students and their families didn’t miss out. With Cadet Camp called off and the sports seasons in disarray, the boys had no choice but to grow from these setbacks, finding resilience and a newfound sense of gratitude along the way. The Cadets also experienced hope, for when the Passing Out Parade was on the brink of cancellation, the ability to hold a modified event, even furthered their respect for the School’s long-standing military roots and resilence. Sharing with their parents, their hard work and unique talents for so many academic based events, such as the HSC Showcase, was another disappointment the students had to overcome. Yet, our boys showed humility and compassion, understanding the greater community was at stake. To conclude this extraordinary year of many challenges, the Graduation, a symbolic ritual shared by all Year 12 students, turned out to be the most memorable event to date. Held outdoors, on the JS White Oval on a stunning sunny day, the boys were able to share this special moment with their parents – having the official send-off they had earned. There is no denying the Class of 2020 will have a remarkable Year 12 on which to reflect.

Year 12 Graduation https://vimeo.com/461716997 Passing Out Parade https://vimeo.com/432035606

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AAGPS Senior Athletics Championships

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

If You Can’t Run, Then Walk “If you can’t run, then walk. And if you can’t walk, then crawl. Do what you have to do. Just keep moving forward and never, ever give up.” These words are from ultra-marathon runner Dean Karnazes whose ability to push both his physical and mental capacities to their limits saw him achieve remarkable feats of endurance over a twenty-year span. Proof of his incredible endurance was evident when he ran 560km over three days and nights without sleep, completed a 320km team relay - alone, ran 100 miles to the Napa Valley Marathon and then completed the actual marathon in 3 hours 15 minutes.

In his book ‘Ultramarathon Man’, Karnazes explains the psychological elements that have been critical in his ability to complete these endurance events. He considers willpower and self-control the ‘nonnegotiables’ necessary for success at any level, not just when running ultramarathons. In the numerous books Karnazes has written about his experiences, his reference point about the mind’s ability to overcome the body’s physical exhaustion and continue in the quest to finish resonates with the messages we relay to our students as educators, coaches, mentors and parents in relation to developing their resilience and willpower. When we delve deeper into the mindset of someone like Karnazes, we can begin to understand the powerful forces at play that have allowed him to excel on the world stage in the company of an elite subset of athletes. In the field of Dean Karnazes, it was outstanding to witness the 2020 GPS Cross Country Championships at North Ryde Commons where our athletes exuded not only pure passion for the sport, but also self-control and determination in tactics throughout the race. The display of fortitude and resilience was not too dissimilar to Karnaze’s, with many athletes pushing themselves well past their self-perceived physical and mental capabilities. Although

the athletes were unsuccessful in their quest for silverware, one cannot fault their selfcontrol and willpower, not only in this event, but in the attitude displayed through such a disrupted season. Achieving second place in all three divisions is an incredible achievement and due to all members of the Cross Country squad who focussed on a goal, set themselves targets, and committed themselves wholly to the process. In doing so, they have illustrated the intangible elements of self-control and willpower that society has too often deemed lacking in our younger generations. We extend our congratulations to all athletes and in particular, Ciaran Rushton and James Tierney who were rewarded for their efforts with selection into the GPS Cross Country team. Dean Karnazes’ philosophy illustrates the achievements of our athletes most effectively: ‘The human body is capable of amazing physical deeds. If we could just free ourselves from our perceived limitations and tap into our internal fire, the possibilities are endless.’ When we look through a lens of self-control and with it the extension of physical capabilities, we can begin to appreciate the overarching impact willpower has on success in both a curriculum and co-curriculum setting. The internal fire

Karnazes refers to is intrinsic motivation and which we, as educators and coaches, aim to develop in our students. Guiding students and athletes in their search for intrinsic motivation is fundamental and allows the deferring of instant gratification and, in turn, ultimate long-term success.

Wes Dunne Deputy Head (Co-curricular)

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“ The boys definitely saved their best until last, putting on a solid performance, in what could be seen as a historical moment and one of the best team victories by a sky blue and white team.”

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

King’s Crowned AAGPS Champions The King’s Rugby season began like any other, with the squad preparing for their biennial tour around Europe. Travelling for 26 days, stopping in four countries and playing seven games, the boys had a fabulous time practising their rugby while making many lifelong memories. The tour provided a great development platform for the boys; and unbeknown to them at the time, their undefeated tour was setting them up seamlessly for the 2020 season ahead.

It was now 2020, a new year and one that had promised great significance for the School as it marked the sesquicentenary of Rugby. To the squad’s dismay, however, 2020 would be a year like no other. March came along and with it COVID-19 - the pandemic that would jeopardise the season ahead, not just for our rugby boys, but for all sport at King’s. Although spirits dropped, the boys were distributed with isolation programs and to their credit, did not stop training. Months passed with little hope that AAGPS sport would go ahead. Then the announcement was made. Cheers of joy echoed through the Senior School campus as the Headmaster notified the community that AAGPS sport would commence – meaning the world’s longest pre-season would continue for our players. The boys never stopped their training, working harder than ever before for their long-awaited season. With Round 1 against St Joseph’s College postponed, the season recommenced on the JS White Oval with Round 2 against Riverview. It was a different atmosphere to the

usual lively King’s rugby game as there were no war cries, tunnel, Old Boys or friends and family there to watch. Yet, there was no stopping our loyal King’s supporters from cheering on the boys. With COVID, came the frequent use of live stream. Like never before King’s AAGPS sports games could be broadcast to the community via phone, tablet, laptop, you name it. Despite all setbacks, the boys started their season very well with a clinical win. Round 3 rolled on and it was another win for King’s, this time defeating Scots College. After throwing everything they had at the King’s team, in an effort to hold onto their season after a defeat the previous week, King’s held strong taking the win. The belief in each other and teamwork displayed was something very special, evident in all aspects of the game. Onto Round 4 against Newington – the game that commemorated 150 years since the first game of rugby was held between the schools. As expected, this turned out to be a gruelling encounter, with King’s grinding out a decisive win, setting them up for their last home game against Shore.

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2020 Rugby Season Statistics October 2019 The 2020 Rugby season began with the squad embarking on a 26-day tour around Europe, stopping in Ireland, Wales, England and Italy. March 2020 The senior squad reassembled once more after finishing summer sport commitments. It’s not long before COVID-19 strikes, leaving all sport on hold indefinitely. July 2020 The announcement was made that AAGPS sport could recommence. The world’s longest pre-season was nearly at an end. August 2020 The AAGPS competition finally arrived after two trial matches were played, with King’s defeating both Newington College and Scots College. Round 1 vs St Joseph’s College was not played, but pushed back to the end of the Term – a master stroke! August 2020 The first official game of the season commenced on the JS White Oval for Round 2 against Riverview. It was a modified game with no tunnel, war cries, Old Boys or friends and family spectating. Despite all setbacks, it was a great start from the boys, leading to a clinical win. September 2020 Facing Shore at home, was a special game for 12 of the 15 King’s boys as it would be their last game played on the JS White Oval. The benefits of solid preparation bore fruit as King’s ran away victors against a valiant opponent. Cherishing their time on the White, the boys enjoyed the occasion to its fullest. This final win set the boys up for the Championship game, where they would take on St Joseph’s College, their postponed Round 1 game. The moment was here – what the season and preparation had all came down to. Almost 11 months on and the delay of Round 1 turned out to be a fairy tale finish. A mid-week makeup game to be played on the prestigious St Joseph’s College No.1 Oval. What a way for 12 of the 15 King’s boys to finish the final week of their schooling journeys! Having strong belief and trust in the teammates either side of them, the game was built on defence. Joeys and their skilful backs threw everything they had, but the King’s defensive wall held strong, using defence as a form of attack, continuously knocking

over and frustrating the Joeys team. The first attacking opportunity the King’s boys got, they capitalised. From then on it was one-way traffic with King’s dominating in all facets of the game, blowing Joeys away 43-19 and in doing so, becoming the undefeated AAGPS Champions for 2020. The boys definitely saved their best until last, putting on a solid performance, in what could be seen as a historical moment and one of the best team victories by a sky blue and white team. This win being King’s 30th AAGPS 1st XV Premiership and the School’s 12th Championship. What a year! What a season! These young men worked hard and are fully deserving of everything they achieved. What a wonderful way to celebrate 150 years of King’s Rugby.

Pat Hilgendorf Master in Charge Rugby

Round 3 was played against Scots College at home. With Scots’ season on the line, the squad threw everything they had at the King’s boys, ultimately falling short, leaving King’s to take a dominate win. September 2020 Round 4 against Newington commemorated the 150th year of the first game of rugby between the schools. It was a gruelling encounter, with King’s grinding out a decisive win. September 2020 King’s faced Shore at home, marking the last time 12 of the 15 King’s boys would play on the JS White Oval. King’s was again victorious. September 2020 King’s travelled to Hunters Hill to play their postponed Round 1 game against St Joseph’s College for the Championship. King’s dominated in all facets of the game, blowing Joeys away 43-19, and in doing so, became the undefeated AAGPS Champions for 2020.

Senior School Sport

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

The Show Must (Not) Go On: Grease The Musical

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The journey for the musical this year seemed to advance like every other. Auditions, seven months of rehearsals, costume fittings, set building, lighting cues, sound checks and so on. The cast and crew spent months of hard work preparing for the big night and even got as far as the final dress rehearsal – performing to roar and applause of the boarding community – then COVID struck. With one day to Opening Night we were advised that our audience of 320 was to be reduced to 100. Everyone was devastated – cast, crew, parents and audience alike. However, adversity builds character. In this case, both strength of self and strength of performance. Those involved rose above the crisis to deliver a set of performances that showcased energy, determination, fun, resilience and talent. Although only being permitted a highly shortened season to a very limited audience, those involved showed, that in the words of Grease, “I saw the problems and I see the light.”

“With the news of the cancellation of majority of the Grease performances, the cast was devastated to say the least. However, under the phenomenal guidance and leadership of Michal Terzo, we were able to overcome our adversity and rise above the challenges presented ahead of us, to perform one of the greatest musicals that King’s has ever seen. We built resilience, camaraderie, memories and a new family that will last with all of us for the rest of our lives,” said lead character, Chris Anania aka Danny Zuko. Grease may not have been what everyone had predicted or hoped for, but is was an experience that no one will forget. One can only admire the strength and fortitude of all those involved!

Michael Terzo Director of Theatre

https://vimeo.com/409630802

Senior School Engagement

Student Colloquium

Year 7 House Migration

Regimental Dinner

Gowan Brae Gala Day

Boardersâ&#x20AC;&#x2122; Night

Bendemeer Trip to the Bush

Mountain Biking

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

A Year Reinvented at the Prep School From Peter Allison, Head of Preparatory School

“ 20th century American writer, Napoleon Hill, wrote, ‘Every adversity, every failure, every heartache carries with it the seed of an equal or greater benefit.’ It is my hope that as we reflect on life at the Prep School in 2020, we see this sentiment has been substantiated.”

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A well-known English proverb comes to mind as we consider the challenges of life in a school in 2020 – “Necessity is the mother of invention.” The changing sea of COVID-19 forced restrictions has required a continual process of analysis and re-creation. Separated Year level groups, limited indoor numbers sharing the same space, excursions and camps unable to be held, parents constrained from entering the academic precinct and attending sport, Zoom assemblies, house meetings and chapel services, sanitising rituals and so it goes on… These have been the requirements that have led schools to think creatively about ways to continue to provide the rich, engaging academic and co-curricular activities that are so important in helping young lives to flourish.

in which boys learned to buy, sell, save and budget, developing financial literacy skills and a deep appreciation for fair trade. Year 6 participated in a full-day simulation of life as a refugee, trekking in family groups with valued items and a ration pack. They faced uncertainty and adversity, and developed a deeper understanding of the plight of displaced persons around the world.

The onset of distance learning thrust schools into a fast tracked program of digital delivery of the curriculum and pastoral support. At King’s, this season saw all academic staff undertake a module of study that formed part of the Masters of Education program in Learning Technologies to extend knowledge, reflect on how digital platforms could be utilised to enhance learning and share examples of best practice. Alongside the tertiary studies, staff explored a range of digital learning tools such as SeeSaw that enhanced the sharing of learning between school and home. Student wellbeing became an even higher priority for support throughout the year. To help the boys manage the constant state of uncertainty and transition from distance to face to face learning, the School implemented ‘Chilled and Considerate Bootcamp’ sessions

with students, specially tailored for our campus by Dr Danielle Einstein, a clinical psychologist and researcher from Macquarie University. Workshop sessions were co-led by Mrs Belinda Baxter, Deputy Head (Students and Community), and David Hegarty, the Prep School Counsellor. Excursions offsite to enrich learning were transformed to incursions where boys engaged in authentic, experiential learning. When you have 320 acres to play with, the opportunities are limitless! For example, PreKindergarten constructed a large-scale resort during a communities unit, complete with a water theme park, resort transportation, a gift shop and a security team of 4 year olds! Year 5 spent a day on the “Goldfields” of Price 5, constructing a temporary miners’ village and re-enacting scenes from Australian history. Year 4 held an immersive trade simulation,

The Year 6 Exhibition was reinvented from a face to face presentation of independent research projects to a Virtual Exhibition. Deeply inquisitive about the coronavirus pandemic sweeping the world, the boys honed in on particular areas for investigation, linking with experts in different fields of study within Australia and abroad to expand their research and understandings. Their inquiries ranged from vaccination development, to international relations, racism, to disease control. They condensed their research findings into academic essays which they published in a book with a collection of 22 essays about life in the global pandemic of 2020. As events forced life to become more inward looking, the Prep School adopted a service focus to turn minds towards assisting in the lives of others. Partnering with an organisation called Convoy of Hope, the boys grew native seedlings into healthy plants that were taken to the Conjola township to assist the community who had lost homes, parks and gardens. 20th century American writer, Napoleon Hill, wrote, “Every adversity, every failure, every heartache carries with it the seed of an equal or greater benefit.” It is my hope that as we reflect on life at the Prep School in 2020, we see this sentiment has been substantiated.

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

Animals and Wellbeing at Kingâ&#x20AC;&#x2122;s

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The email titled – ‘FOUND!! Pearl is OK!’ shot through the Prep School community. Our beautiful Mareema Sheepdog, Pearl, who is a wonderful guardian from a long line of flock caring dogs, was found in Jordy Wickham’s classroom, waiting patiently for Jordy to come to her. Previous to the discovery of Pearl, there had been some frantic hunting, and worrying. Why? Because Pearl belongs to us, and we love her. Further to this, Pearl also loves her girls, (her chooks), for they belong to her too.

The campuses at North Parramatta and Moss Vale have many wonderful animals in residence, as these are the homes of so many staff, families and of course our boarders. Our King’s boys and girls are growing and being educated in rich places of natural beauty, with lots of animals. We see the advantages of this as unique and very special. Many will have met my Bordoodle, Digger, who is a property dog. His favourite word is hello. I know this because hundreds of boys pass by our gate whether on the way to Old Boys’ and Massie fields, as they ride by on their mountain bikes, or as the little ones pass by on their adventure treks – they always say hello. The boys are met with a smile and an all body wag. There is a delightful reciprocation of energy and acceptance. They all belong. Review of the literature will attest that a strong sense of belonging is paramount in cultural wellbeing. We know that academic outcomes increase when students are in a state of wellbeing, in which they are best set up for responsible decision making, self-regulation, conflict mediation and restorative practice. We also know that a high level of social support from animals has many advantages. Pearl, like most dogs, provides unconditional and unambiguous love and attention. We have seen boys in highly agitated moods settle quickly with Pearl, due to the calming effect associated with stroking a dog. It also helps the boys, as they can refocus their attention to caring for another living creature. Pearl is an excellent addition in and out of the classroom, redirecting stress and anxiety everywhere she goes! With the focus on preventative and early intervention practice, the benefits of animal therapy and companionship are huge. We have noted an increase in social interaction, improved behaviour and cooperation, and a reduction in stress, with a focus shift from

learning in the traditional classroom to open spaces, while engaging with nature. Our vast acreages in Sydney and the Southern Highlands are home to dogs, cats, rabbits, chooks, cattle, sheep and many more animals. When the students are learning in nature, they are able to discover life on the property such as birds and insects, in the simplest and happiest of investigations. The opportunities for observation, interaction and experiential learning with nature through the lens of young scientists and explorers is high in our strategic intent. King’s students are very eager to learn about themselves and the world around them in this way. What better way to embrace the joys and heartaches of the life cycle, than with animals in our extended families? It is our belief that caring, empathy and social cohesion are essential for quality character development - and we know that this can be facilitated through connection with, and responsibility for animals. King’s families are encouraged to give their children an age appropriate daily responsibility for the animals in their homes. This we believe, grows a sense of the character of connection, cooperation and care. Most children are fascinated by animals; science suggests that this appears to be an innate mechanism associated with improved survival over the eons. How good then, that The King’s School can provide this source of fascination and wellbeing, every day.

Belinda Baxter Deputy Head (Students and Community), Preparatory School

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

A Great Partnership Character Education and Outdoor Education

A person’s character plays a pivotal role in successful relationships. One can possess extensive knowledge and have visionary ideas, but a flawed character can diminish the impact of these elements into a successful implementation within an organisation.

“ Anyone who has never made a mistake has never tried anything new.” ALBERT EINSTEIN

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A person’s character has always received significant attention at The King’s School since it’s inception. “The commitment to students at The King’s School is to provide academic excellence with character development in the context of a Christian community in order that they might graduate as leaders of Christian wisdom and integrity for a world in need.” This was the founding purpose of the School by King William IV, in 1831, to provide leaders for the emerging colony of New South Wales. Character education remains today as one of the three distinctives of the School. This has further been reflected by the reorganisation of the School’s leadership, with a Deputy Head being appointed to co-curricular on all three campuses. Outdoor education is a perfect vehicle for enhancing character education. It is during many of the outdoor education activities that the boys are taken out of their comfort zone. They become risk-takers by trying something new, such as mountain bike riding through a skills course or bush trail, or even by learning to ride a bike for the very first time. Boys show resilience by continuing to work together to solve a physical challenge by working as a team. A further example recently experienced by Year 2 boys at Prep, saw the challenge of erecting a tent without instructions or assistance from an adult. They learnt that failure can be a wonderful educator. In trekking across the bushland fringe of the property, they learnt to appreciate and investigate the numerous habitats and eco-systems that are abundant within our School property. The Prep School’s Outdoor Education Program extensively utilises the School grounds and has been one way for the staff and students to take time, in what has been a difficult year, to improve wellbeing and remember that God has created this beautiful earth. Indeed, it is a great blessing to come to school each day and be surrounded by its beauty. While not all boys may have appreciated the significance of this dedicated outdoor time each week, the staff certainly did and frequent comments were made about the healing impact that communing with nature bestowed. It was a great way for us to focus on the social, emotional, and physical wellbeing of both the boys and the staff during this time. As restrictions eased, we were able to recommence our normal activities in Term 3 and 4. We look forward to expanding the Outdoor Education Program further in 2021 and providing more opportunities to refine character.

Greg Blackman Deputy Head (Co-curricular), Preparatory School

Preparatory School Engagement

Years 3 to 6 Inter-House Cross Country Carnival

Year 6 Enterprise Award Camp

100 Days of Kindy

Colo River Camp

Year 3 Rugby Presentation

Year 4 Run

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

Don’t Look at the Trees, Climb Them Wanted: A home suitable for a growing family with a penchant for house guest and a large garden with room for a dog and a menagerie of other animals, nestled in a quiet country village community with like-minded neighbours, flourishing with entrepreneurial new industries - office space available and working from home an attractive proposition. Add into the mix, excellent local amenities including a fabulous IB PYP Pre-Kindergarten to Year 6 coeducational day and boarding school, where riding boots are part of the uniform and the girls get to wear irresistible red Akubra bobby hats. Transport needed? Find bus services running past your garden gate. Listings show: Southern Highlands, New South Wales.

Local real estate agents inform us that their stock is in hot demand from families moving from the congestion and noise of the city to the green pastures of the Southern Highlands! Throughout 2020 with the topsy-turvy situation caused by COVID-19, the world wide pandemic clouding over us, the Southern Highlands region has become a popular landing place for families looking for a lifestyle providing their families with room to grow.

“ Underpinning life at The King’s School, Tudor House are the School Values, woven as a thread through day-to-day life. From the ‘small stage’ that is Tudor House we prepare our students for the ‘world stage’ by providing a values distinctive education”

At The King’s School, Tudor House one third of the boys and girls who’ve enrolled in 2020 have come from metropolitan areas, relocating to the Southern Highlands. From their first visit (sometimes just calling in as they’ve driven past the sign outside), families have identified what they’ve been missing at previous Schools - the benefits associated with having lots of space! As a co-educational boarding and day Pre-Kindergarten to Year 6 Primary School

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- both young boys and girls from relocating families can attend the same School. Parents with busy lives can take advantage of casual boarding arrangements, by booking their children into Medley House for sleepovers and out of hours care when required - knowing that their children are safe, well and busy at School. Tudor House is a community, creating a sense of belonging for all family members - hopefully with more face-to-face events in 2021. While all Schools in NSW must be registered to teach the New South Wales Education Standards (NESA) outcomes. Tudor House is also authorised by and accountable to the International Baccalaureate, as a Primary Years Programme (PYP) School! As an IB School, Tudor House is officially part of a global community of schools committed to developing knowledgeable, caring young people who will be ready to negotiate their futures successfully and make contributions resulting in a more harmonious and peaceful world. By learning through inquiry and selfreflection, our students develop knowledge,

conceptual understandings and skills that empower them to make a difference in their own lives, their communities and beyond. Few city Schools also have large, light airy (all air conditioned) classrooms opening onto courtyards, with specialised learning spaces for Art, Woodwork, Music, STEM in the iHub, French and a huge library in the centre of the learning precinct. Additionally there are communal meeting areas such as the War Memorial Assembly Hall, the Chapel and the infamous Dining Room where the students enjoy a sit-down lunch. Moving outside to the tennis courts, swimming pool, playing fields, dams, low ropes course, archery range, Kahiba base building area, ‘Scout’ huts for Camping and paddock to plate precincts - it’s easy to see why the Kahiba Outdoor Education program is such an integral part of everyday life at Tudor House. With buses to take the students to Rosthwaite Farm to participate in an equestrian program and local water polo, our boys and girls enjoy extensive co-curricular opportunities onsite and offsite.

Underpinning life at The King’s School, Tudor House are the School Values, woven as a thread through day-to-day life. From the ‘small stage’ that is Tudor House we prepare our students for the ‘world stage’ by providing a values distinctive education. As per our School Mission Statement, students are expected to live a life in service to others, as thought leaders, to make an outstanding impact for the good of society, demonstrating: humility, honesty, respect, responsibility, integrity, compassion and excellence. We encourage families thinking of moving to the Southern Highlands for a tree change, to do so soon! Tudor House is no longer a ‘secret’, as word-of-mouth has been a powerful tool in highlighting it’s many wonders.

Anni Sandwell Head of School, Tudor House

Tudor House Engagement

Triathlon

Book Week, Book Character Parade

Red Cross Talent Show

Cross Country Carnival

Kahiba

End of Year High Tea

Billy Cart Derby

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

Counting Our Blessings

With a Side of Wabi - Sabi From Anni Sandwell, Head of Tudor House

A resonating theme in literature documenting changes imposed on educational settings due to the worldwide pandemic in 2020 has been the importance of expressing gratitude and associated advantages in promoting emotional wellbeing within organisations. Sara Price (2020) writes that the impact of gratitude is not only good for emotional wellbeing and mood, but also on the brain. People who exercise gratitude show greater neural sensitivity in the medial prefrontal cortex, the part of the brain associated with learning and decision making. She goes on to say, “Gratitude costs you nothing and it could improve your brain function what’s not to love?” Francesca Gino (2013), behavioural scientist, recommends that we should be more grateful, more often, aligning her feelings of gratitude with the American Thanksgiving season – pointing out that gratitude should be expressed all year round. She states we often miss opportunities to express gratitude, especially at work, or in our case, school. Reflecting on this extraordinary year, despite the challenges faced due to COVID-19, Tudor House has much to be grateful for. We are grateful for living, learning and working in a place rich in natural beauty, tucked away in the Southern Highlands where our students have space to grow, and where ‘awe walks’ (New York Times, Oct 1, 2020) are a daily occurrence. In our magnificent School playground students can canoe on a flooded pasture (as well as in the dam), ride their bikes, camp under the stars, cook on a campfire or the new wood-fired pizza oven, build bases,

swing from the low ropes (and trees), participate in scavenger hunts, plant seeds, go on scavenger hunts and Tough Mudders, and even play sport against each other (eg Tudor House Bledisloe Cup Rugby) when COVID restrictions meant the winter interschools sports season was curtailed. We are grateful for simple pleasures conversations over meals in the Dining Room, visits to classrooms to share exciting inquiries and projects, greeting and farewelling students at drop-off and pick-up times (and getting to know extended family members and pets!). We are grateful that we’ve held Poetry Recitations and Public Speaking Competitions finals, staged the Tudor House Talent Show, celebrated French Immersion Day, fundraised for Jeans for Genes Day, continued the Blue Bar Challenge, enjoyed customised onsite Year 5 and Year 6 Leadership Days, ‘met’ with parents/ carers and organised information meetings via Zoom, announced Colour House winners - and recorded all of these modified events enabling parents to join in like never before. We are grateful that we had two days to reflect as a learning community, on our journey to become an Authorised International Baccalaureate, Primary Years Programme World School with the Verification Visit on 17 – 18 September. It was wonderful to hear such positive and personal feedback about Tudor

House from the IB delegates and to receive news on Wednesday 14 October that we are now an Authorised IB PYP School. We are grateful that our collective experience with online distance learning led to more effective use of blended learning as we returned to regular face-to-face teaching. Teachers who didn’t feel tech savvy, now are! Teachers with more experience in educational technology have gone deeper and supported their colleagues. Collaboration between workmates took on another dimension. We were all given the opportunity to develop our understanding and reflect on our practice (and others’) through the Macquarie University Educational Technology modules. We’re now more confident to work on unfamiliar electronic platforms and eager to take-on Canvas as a new learning management system at our School. Networking in developing our skills in technology went beyond our own setting - social media, Zoom meetings within various professional bodies and cross-campus provided us with opportunities to learn from and reflect with others. Students too have benefited

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We are grateful that Tudor House is a campus of The King’s School, benefiting from the broad infrastructure of a large organisation. Gratitude is such an important virtue, certainly promoted and supported by our School Values which are woven as a thread throughout day-today life. Gratitude underpins Humility, Honesty, Respect, Responsibility, Integrity, Compassion, Excellence and should be emphasised so that all members of the community are making Tudor House an even better place. Gratitude and optimism go hand-in-hand. The Japanese concept of Wabi-sabi reminds us to enjoy the opportunities in the present - wherever we are or what they might be - and to be grateful for circumstances we find ourselves in. We are encouraged to find the beauty in the imperfect, impermanent and incomplete, realising the good in our daily lives, focusing on how things are, rather than how they should be. In a recent podcast (June 2020), Laureate Professor of the Melbourne Graduate School of Education, and Chair of the Australian Institute for Teaching and School Leadership, John Hattie reflected that his optimism, during the current pandemic with reference to teachers and schools, is due to never underestimating the skills we have to solve a problem. One thing that can be said for 2020, is its ability to show us the many wonderful things we can be grateful for at Tudor House, as well as how capable we are as a community.

Anni Sandwell Head of School, Tudor House John Hattie podcast: https://education.nsw.gov.au/news/ secretary-update/every-student-podcast-john-hattie

from having to self-regulate in their interactions with technology - focusing on the tasks set, and not getting side-tracked by the temptations of technology for recreational purposes. We’ve all benefited from meta-learning skills and agency. We are grateful that we’ve maintained staff professional learning both on campus and off-site through modified platforms. We are grateful for the staff who’ve made so many adjustments to enable all associated with our School continue to flourish. We were ‘down’ a GAP student and Boarding Assistant in Medley House in Term 3. Many staff have taken on additional duties to cover afternoon and weekend Boarding Duties. Existing teachers added others’ loads to their own, with staff absences. We are grateful for the support of our parents/ carers - usually onsite for many Tudor House functions, respecting the necessity to modify School operations and minimise parental presence at community events.

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

Determination During COVID Although this year was disruptive, to say the least, and the students were unable to do all the engaging activities we usually would to at Tudor House, we were still able to make the most of the situation. Rather than cancelling everything, we found ways to make our favourite character building events happen for the students.

While sporting competitions were cancelled and playing conditions altered, we were able to keep some sport going at the School. We managed a few rounds of IPSHA football and rugby, and even after the cancellation of the competition we continued with internal matches so that the students could still have some pride in playing for a team. Local soccer and hockey competitions continued, allowing many of our students to participate in sport. All major carnivals were completed this year, although there was no progression to IPSHA Cross Country or Athletics. Despite all setbacks, this was the first year that we were able to have a boy and girl champion, who were awarded with trophies and cups generously donated by our Tudor families. Every year, without fail, ‘Tough Mudder’ is a highlight activity for our boarders. With COVID not a factor and the common heavy rainfall in the Southern Highlands, Tudor House was able to hold its ‘Tough Mudder’ event again this year. On a spectacular winter’s day, with clear blue skies and the wind chill at bay, Tudor House boys and girls made their way through the muddiest, wettest, and most challenging parts of Tudor’s extraordinary topography of hills and wetlands. The boarders worked in teams, creating strategies to help each other run, swim and crawl their way down Foxy Creek. Don’t worry, a roaring fire at the boarders’ fire pit greeted the warriors upon their return!

Our Leadership Days, although slightly different, are other key events that were still a great success, despite needing to be modified to meet COVID restrictions. Normally hosted with Tara Anglican School for Girls and The King’s School, Preparatory School, this year it was held at Tudor House. Both days focused on resilience, determination, perseverance, and above all leadership around the School - highlighting that you do not need a badge to be a good leader. With younger and older students buddying up to overcome various challenges, it was a pleasure watching the students support and look after one another. Towards the end of the year, as restrictions began to relax, School Camps were allowed – another great character building activity. Thankfully, all Year 3 to 6 students were able to attend the camps and naturally they had a ball. Year 3 enjoyed an onsite camp, with a day trip to Penrith Aqua Park, Year 4 went to Berry Sport and Recreation Centre, Year 5 to Camp Toukley on the Central Coast and Year 6 spent three days in Canberra. What a great way to end this crazy year!

Sam Goodfellow Director of Co-Curricular, Tudor House

Gazette Januar y 2021

COMMUNIT Y

#offthegridtogive

This year The Kingâ&#x20AC;&#x2122;s School launched its #offthegridtogive initiative as part of the Service Learning program. During the height of the pandemic, when students were spending the majority of their days in front of screens, Years 7 and 8 students were challenged to take time away from their devices, focusing their attention on their thoughts and efforts towards others. The boys were encouraged to be selfless and to do something that had a positive impact on those around them, ideally, any task that would help and show gratitude for their families, neighbours and broader communities.

The initiative required boys to turn their thoughts and plans into action. Tutors helped each boy come up with an idea that could be sufficiently executed on #offthegridtogive day. There were some amazing stories and ideas derived from our young Kingsmen. Many boys took the opportunity to help out around the house with yard work, cleaning and cooking dinner for the whole family. Some boys spent the day working on their farms feeding sheep, mowing lawns and building things. Other boys pushed their limits and created care packages and wrote letters of thanks which they delivered to nurses and other care workers. These are just some of the great initiatives the boys came up with. The compassion showed by each boy who made the most of this opportunity was outstanding. We very much look forward to giving the young men of Kingâ&#x20AC;&#x2122;s more opportunities to show their deep compassion and to have a positive impact on society over the course of the year and the rest of their time here at Kingâ&#x20AC;&#x2122;s. We look forward to many more impact days to come.

Dean Papandreas Former Director of Service Learning

Gazette Januar y 2021

COMMUNIT Y

Convoy of Hope

As we returned to school at the start of this year we had all witnessed the devastation the bushfires brought to large areas of Australia. One area hardest hit was the Lake Conjola region.

With the School’s Mission Statement stating, ‘The King’s School is a Christian Community that seeks to make an outstanding impact for the good of society’ and our School values of compassion and responsibility front of mind, we posed the following questions to the boys: ‘What can we do to help? How can we support our regional areas while sitting at our Parramatta campus?’ We then faced COVID-19. Schools closed and then reopened with restrictions. Sport, Clubs and activities had to stop unless they were COVID safe. Yet despite all this, the boys were determined and wanted to focus on others through these challenging times.

We found the answers to our questions by being creative and joining with the Convoy of Hope, a faith based, non-profit organisation that provides hope and response to natural disaster. With the intention to regenerate the area of Lake Conjola, students nurtured and grew 900 native seedlings into healthy plants over a five-month period. The healthy and strong pots were then delivered to the community at the end of November. Besides helping mum and dad at home with planting, this was a new experience for the boys. “There was a lot we had to learn, but the hardest part was planting 900 plants. It was a lot of work, said Levi Strong (Year 5).

“I really liked helping people who were in need. It was great knowing that we were giving back to the community,” said Year 5 student Toby Maple-Brown. Although this was a small initiative undertaken by the Prep boys to assist such a large-scale rejuvenation project, the boys have taken great heart from being able to assist in providing support for the Lake Conjola region. “This is something we could definitely do again, even in different countries”, said Toby. Our deep gratitude is extended to the Fathers’ Association whose financial sponsorship of the project made this service action possible.

Jordy Wickham Preparatory School Teacher https://vimeo.com/491506450/ffe54c46f7

“ Although this was a small initiative undertaken by the Prep boys to assist such a large-scale rejuvenation project, the boys have taken great heart from being able to assist in providing support for the Lake Conjola region.”

Gazette Januar y 2021

Girls’ Gathering

26th Art Prize Winner Mother’s Day

https://vimeo.com/456825658

QQQQ

Year 12 Farewell

Anzac Day Dawn Service

https://vimeo.com/411640945

Gazette Januar y 2021

COMMUNIT Y

A Resilient King’s Community The King’s School was established so that the families who chose to give their children a King’s education and experience, were choosing to make an impact for the good of society through that choice. This is what lies at the heart of the King’s community. Parents of the School optimise and enjoy the rich King’s experience, through the lives of their children, as active involved partners in the journey, building enduring family friendships along the way. The King’s community fosters engagement between parents, Housemasters, teachers, MICs of various sports, coaches, tutors and more, as well as providing the networking and friendship opportunities between current parents, past parents, Old Boys and Old Tudorians. With gatherings taking place within House events, sports clubs, Year groups, around sport fields, at music recitals, drama productions, art shows, showcases, tours, ski trips, and a broad range of activities, functions, reunions and celebrations across the three campuses. There is no denying the King’s community is vibrant, busy and dynamic! But in 2020 COVID-19 hit. A major challenge, especially for our new families, as face-to-face gatherings ended for 2020 and we suffered the loss of what is an integral part of the community experience. Nevertheless, in true King’s spirit our community adapted, innovated and remained connected, as the King’s community went online. Through Zoom and KingsNet, students, staff and parents could remain connected, while in isolation. To rally the community together and as a first response to support our parents through COVID related challenges, #strongertogether was developed as a curated collection of resources designed as a ‘onestop-shop’ for parents and staff – located on the King’s Community page of KingsNet. With regular updates, #strongertogether gave parents both fun and fascinating resources, with hours of entertainment to explore – perfect to keep the family occupied during lockdown.

Anzac Day Dawn Service

The community came together again for a five-week trivia challenge known as the Quarantine-Quashing Quizzical Quest (QQQQ). Hosted by quiz host extraordinaire Mike Symons, over 240 King’s families from across the three campuses entered the fray via Zoom, pitting their general knowledge strengths against each other in friendly, but focussed competition. Annual milestone occasions which are the threads of the rich history of King’s, such as Anzac Day, Easter Services, the Annual Musical, The Passing Out Parade, GPS sport, The Festival of Lessons and Carols to name but a few, were made possible by the commitment across our community to engage in virtual experiences. As I leave the School after a wonderful 18 months, I am most grateful to have met many of you and thank all the families and colleagues who have made my time at this great School something special. The Community Engagement baton will be ably picked up in 2021 by former Macarthur Waddy Boarding Housemaster and English teacher Mike Symons, as the Director of Community Engagement, and we trust that things can return to something more like ‘normal’ after the strangest of years. The King’s School is a magnificent institution. Be proud of it, protect it and celebrate well as you move toward your 200th year in 2031. ‘Once a King’s family, always a King’s family!’

Rose Thomson Former Head of Community Relations https://vimeo.com/403199915

Gazette Januar y 2021

Old Buffers Cricket Match

O L D B OYS ’ U N I O N

The Old Boys’ Union Like thousands of organisations around Australia, the COVID-19 pandemic has severely impacted the operations of the Old Boys’ Union in 2020. Nonetheless, I am pleased to report that the Old Boys’ Union remains in an excellent position to support our Old Boy members and the School.

Gazette Januar y 2021

“ I am pleased to leave the role with an Old Boys’ Union that has a strong financial position, a renewed program of Old Boy events and a strengthened relationship with the School Council and the School.” The OBU began 2020 with an ambitious program of events for our Old Boys. All events had been planned and dates were set aside for the whole of 2020. For the first time in a long time, the OBU posted a calendar of events to all members early in 2020. These events included a Young Old Boys Night, Networking Night, a tour of the Old School for the Harrisford Group, a revamped Homecoming Day (which was to be renamed Back to King’s Day), a Golf Day and our Annual Dinner. Our first event for 2020 was to be Commemoration Day. Commem Day is held every year in February and commemorates the opening of The King’s School in 1832. It is traditionally the day when Old Boys play the School in various sports, including touch rugby, football, tennis and basketball. In 2019, we introduced a Chapel Service and also a fun run following the Figure 8 route, which is well known to Old Boys! Sadly, this year’s Commem Day had to be cancelled due to inclement weather. The cancellation of Commem Day turned out to be a portent of things to come. Unfortunately, due to the COVID-19 pandemic, the Old Boys’ Union was unable to hold any events for our members in 2020. The uncertainty surrounding the health situation meant that we could not confidently hold events and this was, of course, very disappointing. We were particularly disappointed at not being able to support the numerous Year group reunions that had been planned for 2020. We look forward to returning to a full program of events and reunions once the health situation stabilises. Tentative planning is already underway for events in 2021. Despite the COVID-19 pandemic, the Committee of the Old Boys’ Union continued to meet in 2020 remotely, and then in person, once restrictions on movements were lifted. In 2020, the Committee has focussed on a review of its investments. The Old Boys’ Union is very fortunate to have substantial financial assets, which have been built up and consolidated, thanks to the efforts and contributions of Old Boys over many years. I would like to record my thanks to the members of the Investment Sub-Committee for their work.

Harrisford House, at 182 George Street, Parramatta, continues to deliver as the key asset of the Old Boys’ Union. Harrisford House is the building where the School first opened its doors in 1832, and was purchased by the Old Boys’ Union in 1980. We have secured a long term tenant, and, whilst development around Harrisford continues, I am confident that Harrisford is well positioned for the years to come. The Harrisford SubCommittee continues to keep a close eye on our investment in Harrisford and I thank them for their efforts. I am pleased to report that, despite adverse economic conditions in 2020, the Old Boys’ Union has maintained a sound financial position. The combination of our investment portfolio, together with Harrisford House returns, places the Old Boys’ Union in a comfortable financial state. The Old Boys’ Union continues to play a role in the governance of the School through facilitating the election of Old Boy Governors of The Council of The King’s School. On behalf of the Old Boys’ Union, I would like to record our thanks and appreciation for the efforts of our Old Boy Governors in 2020: Roger Davis (‘69), Peter Harvey (‘75), Mark Webeck (‘77), Richard Weekes (‘78) and Peter Whittington (’97). Being a Governor of the School Council is a thankless task and, as volunteers, these Old Boys have contributed a significant amount of time and energy to their roles as Old Boy representatives on the Council. In September, the Old Boys’ Union held an election for three new Old Boy Governors. Congratulations to Peter Harvey (‘75), Edward Lloyd (‘95) and Rowland Long (‘88) on their election and appointment as Governors representing the Old Boys’ Union. We look forward to working with you. The Old Boys’ Union cannot operate without the support of many. I express my sincere thanks to Ms Jacqui Forsyth, the Old Boys’ Union Administrator. Jacqui stepped into the role in September 2019 and has been instrumental in keeping the Old Boys’ Union show on the road. I would also like to record my thanks to the additional support provided by the wider team at the School, in particular Ms Michelle Petrovic and Ms Rose Thomson.

Peter McLeod

I am grateful to our Patron, the Headmaster, Mr Tony George, for his support of the Old Boys’ Union, as well as the support of the broader School Executive, including the Deputy Headmaster, Rev Stephen Edwards; the Community Chaplain, Rev Matthew Pickering and Director of Development, Mr Aaron Malouf. I acknowledge the continued service and support of the members of the Old Boys’ Union Committee and the contributions of our Past Presidents. As a volunteer organisation, I appreciate their efforts. All members of the Old Boys’ Union are eligible to stand for a position on the Committee and I encourage interested Old Boys to get involved. Finally, I would like to thank the Old Boys’ Union Executive for all of their efforts and support this year. I’m particularly grateful to our Honorary Secretary Paul McKaysmith, Honorary Treasurer Tim Martel, and Past Presidents Grant Martin and Peter Whittington for their valuable counsel and hard work. My term as President of the Old Boys’ Union draws to a close at the end of 2020. While this year has not turned out as we would have hoped, I am pleased to leave the role with an Old Boys’ Union that has a strong financial position, a renewed program of Old Boy events and a strengthened relationship with the School Council and the School. I wish my successor all the best in his new role.

Michael Thomas (‘97) Former President, Old Boys’ Union

Gazette Januar y 2021

James and Arabella Tuck

Gazette Januar y 2021

O L D B OYS ’ U N I O N

Births, Engagements, Marriages and Deaths Births

Deaths

Bellamy (’84) David and Kristen King, a daughter, Ebony, on 12 October 2019

Austin (’56) Michael Godfrey 17 October 2019

Blake (’95) Hugh Charles Beminster and Georgia, a daughter, Olivia Rose, 21 August 2020 Kougellis (’88) Jason and Elizabeth Rose Braithwaite, a daughter, Amelia Rose, on 29 February 2020 MacDonald (’99) Daniel Lachlan and Anna, a son, Albert Angus 1 February 2020. Brother to Freddy and Audrey Wykes (’99) Shaun Andrew and Kristy, a daughter, Jessica Joy 3 February 2020

Barlow (’70) Stacey Stuart Campbell 3 July 2020 Barton (’49) Brian Dunbar 26 February 2020 Barton (’51) Michael Brian Hampden 3 December 2019 Beverley (’69) Hugh Michael 25 January 2005 Blogg (’76) Adrian Douglass 18 February 2020 Body (’60) Douglas John Irving (John) 11 July 2020 Brooks (’42) Robert (Bob) George 2 August 2020 Browning (’40) Donald James 10 January 2020 Buring (’62) Christopher Michael George 3 December 2019 Campbell (’70) Ian Hay 23 July 2018 Capel (’49) Anthony (Tony) 21 May 2020

Lindsay (’53) James Singleton (Jim) 18 February 2020 Litchfield (’44) James 29 April 2020 Mack (’52) Austin Joseph Abbott 29 February 2020 Mackay (’76) Paul Donald 17 May 2020 Mackenzie (’54) Stuart (Sam) Alexander 20 October 2020 Maple-Brown (’43) James Irwin Faithful 10 May 2020 Martin (’53) Charles Hastings 16 March 2010 McIntosh (’80) Richard James 21 December 2019 McIntosh (47) Ronald Andrew 7 November 2020 McKinney (’48) John Kenneth 15 August 2020 Monro (’46) Kenneth Allan 25 November 2020 Morris (’52) Gregory (Greg) John 6 October 2020

Engagements

Chapman (’07) Samuel David Dodson (Sam) 4 February 2020

Jamieson (’97) Brett John to Benjamin Simpkins on 24 April 2019. (advised 24/4/20)

Clark (’44) Maxwell (Tony) Crothers 17 June 2020

Mortlock (’60) John Gregory 31 March 2020

Clark (’45) Rodney James (Rod) 4 July 2019

Pickles (’54) Peter Lloyd 21 July 2020

Cowper (’39) William (Bill) Macquarie 18 May 2020

Pope (’47) Anthony John (Tony) 27 June 2017

Crossing (’50) Jonathan Maclean 22 March 2020

Raffan (‘62) Douglas (Doug) Charles Walter 23 October 2020

Kong (’11) Roger Peiyang to Leanne Fong in Sydney on 17 July 2020 Ridge (’10) William James Penzer (Will) to Grace Frances Murray of ‘Idalia Station’ Lough NSW

Marriages Bowman (’05) John Peter to Teresa Mary O’Hara on 6 April 2019 Bowman (’08) Timothy Edward (Tim) to Sarah Ann Dorman on 17 November 2018

Crossing (’52) Andrew Kemmis Maclean 11 June 2020 Croxon (’56) Phillip 24 May 2020 Cullen (’48) Samuel Sydney 21 September 2020 Davies (‘52) Stephen John James Frank 29 October 2020 Davison (’67) Mark Roberts 24 August 2019 Dickson (’51) David Bourchier 21 January 2020 Donnelley (’52) Norman Sherwood (Tony) 5 July 2020 Eslake (’70) Stephen John 20 July 2020

Mort (’51) James Lisle 19 December 2019

Reid (’63) Derek Barton Rankin 20 May 2020 Rider (’58) Geoffrey (Geoff) Gordon 27 November 2019 Robinson (’45) David Rokeby 27 February 2020 Rutledge (’50) Richard Brian 3 August 2018 Seccombe (’47) Austen (Thorne) Colket 11 November 2020 Slennett (’04) Daniel Ian 3 August 2020 Stitt (’55) Frank Walter Dowling 17 December 2019 Strong (’94) Jamie Alan 27 December 2019

Moore (’89) Simon Edward to Brian Lindsay on 24 August 2019

Evans (’51) John Wardley 16 May 2020

Pauli (‘97) Matti Bek to Lisa Michelle Maney on 23 July 2019

Friend (’48) William (Bill) Walter 8 November 2020

Thompson (’70) Nicholas Edward Waddy 24 March 2020

Fulton-Kennedy (’46) Terence William 8 May 2020

Tuck (’10) James Phillip to Arabella Mary Searle on 20 November 2020

Webster (‘62) Ranald James 9 February 2020

Geddes (’55) Richard Austin 12 March 2020

Williams (’57) Gowan Hartley 11 August 2020

Gillies (’47) Hugh Vicars 14 December 2020 Gollan (’72) Bruce Randall 26 August 2020

Windeyer (’61) Kenyon Edward Stretch (Ken) 22 May 2020

Gracie (’54) Arthur Robert Garvin 27 July 2020

Young (’04) Roby Michel Le Roi 14 April 2020

Yan (’15) Jonathan Edward Thomas Uebel to Sabrina on 18 January 2020

Evans (’64) Richard Edward Fawcett 16 June 2020

Taylor (’65) Terence Neil 24 March 2020

Hall (’70) Oliver (Ollie) Bythe 13 November 2020 Hood (’61) Christopher Vernon 24 April 2020 Hudson (’64) Richard (Stephen) 8 May 2020 John (’69) Richard Anthony 31 October 2019 Leatherdale (’78) Julian William Charles 22 April 2020

Apology The death of Mervyn (Mike) Charles Lotzof (’71) was incorrectly reported in the January 2020 edition of the Gazette. We are pleased to confirm that Mike Lotzof is still alive and well.

Gazette Januar y 2021

Newington College vs The Kingâ&#x20AC;&#x2122;s School

Gazette Januar y 2021

A RC H I V E

Sesquicentenary of Stories: King’s Rugby While events to celebrate the Sesquicentenary of Rugby were unable to take place as planned, a win against our earliest rival, Newington and a Championship win, certainly cemented the 2020 season as one of the more memorable. Behind the scenes, Barry Ross, a well known journalist has been compiling 150 stories about the School’s Rugby past and one of those stories recalls Wallaby number 146, Montague Massy-Westropp (1904-09). During celebrations during the next season, hopefully the 150 stories will be available for all to read.

Monty was born at Robertson on 7 August 1891, the son of the local police chief, Frank Massy-Westropp. A good all-round athlete from an early-age, Monty was a speedy winger and centre with the 1st XV for three years from 1907. Awarded Honour Caps in 1908 and 1909, Monty was selected for the GPS 1st XV in 1909. After leaving school, he played with the Sydney club for one season and then joined Glebe for the next four seasons, before competition rugby ceased due to World War I. At Glebe he was a member of the Premiership winning first grade teams of 1912 and 1914, while he was also the Competition’s leading try scorer in both these years, collecting 14 tries in 1912 and 15 in 1914. Monty played the first of his five games for NSW (1912-1914) on 3 August 1912 at University Oval. He finished with four games against Queensland and one with Central Queensland. On 15 August 1914, he played his only Test against New Zealand at the Sydney Sports Ground. Because of the War, this was Australia’s last Test for six years.

After leaving King’s, he worked as a clerk with the New Zealand Loan Company in Sydney for a year and then worked in a similar role with several contracting firms during the War years. He was Secretary of the Old Boys’ Union (1913-15) and after the War, he farmed in the Upper Kangaroo Valley area and then moved back to work on a property in his home town of Robertson. While at Robertson, he was captain/coach of the Robertson rugby league club for three seasons, before moving to Kiama/Jamberoo at the end of 1924. He remained in this region for the next 50 years, passing away on 2 July 1974, aged 82. The School’s Museum collection includes some of this NSW and Australian Rugby history, including the 1914 test Rugby jersey, NSW Honour Cap and the gold medal from the Glebe winning premiership.

Jenny Pearce Archivist

Gazette Januar y 2021

A RC H I V E

Make Your Mark in History We have lived through a history making year. Those who are young enough will be able to recount the year of COVID-19 to their future grandchildren, as those of us who are more mature asked our grandparents what it was like to live through the Depression or the War. In the 2019 edition of the Gazette another pandemic was just by chance the feature of the Archives article - the Spanish Flu. When researching for that article there was little recorded about the impact the pandemic had on the School’s everyday life. The little evidence we did have, however, told us that there was no cricket, and rugby training was reduced because the School numbers were down to local day boys only. Cadet training was suspended and classes were held outside under the trees or on the open verandahs, masks were compulsory – and that’s all we knew. There were many unresolved questions because the evidence simply didn’t exist. That prompted a call out for the community to lodge with Archives their impressions of living in lockdown. King’s community, this is your chance to get creative and help us document for the future how extraordinary 2020 has been. Share with us a photo or video from life in lockdown, write a poem, diary entry, short story, or create an art work or cartoon – however best represents your COVID-19 experience. All submissions must with be archived at the Museum and must be sent to the King’s Archivist, Jenny Pearce at archives@kings.edu.au or jpearce@kings.edu.au. Thank you to all those who have already made a contribution! One of the Prep Year 3 classes reflected on how they responded to learning online through drawings and short stories.

Jenny Pearce Archivist

https://vimeo.com/415748077

End of Year Events â&#x20AC;&#x201C; Festival of Lessons and Carols

Festival of Lessons and Carols https://vimeo.com/484303966

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

The King's School Gazette January 2021

Articles inside

Make Your Mark in History

Sesquicentenary of Stories: King’s Rugby

The Old Boys’ Union

Births, Engagements, Marriages and Deaths

A Resilient King’s Community

offthegridtogive

Don’t Look at the Trees, Climb Them

Convoy of Hope

Determination During COVID

A Great Partnership – Character Education and Outdoor Education

Animals and Wellbeing at King’s

A Year Reinvented at the Prep School – From Peter Allison, Head of Preparatory School

If You Can’t Run, Then Walk

King’s Crowned AAGPS Champions

The Show Must (Not) Go On: Grease The Musical

Year 12 Journey Like No Other

Boys to Men

How we changed COVID times into a successful year

Play Based Learning

Excellence at Tudor House

Creating Opportunities from Times of Crisis

A Milestone in the Tudor House Learning Adventure

HSC Showcase

Experiential Learning

The Big Questions

CyberTaipan

The Future Project – Affilated Companies

The Future Project – Leading Science Education

The Concord Review with Jinyoung Kim

Education Reimagined

Making King’s History

Austin Wallace – School Captain 2021

A Tale of Two Brothers

Digital Learning Strategy 2020

Delivering Leadership

A Glass Half Full Kind of Year – From Stephen Edwards, Deputy Headmaster & Head of Senior School

Welcome – From Tony George, Headmaster